Research in AVCR: A Critical Review     

John A. Hortin  Dennis E. Sheriff 《Educational technology research and development : ETR & D》1981,29(4):227-230

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Differential response to cueing and feedback in the acquisition of an inductively presented biological concept     

John J. Koran  Mary Lou Koran  S. Dennis Baker 《科学教学研究杂志》1980,17(2):167-172

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Fallacies of hope?     

Dennis Austin 《Minerva》1982,20(3-4):313-338

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A letter from the President of UKRA     

Doug Dennis 《Literacy》1983,17(1):3-4

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Introduction to Special Issue on the 2005 Atlantic Hurricane Season     

Dennis S. Gouran - Dennis S. Gouran is Professor of Communication Arts  Sciences  Labor Studies  Employment Relations at the Pennsylvania State University  Matthew W. Seeger - Matthew W. Seeger is Professor  Chair of the 《Journal of Applied Communication Research》2007,35(1):1-8

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Changing Attitudes to the Subject,and the Teaching of Mathematics amongst Student Teachers     

David Lumb  Dennis Child 《Educational studies》1976,2(1):1-10

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南京市基础教育设施空间结构及其演化     

涂唐奇  陈江龙  魏也华  梁其椿  张英浩 《中国科学院大学学报》2018,35(1):66-74

针对传统的基础教育设施研究偏重数量和静态视角的现状,以2006-2015年南京市8区基础教育设施为研究对象,采用平均最邻近距离法分析空间集聚性、采用核密度法分析空间热点演化、采用社会网络分析方法与拟合模型探讨教育设施分布及联系网络特征,采用重心椭圆方法分析教育质量的变化。结果表明：幼儿园和小学空间集聚性增强,初中和高中则减弱,除初中外平均邻近距离均下降;除高中外各设施高密度区域范围显著扩大,小学大致呈单核结构扩张,初中呈双核向三核转变的趋势,幼儿园在江宁区形成新极核;名校设立分校的教育联系网络发展的空间差异总体呈先升后降趋势,优质教育设施区位选择受行政界线制约的程度先增后减;教育质量的重心总体先向北后向西移动,高质区域总体呈扩大趋势,但主要仍集中于鼓楼区。基于以上研究结论,提出完善教育设施规划的建议。  相似文献   

Developments in electronography for astronomical research     

Dennis McMullan  Peter A. Wehinger 《Endeavour》1977,1(1):32-39

Astronomers are always interested in detecting and observing the faintest, most distant objects in the Universe. Electronography has the advantages over photography where it counts most—when observing the faintest objects. The technical problems involved in the development of electronography are here reviewed, and recent advances and observations with the RGO camera are described.  相似文献   

A multinomial logit model of college stopout and dropout behavior     

Leslie S. Stratton  Dennis M. O’TooleJames N. Wetzel 《Economics of Education Review》2008

Studies of college attrition typically assume that all attrition is permanent. We use data from the 1990/94 Beginning Postsecondary Survey to distinguish between long-term dropout and short-term stopout behavior in order to test that assumption. We find significant differences between those who stop out and those who drop out in the first year. Failure to recognize these differences biases the results of standard attrition models and hence may cause policy makers to pursue inappropriate policy initiatives or incorrectly target at-risk populations. Furthermore, the type of financial aid received is found to have a differential impact on stopout versus dropout probabilities.  相似文献   

Are the Factors Affecting Dropout Behavior Related to Initial Enrollment Intensity for College Undergraduates?     

Leslie S. Stratton  Dennis M. O&#;Toole  James N. Wetzel 《Research in higher education》2007,48(4):453-485

We use data from the 1990/1994 Beginning Post-Secondary Survey to determine whether the factors associated with long-term attrition from higher education differ for students who initially enrolled part-time as compared to for students who initially enrolled full-time. Using a two-stage sequential decision model to analyze the initial enrollment intensity decision jointly with attrition, we find no evidence of correlation in the unobservables that necessitates joint estimation, but substantial evidence that the factors associated with attrition differ by initial enrollment status. The timing of initial enrollment, academic performance, parental education, household characteristics, and economic factors had a substantially greater impact on those initially enrolled full-time, while racial and ethnic characteristics had a greater impact on those initially enrolled part-time. The results of our study suggest that separate specifications are necessary to identify at-risk full-time as compared with at-risk part-time students. The data employed here were generated while working under a grant supported in part by the Association for Institutional Research, the National Center for Education Statistics, and the National Science Foundation under the Association for Institutional Research 1999 Improving Institutional Research in Post-secondary Educational Institutions Grant Program. The Spencer Foundation Small Grants program provided funding for the analysis. Leslie Stratton gratefully acknowledges additional support from a 2001 Faculty Excellence Award from Virginia Commonwealth University. Referees from the 2005 Southern Economic Association meetings and from Research in Higher Education provided very helpful comments. Any opinions, findings, conclusions, or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Spencer Foundation, the Association for Institutional Research, the National Center for Education Statistics, or the National Science Foundation.  相似文献