Book Reviews     

Paul W. F. Witt  Susan Meyer Markle  Marshall McLuhan  Glenn Hanson  Francis A. Cartier  Warren F. Seibert  Edwin B. Parker  Sidney C. Eboch  Thomas H. Guback  Malcolm L. Fleming  Philip Lewis  Eieanor Blum 《Educational technology research and development : ETR & D》1964,12(2):213-227

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Parental perceptions of adverse educational outcomes among children diagnosed and treated for ADHD: A call for improved school/provider collaboration     

Gretchen B. LeFever  Margaret S. Villers  Ardythe L. Morrow  E. Sidney Vaughn   《Psychology in the schools》2002,39(1):63-71

An Erratum has been published for this article in Psychology in the Schools 42(2) 2005, 227 [ ]. This research utilized parent report to examine the prevalence of attention deficit hyperactivity disorder (ADHD), related treatment, and associated educational outcomes among elementary school children in southeastern Virginia. In a representative sample of elementary school children, 17% had been diagnosed with ADHD. The majority of diagnosed children had been medicated for ADHD (84%). More than one third of students taking medication had received no other interventions for ADHD. Over half of the diagnosed students received behavioral therapy and almost half received a combination of medical and behavioral interventions. Children diagnosed with ADHD were 3 to 7 times ( p values < 0.001) more likely than other children to receive special education, be expelled or suspended, and repeat a grade. Based on parental opinion, children diagnosed with ADHD are at high risk for school failure. Results are discussed in terms of distinctions between clinical efficacy/effectiveness and schoolwide and public health interventions implemented in the study region. © 2002 John Wiley & Sons, Inc.  相似文献   

Your disease is dissent!     

Bloch S  Reddaway P 《New scientist (1971)》1977,75(1061):149-151

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Professor Ellis responds     

Sidney A. Ellis 《Academic Questions》1995,8(4):10-11

Letters

Professor Ellis responds  相似文献   

Book reviews     

Mortimer  Kenneth P.  Hall  John  Rust  Chris  Reid  W. A.  Thomas  David  de Silva  Rufus  Durkin  Kevin M.  Hook  Sidney 《Higher Education》1989,18(6):743-760

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Validation of a 'spurning scale' for teachers: the Chinese sample     

Wai H. Cheuk  Sidney Rosen  Kwok S. Wong 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):289-297

The present study represents our continuing effort to validate a 'spurning scale' for teachers, based on a model of spurned helpers' reactions. Three approaches were used to examine the construct validity of the scale: the spurning scores of teachers working with more achieving students versus the scores of teachers teaching less achieving students; the relationships between the spurning scores and job satisfaction and turnover scores; and the relationships between the spurning scores and scores indicative of stress arising from interactions with one's students, and with one's supervisor. Serving teachers in Guangzhou (China) responded to a questionnaire containing the variables of interests. Overall, the results provided further evidence for the validity of the scale.  相似文献   

The lawyer in conference with his client     

Sidney Apfelbaum 《Communication quarterly》2013,61(4):15-16

This article proposes that while speech‐communication programs in two‐year colleges should be flexible and adaptive to student needs, the common denominator of these needs is the improvement of oral communication skills. Insofar as speech‐communication departments do this they are providing a “service'’ to all students.  相似文献   

Knowledge management supporting education and research at a university cleanroom     

Linda?NowackEmail author  Thomas?Maul  Werner?Kraus  Walter?Hansch 《知识管理研究与实践》2009,7(1):100-112

At the university, each institute or chair can be seen as a small independent enterprise in respect of education and research. For this reason, the efficiency of management as well as the improvement of education and research within this unit is more and more at a premium. The students need a good working environment and the opportunity to gain and share information in order to carry out successful research and course work. This paper shows how education at a university semiconductor laboratory can be improved by using a content management system to build a knowledge management system. The structuring and implementation will be shown as well as students’ rating of it. The results support the conclusion that the knowledge base is a great step forward for improving education and research in a complex environment.  相似文献   

Afterword     

Sidney Robbins 《Children‘s Literature in Education》1971,2(1):29-31

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Relations between EFL teachers’ formal knowledge of grammar and their in-action mental models of children's minds and learning     

Orly Haim  Sidney Strauss  Dorit Ravid 《Teaching and Teacher Education》2004,20(8):861

We studied the relations between English as a foreign language teachers’ grammar knowledge and their in-action mental models (MMs) of children's minds and learning. The grammar knowledge we examined was English wh-constructions. A total of 74 teachers completed an assessment task and were classified to have deep, intermediate or shallow knowledge. Ten teachers (five with deep and five with shallow level) were videotaped teaching wh-questions. The data were analysed qualitatively to determine the teachers’ MM, and then quantitatively to test similarities/differences in their MM's expression. The findings revealed an identical MM among all teachers that is expressed differently as a function of knowledge level.  相似文献