Historical perspectives on the decennial census     

Theodore G. Clemence 《Government Information Quarterly》1985,2(4):355-368

A brief review of the American census begins with the framers of the Constitution assembled in Philadelphia in 1787. When the delegates agreed on State representation in the Senate and proportional representation in the House, they wrote a census clause into the Constitution to ensure periodic adjustments. During the nineteenth century, the volume of census questions increased dramatically, provoking criticisms of census accuracy and calls for a permanent Census Bureau, established in 1902. In recent times, major innovations in census work have improved accuracy and timeliness, along with more popular interest in the enumeration. For the 1980 census, many people wanted to help set the stage for the census, and most people want to be counted, continuing the best traditions of 200 years.  相似文献   

The productivity of research the politics and economics of research     

Theodore W. Schultz 《Minerva》1980,18(4):644-651

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THE SYSTEM OF COORDINATES AS AN OBSTACLE IN UNDERSTANDING THE CONCEPT OF DIMENSION     

Constantine Skordoulis  Theodore Vitsas  Vassilis Dafermos  Eugenia Koleza 《International Journal of Science and Mathematics Education》2009,7(2):253-272

The concept of dimension, one of the most fundamental ideas in mathematics, is firmly rooted in the basis of the school geometry in such a way that mathematics teachers rarely feel the need to mention anything about it. However, the concept of dimension is far from being fully understood by students, even at the college level. In this paper, we examine whether the Cartesian x-y plane is responsible for student difficulty in estimating the value of the dimension of an object, or is it only students misconceptions about dimension that lead them to a false estimation of the value of the dimension of various objects. A second question discussed in this paper examines whether the system of coordinates acts as an epistemological obstacle or whether it has only a didactical character.  相似文献   

Conceptual frame for selecting individual psychotherapy in the schools     

Tammy L. Hughes  Lea A. Theodore 《Psychology in the schools》2009,46(3):218-224

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On what we know not,but know not that we know not     

William Kay Archer  Philip R. Morrison  Theodore Peterson  Donald G. Marsh  W. C. Meierhenry  Harry J. Skornia 《Educational technology research and development : ETR & D》1963,11(5):207-219

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Affective changes in socially disadvantaged children as a result of one to one tutoring     

Theodore Eisenberg  Barbara Fresko  Miriam Carmeli 《Studies in Educational Evaluation》1982,8(2):141-151

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A preliminary study of the impact of online instruction on teachers' technology concerns Yuliang Liu, Peter Theodore and Ellen Lavelle     

Yuliang Liu  Peter Theodore  Ellen Lavelle 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(3):377-379

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Origins of Secure Base Script Knowledge and the Developmental Construction of Attachment Representations          下载免费PDF全文

Theodore E. A. Waters  Sarah K. Ruiz  Glenn I. Roisman 《Child development》2017,88(1):198-209

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The embodiment of cases as alternative perspective in a mathematics hypermedia learning environment     

Keri D. Valentine  Theodore J. Kopcha 《Educational technology research and development : ETR & D》2016,64(6):1183-1206

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Early Integration and Other Outcomes for Community College Transfer Students     

Mark M. D’Amico  Sandra L. Dika  Theodore W. Elling  Bob Algozzine  Donna J. Ginn 《Research in higher education》2014,55(4):370-399

The purpose of this study was to explore academic and social integration and other outcomes for community college transfer students. The study used Tinto’s (Leaving college: Rethinking the causes and cures of student attrition, 1993) Longitudinal Model of Institutional Departure and Deil-Amen’s (J Higher Educ, 82:54–91, 2011) concept of “socio-academic integrative moments” to inform the selection and organization of potential predictors. We developed regression models for relationships between demographic and background variables of interest and perceived academic and social integration following the first six weeks at the receiving university. We also included these perceived integration scores in regression models for six outcomes (first and second semester grade point average, first and second semester earned hours ratios, and second and third semester persistence). Academic and previous college background explained the greatest amount of variance in predicting early integration and academic outcomes.  相似文献