標(biāo)題: Titlebook: Understanding Students with Additional Needs as Learners; Patrick Griffin,Kerry Woods Book 2020 Springer Nature Switzerland AG 2020 Studen [打印本頁(yè)] 作者: 譴責(zé) 時(shí)間: 2025-3-21 19:40
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作者: Contracture 時(shí)間: 2025-3-21 23:43
Understanding Students with Additional Needs as Learners978-3-030-56596-1作者: ANNUL 時(shí)間: 2025-3-22 00:57
psychologischen Gründen aus ihrer Vorstellungswelt verdr?ngen. Schlimme Terrorattacken geh?ren ebenso dazu wie die Zerst?rung eines Kernkraftwerkes, der Zusammenbruch einer systemischen Bank oder ein gro?er Technologiesprung.作者: Blazon 時(shí)間: 2025-3-22 07:39 作者: 復(fù)習(xí) 時(shí)間: 2025-3-22 12:40 作者: effrontery 時(shí)間: 2025-3-22 13:44
Eileen Roberts,Patrick Griffinpapillary and follicular carcinomas and the anaplastic carcinoma are derived from the follicular epithelium. In view of differences in treatment approaches, natural history and outcome, papillary-follicular, medullary and anaplastic carcinomas will be considered separately in this review.作者: Minutes 時(shí)間: 2025-3-22 20:43
Toshiko Kamei,Kerry Woodsesent a step toward developing therapeutic strategies that target this molecule. In particular, therapeutic approaches that downregulate expression of the receptor on tumor cells might lead to decreased tumor aggressiveness.作者: palpitate 時(shí)間: 2025-3-22 21:27
Jane Strickland,Kerry Woods,Masa Pavlovic algorithms including nonlinear least squares, Bayesian method, and particle filter.? Data-driven prognostics algorithms including Gaussian process regression and neural network.? Comparison of different progn978-3-319-83126-8978-3-319-44742-1作者: 有惡臭 時(shí)間: 2025-3-23 02:17
Kerry Woods,Masa Pavlovicat of language education programs. These include service and communication contexts where performance has a language element, and where applied linguistics expertise has made a contribution to understanding the factors which relate to successful (and other) performance.作者: 懸崖 時(shí)間: 2025-3-23 07:34 作者: 通便 時(shí)間: 2025-3-23 11:18
es strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of mat978-3-030-56598-5978-3-030-56596-1作者: 擴(kuò)大 時(shí)間: 2025-3-23 16:23
Lindsey Gales as the components themselves. This permits top-down proof of correctness of designs even before their implementation begins. Algebraic properties and reasoning are helpful throughout development. Non-determinism is seen as no problem, but rather as a part of the solution.作者: 輕快帶來危險(xiǎn) 時(shí)間: 2025-3-23 20:27 作者: 激怒 時(shí)間: 2025-3-23 23:37 作者: Aqueous-Humor 時(shí)間: 2025-3-24 05:48
,Cognitive Skills – Students with Additional Learning Needs and Autism Spectrum Disorder,data reanalysed for these two groups of students. While there were overall similarities between the emergence of skills for each group, some specific areas of strengths and weaknesses for students with autism spectrum disorder became apparent. This suggested the possibility of reporting two differen作者: headway 時(shí)間: 2025-3-24 09:12 作者: CYT 時(shí)間: 2025-3-24 12:45
The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additireviewed them and generated intervention strategies for students at different skill levels on the derived progression. The outcome of the study was a set of assessment rubrics and level descriptions that teachers could use to support the learning of students with additional needs in a skill domain o作者: 死亡率 時(shí)間: 2025-3-24 14:57
Assessing and Understanding Early Numeracy for Students with Additional Learning Needs,the data, using a partial credit approach to item response modelling, found that the items could describe numeracy learning across a broad range of proficiency, although gaps were identified for students at the highest and lowest extremes of numeracy understanding. Analysis of differential item func作者: kidney 時(shí)間: 2025-3-24 19:03 作者: 賠償 時(shí)間: 2025-3-25 01:05
Supporting Motor Learning in the Classroom for Students with Motor Performance Needs,al disabilities and analysed using partial credit item response modelling. The result was a five-dimensional, standards-referenced scale in classroom movement problem-solving, which, when used with students of different physical capabilities, indicated its ability to pinpoint priority areas for inte作者: 悅耳 時(shí)間: 2025-3-25 03:34 作者: 政府 時(shí)間: 2025-3-25 08:54
Using Differential Item Functioning to Validate a Judgement-Based Assessment of Emergent Literacy fr) and with emphasis on learning in the early school years. A corollary aim was to use differential item functioning (DIF) analyses within a partial credit item response modelling approach to examine patterns of relative strength, challenge, and progress in literacy skills for children with autism. 作者: 多樣 時(shí)間: 2025-3-25 14:12
Book 2020sh expected learning progressions, was linked to a mainstream curriculum. Italso illustrates strategies and materials that could be used by mainstream teachers or special education teachers to make teaching SWANS practical and effective. The book offers new insights, and a ready to use volume of mat作者: 討好美人 時(shí)間: 2025-3-25 18:36 作者: 鎮(zhèn)痛劑 時(shí)間: 2025-3-25 23:15 作者: Capture 時(shí)間: 2025-3-26 03:33
Eileen Roberts,Patrick Griffin to filter between pigment spot and iris surface feature. The proposed method extracted the pigment spot existence with an accuracy rate of 37.1%. This shows that the intensity of the saturation component has the potential to be used in the medical imaging analysis.作者: 縮減了 時(shí)間: 2025-3-26 04:29
Emily H. White,Masa Pavlovic,Shiralee Poed?rperliche Behinderung oder apallisches Syndrom) mehr. Die meisten Studien verfolgten die Patienten nur innerhalb des ersten Jahres nach Erkrankungsbeginn. Ziel der vorliegenden Arbeit war hingegen die Langzeitnachuntersuchung von Patienten mit einer hypoxisch bedingten Hirnsch?digung.作者: 極肥胖 時(shí)間: 2025-3-26 09:56 作者: 男學(xué)院 時(shí)間: 2025-3-26 13:36
978-3-030-56598-5Springer Nature Switzerland AG 2020作者: 野蠻 時(shí)間: 2025-3-26 19:34
Patrick Griffin,Kerry WoodsExplores critical issues in the measurement of skills development within a growth mindset for students with additional learning needs.Describes and exemplifies a framework of how to create constructs 作者: 他姓手中拿著 時(shí)間: 2025-3-26 21:53
http://image.papertrans.cn/u/image/941671.jpg作者: 尖叫 時(shí)間: 2025-3-27 01:10 作者: 啤酒 時(shí)間: 2025-3-27 09:16
Functional Communication Competence for Students with Additional Needs,ds, and the way that program was checked and negotiated with teachers and school leaders at critical stages in the research. The examples given in the chapter describe the design of an assessment of functional communication skills for students with additional learning needs.作者: 發(fā)生 時(shí)間: 2025-3-27 13:30 作者: Halfhearted 時(shí)間: 2025-3-27 15:50
bes and exemplifies a framework of how to create constructs .This book brings together a compendium of the collaborative research from eight PhD students and three researchers, addressing an existing problem for teachers of students with additional learning needs in mainstream classes.?The purpose o作者: commonsense 時(shí)間: 2025-3-27 19:33
Profiling Developmental Learning for Students with Additional Needs (SWANs),than 10?years. It emphasises the context in which the idea for the SWANs study emerged and the importance of critical incidents in stimulating research and development. The chapter outlines the unifying methodological approaches taken by all authors in attempting to combine criterion referencing, Ra作者: fodlder 時(shí)間: 2025-3-28 00:18
Competence Assessment,omputing technology became available, the value of the two developments became more apparent. Rasch (1960, Some probabilistic models for the measurement of attainment and intelligence. MESA Press, Chicago, 1980) and Glaser (Am Psychol 18:519–521, 1963, Am Psychol 36:923–936, 1981) each opened new wa作者: Inclement 時(shí)間: 2025-3-28 02:41
Functional Communication Competence for Students with Additional Needs,ty of Melbourne. That partnership was extended to include Victorian, and later South Australian and West Australian, policy leaders, schools, and teachers who took a close interest in every aspect of the design and validation of assessment materials, reporting formats, links to curriculum materials,作者: 流出 時(shí)間: 2025-3-28 06:49
Using Symbols to Make Meaning: Functional Literacy for Students with Additional Needs,s, including pictures and the components and conventions of written text, as well as trials of the survey by teachers of students with diverse additional needs, development of learning progressions to support teachers’ instructional planning, and work with teachers to identify teaching strategies ta作者: Gratuitous 時(shí)間: 2025-3-28 13:32 作者: intoxicate 時(shí)間: 2025-3-28 17:42 作者: Stable-Angina 時(shí)間: 2025-3-28 19:16 作者: Loathe 時(shí)間: 2025-3-29 01:27
The Development of Problem-Solving Rubrics to Define Learning Progressions for Students with Additicluding school and the workplace. However, students with additional learning needs often lack the necessary support to be successful in this skill domain. The aim of the study described in this chapter was to design rubrics for problem-solving that define progressive levels of learning to support th作者: Arctic 時(shí)間: 2025-3-29 03:04 作者: Hemoptysis 時(shí)間: 2025-3-29 09:05
Understanding and Mapping Digital Literacy for Students with Disability, in understanding what this capability means for students with disability, and how their learning in this area progresses, has created difficulties for teachers in supporting these students to become digitally literate. To address this challenge, this study sought to define the construct of digital 作者: FECK 時(shí)間: 2025-3-29 14:40 作者: pulmonary 時(shí)間: 2025-3-29 17:07
Thinking Skills Instructional Strategies: Teaching Students with Additional Needs to be Better Thinls to students with additional needs. The aim of this study was to develop a measure of thinking skills to provide teachers with an integrated system of assessment, reporting, planning, and instructional advice..This chapter describes a phase of the research in which teachers collaborated to propose
