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    Fostering Emotional Literacy in Young Children: Labeling Emotions

    1/18/09 - G. Joseph , P. Strain, M. M. Ostrosky

    This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Emotional literacy is the ability to identify...

  • Growing Up Teaching: From Personal Knowledge to Professional Practice

    1/1/02 - Schoonmaker, Frances
  • History in Person: Enduring Struggles, Contentious Practice, Intimate Entities

    1/1/01 - Holland, D. & Lave, J.
  • Is math achievement a matter of personality type?

    1/1/99 - Gillespie, Bonnie V.

    The study of the relationship between the Myers-Briggs Type Indicator (MBTI) Thinking-Feeling (T-F) preference and mathematics achievement scores of 12th graders was prompted by the following factors: (1) male 12th graders have higher achievement test scores in mathematics than females even though females have closed the gender gap in math achievement in the lower grades; (2) gender differences in personality type are found only in the T-F index of the MBTI; and (3) type theory suggests that...

  • Lessons from life: Personal and parental perspectives on school, childhood, and disability.

    1/1/89 - Ferguson, P. M., & Asch, A. , D. P. Biklen, D. L. Ferguson, & A. Ford
  • pdf

    Let's Try: Kindergarten Books

    1/14/10 - Ferguson, Dianne

    Welcome books have pictures of the principal, secretaries, Kindergarten teachers, lunchroom manager, librarian and janitors – everyone that a new student needs to get to know. Under each picture, the duties or responsibilities of each person are listed, and how their duties relate to the child. The book can include whatever will help the student familiarize themselves with the new school. It could include maps of the school or community, description of special school events or routines...

  • Locus of control, self-esteem, and field independence as predictors of school achievement among Anglo American and Mexican American children

    1/1/80 - Nelson, William, Knight, George P., Kagan, Spencer, Gumbiner, Jann

    Explored the relation of measures of locus of control, self-esteem, and field independence to the reading and math achievement of 170 Mexican-American and Anglo-American children. Ss were administered a battery of tests including the Intellectual Achievement Responsibility Questionnaire, the Self-Esteem Inventory, the man-in-the-frame test, and the California Achievement Tests. The Anglo-American/Mexican-American school achievement gap was confirmed, but no significant cultural difference on...

  • No Child Left Behind and High School Reform

    1/1/06 - Darling-Hammond, Linda

    Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and...

  • Perspectives of a more personal nature: A challenging future.

    1/1/96 - Benton, K. M.
  • Professional Development for the 21st Century

    1/1/09 - Partnership for 21st Century Skills

    The CASe for 21ST CeNTury eduCATioN: The success of US education in the 21st century depends upon student acquisition of 21st century skills because: 1 Education is changing. We can no longer claim that the US educational results are unparalleled. Students around the world outperform American students on assessments that measure 21st century skills. Today’s teachers need better tools to address this growing problem. 2 Competition is changing internationally. Innovation and creativity...

  • Quality of life for persons with disabilities: International perspectives and issues.

    1/1/94 - Goode, D. (Ed.). .
  • Ready to Succeed in the Classroom: Findings from Teacher Discussion Groups on their experiences and aspirations teaching students in the foster care system

    1/1/10 - The Center for the Future of Teaching and Learning for the Stuart Foundation and the Ready to Succeed Leadership Team

    B y the time children enter the foster care system, they are likely to have experienced a variety of emotional, physical and psychological harms. These accumulated hurts affect children to varying degrees. With caring support and interventions, many can overcome the hurdles that (through no fault of their own) have been placed in their way. Still, the path to a healthy, happy adulthood is often arduous — with many of the most glaring difficulties manifesting themselves in the...

  • Reducing the Racial Achievement Gap: A Social-Psychological Intervention

    1/1/06 - Cohen, Geoffrey L., Garcia, Julio, Apfel, Nancy, Master, Allison

    Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could...

  • Reducing the Racial Achievement Gap: A Social-Psychological Intervention

    1/1/06 - Cohen, Geoffrey L., Garcia, Julio, Apfel, Nancy, Master, Allison

    Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could...

  • Relating test-taking attitudes and skills and stereotype threat effects to the racial gap in cognitive ability test performance

    1/1/03 - Nguyen, Hannah-Hanh D., O'Neal, Alisha, Ryan, Ann Marie

    This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the...

  • Research and Practice for Persons with Severe Disabilities

    1/1/03
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