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91.
This article presents a model for research on the effects of school organizational heath factors on primary school academic achievement in Trinidad and Tobago. The model can be applicable for evaluating schools in other developing countries. As proposed, the model hypothesizes relationships between external factors (exogenous variables), school-level factors (endogenous variables), and school outcomes (student achievement and positive school climate). The endogenous variables are sub-scales of school organizational health. They include principal leadership, psycho-social environment, school–home–community relationships, teacher characteristics, curriculum quality, and school culture. These subscales are partially influenced by the Organizational Health Inventory OHI (Hoy and Feldman, 1987) and by school health indices set forth by the World Health Organization (1996). It is hoped that this school organizational health model can provide a conceptual tool for formulating a more comprehensive measure of healthy schools. 相似文献
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Theodore Hsi-En Chen 《The Educational forum》2013,77(3):293-300
This article relates the experiences of a seasoned teacher education professor who returned to the elementary classroom, where the students and his colleagues illustrated the complexities of teaching and learning. The year in second grade is analyzed using Moir's phases of first-year teaching. The analysis uncovers important ideas relevant for clinically based teacher education programs, including how relationships must be negotiated to successfully build learning communities. 相似文献
94.
Jennifer G. Cromley Tony Perez Theodore W. Wills Jacqueline C. Tanaka Erin McNamara Horvat Emily Tancredi-Brice Agbenyega 《Contemporary educational psychology》2013
In laboratory studies, induced stereotype threat shows negative effects on academic performance and learning. Is the relation between stereotype threat and grades robust in naturalistic settings, specifically in introductory STEM courses? We gathered data on two new measures we term race and sex stereotype bias, which were administered four times over the course of introductory chemistry and biology courses for STEM majors (N = 1358). Patterns of growth for all stereotype bias measures showed a discontinuous pattern, with increases during each semester (fall and spring) and decreases between semesters. For all stereotype bias measures, sophomores scored significantly higher than freshmen, and juniors scored in between. For the sex stereotype bias measure, females scored significantly higher than males. There were no race or sex differences on slopes of growth; though groups began at different levels, all grew at the same rate. There was little relation between grades and stereotype bias when analyzed by race; Asian students showed the largest number of significant – albeit small – correlations (3) and Black students the fewest (none). Correlations between grades and sex stereotype bias were significant and negative – but small – only for males. Results support a point made by Steele in 1997 but neglected since then; stereotype threat may affect only a small sub-portion within stereotyped groups. We argue that variables other than stereotype threat might be better targets for research attempting to explain gaps in STEM achievement and retention. 相似文献
95.
在教堂的一扇窗下长满绿草的坟堆上,坐着一个小女孩?她仰着头,望着天空,唱着歌儿。她的小手指点着一朵漂浮在她头顶的金色羽毛般的小彩云、突然间,阳光显得格外灿烂,照在她光泽的头发上,给它涂上一层金属般的光彩;很难说出它究竟是什么颜色,深褐色,还是黑色。她是那么全神贯注地望着彩云,她那奇妙的歌声,或可说是喃喃自语,似乎是对着那彩云而发的.因而她没有注意到我站起身来朝她走过去.上空高高的蓝天里,一只展翅飞向那朵轻盈透明的彩云的云雀也在歌唱,似乎在同她赛歌。 相似文献
96.
Theodore Millon Stephen Strack Carolyn M. Millon‐Niedbala Seth D. Grossman 《Journal of College Counseling》2008,11(2):159-172
Students visiting college counseling centers experience a broad range of complex and sometimes severe concerns that are often not adequately addressed by existing clinical measures. In response, the Millon College Counseling Inventory (MCCI; T. Millon, S. N. Strack, C. Millon, & S. Grossman, 2006) was specifically designed for use with contemporary college populations. The authors introduce the MCCI, briefly explain its development, discuss its utility for everyday use in counseling centers, and offer a fictional case illustration. 相似文献
97.
The present study examined the effects of a token economy on off-task (nontarget) behavior occurring concurrently with the reinforcement of target behavior. The ability of a token economy to maintain its effectiveness for a long time period when utilized in a class for emotionally disturbed and learning disabled children was also investigated. Results indicated that while the token economy maintained its effectiveness in terms of increasing the frequency of target behaviors, the frequency of offtask or inappropriate behaviors also increased as the year progressed. Implications for using token economies with a special population are discussed. 相似文献
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99.
Frick Theodore W. Myers Rodney D. Dagli Cesur 《Educational technology research and development : ETR & D》2022,70(1):1-29
Educational technology research and development - In this naturalistic design-research study, we tracked 172,417 learning journeys of students who were interacting with an online resource, the... 相似文献
100.