Assessing Learning Outcomes: Student Employees in Student Affairs     

Erin Bentrim  Kim Sousa‐Peoples  Garrett Kachellek  Wendy Powers 《About Campus》2013,18(1):29-32

Erin Bentrim, Kim Sousa‐Peoples, Garrett Kachellek, and Wendy Powers report the results of assessing the effect of students' work experiences on their personal and academic development.  相似文献   

Motivation and Self-Regulation as Predictors of Achievement in Economically Disadvantaged Young Children   总被引：2，自引：0，他引：2  

Robin B. Howse  Garrett Lange  Dale C. Farran  Carolyn D. Boyles 《Journal of Experimental Education》2013,81(2):151-174

The primary purpose of the present study was to better understand the roles of motivation and self-regulated task behavior for early school achievement differences among young, economically at-risk and not-at-risk children. Of the at-risk participants, 43 were 5-6-year-olds and 42 were 7-8-year-olds. Of the not-at-risk participants, 21 were 6-year-olds, and 21 were 8-year-olds. Results of the study showed that child-and-teacher-reported motivation levels were comparable among the at-risk and the not-at-risk children. However, the at-risk children showed poorer abilities to regulate their task attention than the not-at-risk children did. In addition, younger at-risk children's achievement scores were predicted by their levels of attention-regulation abilities. Results are discussed in relation to the importance of at-risk children's attention-regulation skills.  相似文献   

This Just Makes Sense: Yearlong Experiences in a High School Professional Development School     

John Fischetti  Lisa Garrett  Jim Gilbert  Steve Johnson  Phil Johnston  Ann Larson 《Peabody Journal of Education》2013,88(3-4):310-318

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Reviews     

Andrea Bunting  Libby Robin  Suzanne Uniacke  Nicolas Rasmussen  Graham Holland  Marilys Guillemin  Phillip Catton  Sverre Myhra  Rachel A. Ankeny  David Oldroyd  Ivan Crozier  Peter Anstey  Cathy Legg  Jan Edward Garrett  David Philip Miller  John Worrall  Andy Pickering  Hugh Lacey  S. S. Schweber 《Metascience》1999,8(1):125-195

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Gender encounters: becoming teachers of physical education     

Alison Wrench  Robyne Garrett 《Sport, Education and Society》2017,22(3):321-337

Pre-service teachers of physical education (PE) bring understandings about gender and bodies to their university studies. These understandings are partially informed by biographies and experiences and bear potential to mediate learning and processes of becoming teachers. In this paper we explore technologies of power/knowledge and technologies of self that inform understandings of gender and the constitution of PE teacher subjectivities. Data were drawn from semi-structured interviews conducted with pre-service teachers studying at an Australian university. Foucault's theoretical perspectives around the constitution of subjects were drawn on to analyse data. Findings reveal that discursive practices frame particular ‘truths’ around gender and, hence, possibilities for being teachers of PE. Discourses of sport were significant in establishing a male norm for bodies and subjectivities. This was problematic for female participants who also turned to discourses of nurturing in constituting their subjectivities. Implications are raised for PE teacher educators with regard to disrupting hegemonic discourses as means for developing pedagogies for greater justice.  相似文献   

CIS federal register index: Volume 1 Bethesda, Maryland: Congressional Information Service, Inc., 1984 Annual Subscription: $595.00 (Published weekly with monthly, quarterly, and semiannual cumulation). ISSN 0741-2878.     

Leo McAuliffe 《Government Information Quarterly》1984,1(3):335

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Fifteen thousand hours-secondary schools and their effects on children: Michael Rutter,Barbara Maughan,Peter Mortimore,and Janet Ouston,with Alan Smith. Cambridge,MA: Harvard University Press, 1979. Pp. 205. $10.00 (cloth)     

Garrett K. Mandeville 《Economics of Education Review》1982,2(1):95-101

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On the Need for an Integrated Policy Infrastructure for the Delivery of Technical and Vocational Education in the Arab Gulf Region     

Larry Neal Garrett  Ali Farghaly 《比较教育学》1987,23(3):317-328

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Viewing students consistently: how stable are teachers’ expectations?     

Christine M. Rubie-Davies  Penelope W. St J. Watson  Annaline Flint  Lynda Garrett  Lyn McDonald 《Educational Research and Evaluation》2018,24(3-5):221-240

ABSTRACT

Over the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts.  相似文献   

Teaching with ‘Fanfare and Military Glamour’: School Mathematics,the Federal Government,and World War II     

Dr. Alan W. Garrett 《The Educational forum》2013,77(3):225-234

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