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individual student
A first morning urine was obtained on an annual basis for each individual student for the time period 1974-1986.
      
This method supplements the usual training methods, and offers information about both the individual student and the entire class.
      
The experiment is based on an evaluation of the efficiency and logical completeness of the algorithms, not on their formal correctness, which is supposed to be checked in advance by the individual student.
      
In this paper, it is contended that in order to understand individual student's learning in the complexity of the mathematics classroom it is necessary to examine the events that occur before, during, and after learning.
      
The results for individual student development add to the credibility of the cross-age observations, as well as support the hierarchical framework suggested by the original study.
      
We analyse transcripts from a small group solving problems in mathematics class, and from an individual student.
      
Increased individual student contact in these large classes of over 400 students has been established by implementing an asynchronous learning network (ALN).
      
The two systems complement each other and provide the means to monitor and promote individual student performance at any time during the semester.
      
The authors argue that any investigation of the relationship between these two elements must take into account the choice model used by the individual student as he enters higher education.
      
Business schools are often thought of as being accountable for the individual student's personal development and preparation to enter the business community.
      
Videotaping small groups of students in a regular classroom environment makes it possible to study individual student cognitive growth in a social setting.
      
Extensive, repeated feedback on individual student writing projects from two instructors, one a humanities professor, one a biology professor, appears to work synergistically so that learning by the students is significantly enhanced.
      
Results indicated that although mean performance was the same for each method, individual student performance varied considerably.
      
Relationships between student satisfaction and classroom environment were investigated using simple and multiple correlation analyses, using both the individual student and class mean as units of analysis.
      
It is obvious, however, that collaborative inquiry is a cognitively-challenging task for an individual student.
      
The examples point to the special value of LCA in studying micro teaching-learning environments: they make it possible to focus on the individual student and to investigate the interplay of student characteristics and the learning environment.
      
At the individual level, they represent the individual student's perception of the learning environment.
      
These Tutor-Counsellors play a considerable part in determining the extent, nature, and timing of the resources with which the university can support an individual student.
      
These results indicate that individual student evaluations were remarkably stable over time and more reliable than previously assumed.
      
Most important, there was systematic information in individual student ratings-beyond that implied by the class average response-that internal consistency approaches have ignored or assumed to be nonexistent.
      
 

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