Josef A Buchner, Florian Kofler, Michael Mayinger, Sebastian M Christ, Thomas B Brunner, Andrea Wittig, Bjoern Menze, Claus Zimmer, Bernhard Meyer, Matthias Guckenberger, Nicolaus Andratschke, Rami A El Shafie, Jürgen Debus, Susanne Rogers, Oliver Riesterer, Katrin Schulze, Horst J Feldmann, Oliver Blanck, Constantinos Zamboglou, Konstantinos Ferentinos, Angelika Bilger-Zähringer, Anca L Grosu, Robert Wolff, Marie Piraud, Kerstin A Eitz, Stephanie E Combs, Denise Bernhardt, Daniel Rueckert, Benedikt Wiestler, Jan C Peeken
Radiomics-based prediction of local control in patients with brain metastases following postoperative stereotactic radiotherapy
Neuro-oncology
article examined teachers judgments prevalence types problems children present upon entering kindergarten large national sample teachers n 3595 surveyed using national center early development learnings transition practices survey 1996 teachers reported perceived 16 children difficult entries kindergarten 46 teachers reported half class specific problems number areas kindergarten transition rates perceived problems related school minority composition district poverty level certain behaviors school metropolitan status effects demographic characteristics independent additive teachers ethnicity showed significant relation rates reported problems results discussed terms risk factors predict transition problems match childrens competencies teachers expectations findings confirm view entering kindergarten indeed period transition children