PREDICTING GRADES FROM BELOW CHANCE TEST SCORES     

John R.  Hills Marilyn B.  Gladney 《Journal of Educational Measurement》1968,5(1):45-53

  相似文献   

Introduction to Gems from the Past—A Gem Found     

James A. Pershing  Brian Gresham  Marilyn Gilbert 《Performance Improvement》2014,53(5):38-39

  相似文献   

A conversation with Virginia Hamilton     

Marilyn Apseloff 《Children‘s Literature in Education》1983,14(4):204-213

  相似文献   

Re-Describing Society     

Strathern  Marilyn 《Minerva》2003,41(3):263-276

  相似文献   

ISMF International Student media festival 2003 Official scrapbook     

John Connelly  Marilyn Connelly 《TechTrends》2004,48(1):25-39

  相似文献   

Should Spirituality be Taught in Post-compulsory Education? Justifications for its Inclusion in the Further Education Curriculum     

Marilyn Tatarkowski 《Pastoral Care in Education》1997,15(3):23-29

Marilyn Tatarkowski points to Dearing's suggestion that all providers of education and training should take spiritual and moral issues into account in the design and delivery of the curriculum. In her own FE college she found that social science students were generally positive about the idea of a forum to discuss religious and spiritual issues, and that a high percentage of them had become more interested in this area since moving into HE. Having provided a detailed analysis of the concept of spiritual development, she ends by providing both a justification for the inclusion of spiritual development in the FE curriculum and some suggestions as to how this might be done.  相似文献   

Hats … hats … let's make a hat!     

Marilyn Karns 《Early Childhood Education Journal》1976,3(3):13-15

  相似文献   

How can we find out what 3 and 4 year olds think? New approaches to eliciting very young children's understandings in science     

Dr Marilyn Fleer  Dr Tim Hardy 《Research in Science Education》1993,23(1):68-76

This paper outlines work in progress on a study which is investigating what children understand about natural and processed materials and how scientific learning on the topic could be extended and reinforced in the home. Four different interview schedules for eliciting children's understanding were developed and tried out. Children's understandings prior to each of the four units, and at the conclusion of the teaching program were documented through individual interviews. Family interviews were also conducted prior to and at the conclusion to the teaching. In this paper the difficulties associated with researching young children's thinking are explored. The rationale for a storytelling context for the interviews is presented, and there is a preliminary discussion on the effectiveness of the methodology utilised. Specializations: early childhood science education; the Curriculum Corporation K-3 Science Program. Specializations: primary science education, teacher education in science, adult experiences of science and technology; the K-3 Science Program.  相似文献   

Welfare-to-Work Single Mothers' Perspectives on Parent Involvement in Head Start: Implications for Parent–Teacher Collaboration     

Marilyn Bruckman  Priscilla W. Blanton 《Early Childhood Education Journal》2003,30(3):145-150

Single mothers' perspectives on selecting child care reflect their experiences of the significance of parent–teacher collaboration in a Head Start context. Mothers spoke of their motivations for selecting child care, their experiences of their relationships with Head Start teachers, and how their self-development and learning were enhanced by interactions with Head Start staff. Such collaboration has positive effects for their children, their development as parents, and their development as individuals. Implications of their perspectives for teacher best practices are drawn.  相似文献   

How Do Faculty Make Formative Use of Student Evaluation Feedback?: A Multiple Case Study   总被引：1，自引：0，他引：1  

Yuankun Yao  Marilyn L. Grady 《Journal of Personnel Evaluation in Education》2005,18(2):107-126

This multiple case study explored faculty formative use of student evaluation feedback. Results were based on interviews of ten education faculty members at a midwestern research university and reviews of relevant documents. It was found that end of semester student evaluation, originally used for summative evaluation, was also used by faculty for teaching improvement purposes. Faculty cared for student evaluation feedback and used discretion in using the feedback to improve their teaching. Faculty also experienced anxiety and tensions in the context of a mandated summative evaluation. Variations were found in faculty use of evaluation feedback, as a result of difference in background and experience.  相似文献