| 1996-06 |
Estimating the latent trait from Likert-type data: a comparison of factor analysis item response theory and multidimensional scaling |
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| 1996-06 |
家庭與學校:推責、分工或合作﹖ |
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| 1996-05 |
Estimating the Latent Trait From Likert-Type Data: A Comparison of Factor Analysis, Item Response Theory, and Multidimensional Scaling |
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| 1996-02 |
多元文化與教育--理論、政策與課程 |
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| 1996 |
認識與知識：建構論 VS. 接受觀 |
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| 1996 |
評量改革為什麼要進行 |
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| 1995.06 |
出席第十四屆批判思考暨教育改革國際會議報告 |
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| 1995-06 |
教科書開放政策的挑戰與因應 |
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| 1995-06 |
大學人事及經費的自主問題 |
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| 1995-06 |
出席第十四屆批判思考暨教育改革國際會議報告 |
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| 1995-06 |
德育評量： 觀念的反省與突破 |
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| 1995 |
德育評量：觀念的反思與突破 |
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| 1994-06 |
測驗理論與教育心理學的發展趨勢 |
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| 1994-06 |
Gifted Adolescents` attitudes toward their giftedness: a partial replication |
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說明頁(1030) |
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| 1994-04 |
Comparing three models in causal inference : How are consensus distinctiveness and consistency information processed? |
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| 1994-03 |
Comparing Three Models In Causal Inference: How are Consensus,Distinctiveness, And Consistency Information Processed? |
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pdf(568) |
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| 1993-10 |
因果關係與因果推理 |
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| 1993.06 |
當前教育研究的五大問題 |
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說明頁(504) |
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| 1993-06 |
教學評量的趨勢 |
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說明頁(701) |
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| 1993-06 |
當前教育研究的五大問題 |
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| 1993-06 |
The Internal Structure and External Implications of Two Self-monitoring Scales |
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pdf(1741) |
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| 1993-03 |
The Internal Structures and External Implications of Two Self-Monitoring Scales |
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pdf(522) |
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| 1993 |
因果關係與因果推理 |
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pdf(3018) |
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| 1993 |
認知學派在教學方法上的應用 |
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| 1993 |
當前教育研究的五大問題 |
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