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Immediate reward with adverse consequences the study of reinforcement traps in pre-school children /Woo, Daniel. January 1978 (has links)
Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 37-38).
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Issues of countertransference for recovering alcoholism counselors.Moore, Alice Carole. Unknown Date (has links)
Thesis (Ed.D.)--Fairleigh Dickinson University, 1987. / Source: Dissertation Abstracts International, Volume: 49-05, Section: A, page: 1099. Adviser: Leonard Grob.
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The enhancement of a pre-existing advisory program: An experimental study of contrasting advisory types and its effects on sixth-grade students.Faustino, Peter John. Unknown Date (has links)
Thesis (Psy.D.)--Fairleigh Dickinson University, 2002. / Source: Dissertation Abstracts International, Volume: 63-03, Section: A, page: 0859. Chair: Judith Kaufman. Available also in print.
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Assisting low-performing readers with a flexible grouping intervention aimed to increase students' oral reading fluencyBegeny, John Charles. January 2005 (has links)
Thesis (Ph. D.)--Syracuse University, 2005. / "Publication number AAT 3193779."
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The decision to teach and the development of perceived competence and teacher efficacy among teacher candidatesDaytner, Gary Thomas. January 2005 (has links)
Thesis (Ph.D.)--Indiana University, 2005. / Source: Dissertation Abstracts International, Volume: 66-07, Section: A, page: 2490. Chair: Gary Ingersoll. Title from dissertation home page (viewed Oct. 5, 2006).
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Relational aggression among middle school girls the development of a victimization questionnaire /Bevilacqua, Brittany M. January 2005 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2005. / Source: Dissertation Abstracts International, Volume: 66-11, Section: A, page: 3924. Adviser: Thomas J. Huberty. Title from dissertation home page (viewed Oct. 10, 2006).
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Broad entrance - vague exit : the trajectory of political science students through higher education into work life /Johansson, Kristina, January 1900 (has links) (PDF)
Diss. Linköping : Linköpings universitet, 2007. / Hertil 4 artikler.
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Student achievement in a publicly funded voucher program a comparison of three statistical techniques for analyzing and interpreting data /Paul, Kelli M. January 2006 (has links)
Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1224. Adviser: Ginette Delandshere. "Title from dissertation home page (viewed May 7, 2007)."
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Teacher-Student Interaction, the Impact It Has on Foster Youth and Their Social-Emotional IntelligenceKrcmar, Patricia 26 October 2018 (has links)
<p> Studies have been conducted on the effects of teacher-student interaction and student achievement. However, there is a need to examine the teacher-student interactions concerning at-risk students specifically the foster youth. This grounded-theory study examines the teacher-student interaction and the effects of social-emotional intelligence on the foster youth through qualitative and quantitative methods using the Foster Student Interaction and Social-Emotional Intelligence survey (FSI&SEI) open-ended questions, interviews, and journals. A Southern California District educates approximately 500 foster students. This high school located in the urban district was chosen because they had the highest number of foster youth. The 15 participants who participated in the study consisted of a site administrator, a counselor, teachers, and foster parents. After collecting, the FSI&SEI seven participants agreed to be interviewed. The overall findings of this study indicate that teacher awareness of who their foster students are, struggles foster students face, and intentional conversations regarding the whole child impact the foster student’s social-emotional intelligence as well as their ability to form relationships with teachers.</p><p>
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The experience of low-skilled students in public school physical education: The significance of being chosen lastPortman, Penelope Ann 01 January 1992 (has links)
Thirteen low-skilled sixth graders enrolled in 4 classes in 3 different schools were identified using a combination of teachers' rankings and skill test scores. The thirteen were interviewed both individually and in small groups, and were observed over two contiguous units of their physical education class. Use of the Brophy-Good Dyadic Interaction recording instrument was interspersed throughout the study. All low-skilled students experienced physical education classes as humiliating, frustrating, embarrassing, and barely tolerable. They were subjected to continuous criticism and harassment by their peers--abuse which their teachers did not challenge or act to limit. Success was largely attributed to previous experience and luck. It was rarely attributed to instruction and practice. Failure was attributed to inability or lack of effort. Students devised a number of behaviors to reduce continued failure, from announcing failure in advance, to avoiding the learning task. The professional rhetoric of "providing a positive learning environment for all" and "having fun in physical education class" must be re-examined in light of this study.
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