Spelling suggestions: "subject:"aocial inquiry"" "subject:"1social inquiry""
61 |
Interpreting Observations in the Early Childhood EnvironmentBroderick, Jane Tingle 01 July 2012 (has links)
No description available.
|
62 |
Observing with IntentionBroderick, Jane Tingle 01 July 2012 (has links)
No description available.
|
63 |
Reggio Inspired PracticesBroderick, Jane Tingle 01 June 2012 (has links)
No description available.
|
64 |
Documentation: Focusing Inquiry on Creative ExplorationsBroderick, Jane Tingle 01 August 2007 (has links)
No description available.
|
65 |
Documentation, Materials, & EnvironmentBroderick, Jane Tingle 01 August 2006 (has links)
No description available.
|
66 |
Emergent Reggio Inspired CurriculumBroderick, Jane Tingle 01 February 2006 (has links)
No description available.
|
67 |
Provocation and Planning for Emergent Curriculum Through Observation and InquiryBroderick, Jane Tingle 01 January 2006 (has links)
No description available.
|
68 |
Reggio Inspired PracticeBroderick, Jane Tingle 01 March 2005 (has links)
No description available.
|
69 |
The Power of Materials in LearningBroderick, Jane Tingle 01 January 2003 (has links)
No description available.
|
70 |
Virginia High Schools: Academic and Social Climate Performance Measures and Black Public Secondary School AdministratorsDuncan, Tim 01 May 2022 (has links)
Data have consistently revealed a major problem with disproportionality in several academic and social climate measures for African American students compared to their White counterparts. Black students tend to have lower end-of-course (EOC) testing scores in mathematics and reading, a greater tendency to be suspended from school, lower average on-time graduation rates, and higher rates of absenteeism. The current investigative study examined the role of same race administrators and performance indicators among African American students.
The findings demonstrated that significant differences between Black and White students existed in end-of-course testing in reading and math. The research also indicated significant relationships between race, school suspension, and attendance in schools with a Black administrative presence. Further qualitative and quantitative research investigating the variables that significantly indicate academic and social climate performance improvements, particularly among marginalized student groups, could be beneficial to students and education leaders alike.
Data from this research study showed that student economic status predicted academic and social climate performance between Black and White students, regardless of the race of administrators. However, Black students in non-impoverished settings with a Black administrative presence outperformed their White counterparts in academic and social climate measures. This study could be a precursor to more expansive research on the ways in which improving economic conditions could improve Black student performance, especially with a more diverse administrative school presence.
|
Page generated in 0.0344 seconds