Constructed response tests in the NELS:88 high school effectiveness study PDF Download
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Author:
Publisher: DIANE Publishing
ISBN: 1428927565
Category :
Languages : en
Pages : 195
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Book Description
Author:
Publisher: DIANE Publishing
ISBN: 1428927565
Category :
Languages : en
Pages : 195
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 360
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Book Description
Author: United States. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 104
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 112
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Book Description
Author: Lori Thurgood
Publisher: Education Department
ISBN:
Category : Education
Languages : en
Pages : 358
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Book Description
Author: Henry I. Braun
Publisher: Routledge
ISBN: 1135649898
Category : Education
Languages : en
Pages : 327
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Book Description
Contributors to the volume represent an international "who's who" of research scientists from the fields of psychology and measurement. It offers the insights of these leading authorities regarding cognition and personality. In particular, they address the roles of constructs and values in clarifying the theoretical and empirical work in these fields, as well as their relation to educational assessment. It is intended for professionals and students in psychology and assessment, and almost anyone doing research in cognition and personality.
Author: Vi-Nhuan Le
Publisher: Rand Corporation
ISBN: 0833039644
Category : Education
Languages : en
Pages : 117
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Book Description
This report presents the findings of a multiyear study of the effectiveness of reform-oriented science and mathematics instruction.
Author:
Publisher:
ISBN:
Category : Government publications
Languages : en
Pages : 1076
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1144
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Book Description
Author: Herbert J. Walberg
Publisher: IAP
ISBN: 1607524961
Category : Education
Languages : en
Pages : 262
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Book Description
Most of the research contained in this book was supported by grants to the individual authors from the American Educational Research Association Grants Program.
