Stereotype in der Lernverlaufsdiagnostik
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Publisher
Springer Fachmedien Wiesbaden
Link
https://link.springer.com/content/pdf/10.1007/978-3-658-37262-0_2
Reference98 articles.
1. Allinder, R. M. (1996). When some is not better than none: Effects of differential implementation of curriculum-based measurement. Exceptional Children, 62(6), 525–535. https://doi.org/10.1177/001440299606200604.
2. Ardoin, S. P., Christ, T. J., Morena, L. S., Cormier, D. C., & Klingbeil, D. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51(1), 1–18. https://doi.org/10.1016/j.jsp.2012.09.004.
3. Armstrong, J. S., Adya, M., & Collopy, F. (2001). Rule-based forecasting: Using judgment in time-series extrapolation. In J. S. Armstrong (Hrsg.), Principles of forecasting: A handbook for researchers and practitioners (S. 259–282). Springer.
4. Armstrong, J. S., & Collopy, F. (1993). Causal forces: Structuring knowledge for time series extrapolation. Journal of Forecasting, 12(2), 103–115. https://doi.org/10.1002/for.3980120205.
5. Baur, R. S., & Ossenberg, S. (2016). Informationen zum Forschungsprojekt „Deutsche und türkische Stereotype im Vergleich“. Universität Duisburg-Essen.
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