The development of a national policy for the education of girls in Australian schools     

Eileen Duhs 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1987,33(4):504-507

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Irish Literature for the Classroom     

Eileen Doherty 《English in Education》1982,16(3):74-80

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The CLEP General Examination validation program at the University of Illinois from 1970 to 1972     

Lawrence M. Aleamoni  Eileen S. Kohen 《Research in higher education》1977,6(4):343-353

The present article reports a validation program at a large midwestern university using the CLEP General Examinations for Social Sciences and History, Humanities, and Natural Sciences. It outlines the various meetings and discussions that took place among the representatives of the various colleges in discussing the implications of the validation studies. It details the decision-making process followed in determining the cutoff scores and the amount of credit to be granted in satisfying the four general educational requirements at the University. It also documents some of the problems encountered in arriving at a final set of cutoff scores.  相似文献   

How helpful are the helpers? A review of sexist helping practices and competencies needed by helpers of women     

Eileen T. Nickerson 《International journal for the advancement of counseling》1978,1(3):249-273

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A Review of: “The Information Revolution & Ireland: Prospects and Challenges, by Lee Komito. Dublin: University College Dublin Press, 2004. ix + 222 pp. $35.95 (paper). ISBN 1-904558-07-0”     

Eileen M. Trauth 《The Information Society》2006,22(5):369-370

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Adult humans’ understanding of support relations: an up-linkage replication     

Francisco J. Silva  Merritt I. ten Hope  Ali L. Tucker 《Learning & behavior》2014,42(4):337-347

In an up-linkage replication, three experiments examined adult humans’ folk physics, i.e., their naturally occurring and spontaneous understanding of the physical world, using a violation of expectation (VOE) task and stimuli similar to those used to study chimpanzees’, monkeys’, and rooks’ folk physics. Unlike what has been reported with nonhuman primates, adult humans did not look longer at physically impossible than possible events, though they did rate the physically impossible events as more interesting and novel than the possible events. These results underscore that behavior during a VOE experiment has many possible causes, only one of which may be a subject’s folk physics.  相似文献   

Connections Between Public Art and Art and Design Education in Schools     

Eileen Adams 《The International Journal of Art & Design Education》1997,16(3):231-239

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Scaffolding English language learners' mathematical talk in the context of Calendar Math     

Holland W. Banse  Natalia A. Palacios  Eileen G. Merritt  Sara E. Rimm-Kaufman 《The Journal of educational research》2017,110(2):199-208

Teachers of elementary mathematics face multiple, convergent demands. These demands include supporting the growing population of English language learners (ELLs) and facilitating mathematical discussions across relevant curricular contexts. The authors used a comparative case study to examine how two teachers attempt to facilitate discussions while enacting a Calendar Math curriculum, in Grade 4 classrooms with high concentrations (>50%) of ELLs. The authors found that these teachers' use of Calendar Math did not provide a supportive context for conceptually based discussions. However, teachers did support ELLs in mathematical discussions by including display questions, elaborating student responses, modeling the use of mathematical vocabulary use, and use of self-talk. Teachers differed with regard to how often they elaborated responses, used vocabulary, the amount of teacher speech and the length of lessons. We discuss what these practices may mean for ELLs.  相似文献   

Enhancing the early student experience   总被引：1，自引：0，他引：1  

Eileen Trotter  Carole A. Roberts 《高等教育研究与发展》2006,25(4):371-386

This paper is concerned with identifying how the early student experience can be enhanced in order to improve levels of student retention and achievement. The early student experience is the focus of this project as the literature has consistently declared the first year to be the most critical in shaping persistence decisions. Programme managers of courses with high and low retention rates have been interviewed to identify activities that appear to be associated with good retention rates. The results show that there are similarities in the way programmes with high retention are run, with these features not being prevalent on programmes with low retention. Recommendations of activities that appear likely to enhance the early student experience are provided.  相似文献   

Shorter notices     

Eileen Talbot  Victor Rees 《Literacy》1981,15(2):62-64

Thomas, Mike and Thomas, Sally (1981) On Our Own TWO Feet, Books 6 to 8 (Settling In, Safe and Secure, Around and About). Horton, M. (1980) The Second Reading and Writing Book. A Handbook for Teachers and Parents to Use with Children. Edwards Reading Test (1980) Heinemann Educational Books.  相似文献