Investigating the benefit of adding listening passage preview to repeated readings [0.03%]
探究在重复阅读中添加听力篇章预览的优势
Laura Sophia Rogers,Scott Patrick Ardoin
Laura Sophia Rogers
Repeated readings (RR) and listening passage preview (LPP) are commonly used reading fluency interventions. However, relatively little is known about the behavioral changes that occur in children's reading in response to these interventions...
Sluggish cognitive tempo and student-teacher relationship quality: Short-term longitudinal and concurrent associations [0.03%]
认知迟缓与师生关系质量：短期纵向和同时相关性分析
Alex S Holdaway,Stephen P Becker
Alex S Holdaway
Although sluggish cognitive tempo (SCT) is associated with poorer peer functioning, no study has examined SCT in relation to student-teacher relationship quality. The current study examined whether SCT, as rated by both teachers and childre...
Student, teacher, and classroom predictors of between-teacher variance of students' teacher-rated behavior [0.03%]
学生、教师和课堂预测教师评定的学生行为的教师间差异
Joni W Splett,Marissa Smith-Millman,Anthony Raborn et al.
Joni W Splett et al.
The current study examined between-teacher variance in teacher ratings of student behavioral and emotional risk to identify student, teacher and classroom characteristics that predict such differences and can be considered in future researc...
The effect of data points per x- to y-axis ratio on visual analysts evaluation of single-case graphs [0.03%]
X轴与Y轴的数据点比率对单个案例图视觉分析者评价的影响
Keith C Radley,Evan H Dart,Sarah J Wright
Keith C Radley
Research based on single-case designs (SCD) are frequently utilized in educational settings to evaluate the effect of an intervention on student behavior. Visual analysis is the primary method of evaluation of SCD, despite research noting c...
Family engagement in schoolwide positive behavioral interventions and supports: Barriers and facilitators to implementation [0.03%]
学校积极行为干预和支持中家庭参与的障碍与促进因素研究
S Andrew Garbacz,Kara Hirano,Kent McIntosh et al.
S Andrew Garbacz et al.
The purpose of this study was to identify barriers and facilitators to family engagement in schools implementing schoolwide positive behavioral interventions and supports (PBIS). Participants consisted of 1 representative member each from 2...
Is reducing uncertain control the key to successful test anxiety intervention for secondary school students? Findings from a randomized control trial [0.03%]
降低不确定感是缓解中学生考试焦虑的关键吗？一项随机对照试验的结果
David W Putwain,Marc Pescod
David W Putwain
The aim of the study was to conduct a randomized control trial of a targeted, facilitated, test anxiety intervention for a group of adolescent students, and to examine the mediating role of uncertain control. Fifty-six participants (male = ...
Teacher-child dependency and teacher sensitivity predict engagement of children with attachment problems [0.03%]
教师与儿童的依赖关系及教师敏感性预测依恋问题儿童的参与度
Jantine L Spilt,Eleonora Vervoort,Karine Verschueren
Jantine L Spilt
It is suggested that dependent teacher-child relationships are associated with emotional insecurity and a lack of autonomous exploration that interferes with children's school development. This might be especially observed among children wi...
Psychometric profile of an experimental Emergent Literacy Screener for preschoolers [0.03%]
学龄前儿童新兴读写能力筛查量表的编制研究
Laura L Bailet,Cynthia Zettler-Greeley,Kandia Lewis
Laura L Bailet
Home literacy activities influence children's emergent literacy progress and readiness for reading instruction. To help parents fulfill this opportunity, we developed a new Emergent Literacy Screener (ELS) and conducted 2 studies of its psy...
An empirical study of multidimensional fidelity of COMPASS consultation [0.03%]
COMPASS会谈的多维度忠实度实证研究
Venus Wong,Lisa A Ruble,John H McGrew et al.
Venus Wong et al.
Consultation is essential to the daily practice of school psychologists (National Association of School Psychologist, 2010). Successful consultation requires fidelity at both the consultant (implementation) and consultee (intervention) leve...
The contribution of mastery experiences, performance feedback, and task effort to elementary-aged students' self-efficacy in writing [0.03%]
掌握体验、表现反馈和任务努力对小学生写作自我效能感的贡献
Bridget O Hier,Kristen E Mahony
Bridget O Hier
Although intervention procedures exist for improving elementary-aged students' writing fluency skills, less is known about how their writing self-efficacy develops upon participating in these procedures. In this study, 117 second grade stud...