On organs & organizations     

Christian Schmidhauser 《Performance Improvement》2004,43(6):20-23

  相似文献   

Affective training for bottom line results     

Miki Lane  Christian Mangin 《Performance Improvement》1991,30(9):1-6

  相似文献   

Planning and executing fast movement sequences: a comparison of speech and handwriting.     

H Fuchs  A Zimmer 《Research quarterly for exercise and sport》1999,70(2):190-195

  相似文献   

Implementation Factors and Their Influence on Student Mathematics Outcomes     

Tasia Brafford  Beth Harn  Ben Clarke  Christian T. Doabler  Derek Kosty  Kathleen Scalise 《Learning disabilities research & practice》2023,38(1):5-14

Assessing implementation allows for a better understanding of an intervention's effects and the mechanisms that influence its impact. Two main areas of implementation are (a) the quality with which an intervention is delivered and (b) instructors’ adherence to the programmed intervention. The current study used data from a kindergarten mathematics intervention program to (a) examine if and how treatment adherence was associated with implementation quality and (b) explore implementation measures’ relation to student mathematics outcomes. Results indicated high implementation scores across time for both adherence and quality. Neither treatment adherence nor implementation quality was found to relate to a general outcome measure of student mathematics achievement; however, both were similarly related to the curricular-aligned measure.  相似文献   

Theoretical competence models,tests and designs     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(2):139-141

Educational Assessment, Evaluation and Accountability -  相似文献   

Learning to assess and evaluate complex realities     

Skedsmo  Guri  Huber  Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2022,34(3):275-277

Educational Assessment, Evaluation and Accountability -  相似文献   

Does having vulnerable friends help vulnerable youth? The co-evolution of friendships,victimization, and depressive symptoms in Chinese adolescents' social networks     

Xingna Qin  Lydia Laninga-Wijnen  Christian Steglich  Yunyun Zhang  Ping Ren  René Veenstra 《Child development》2023,94(6):1531-1549

This study examined whether having vulnerable friends helps or hurts victimized and depressed (i.e., vulnerable) adolescents and whether this depends on classroom supportive norms. Students (n = 1461, 46.7% girls, 93.4% Han nationality) were surveyed four times from seventh and eighth grade (M_age = 13 years) in 2015 and 2016 in Central China. Longitudinal social network analyses indicated that having vulnerable friends can both hurt and help vulnerable adolescents. Depressed adolescents with depressed friends increased in victimization over time. Victimized adolescents with victimized friends increased in victimization but decreased in depressive symptoms. These processes were most likely in classrooms with high supportive norms. Having friends and a supportive classroom may hurt vulnerable adolescents' social position but help victims' emotional development.  相似文献