Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Alison E. Baroody"'
Publikováno v:
Early Childhood Research Quarterly. 64:47-60
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c8613c55577686267919dfda01a2733a
https://doi.org/10.1016/j.ecresq.2023.02.001
https://doi.org/10.1016/j.ecresq.2023.02.001
Publikováno v:
Journal of Research in Reading. 42:150-161
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::51ca94154d0861378a97b299f1d55e38
https://doi.org/10.1111/1467-9817.12255
https://doi.org/10.1111/1467-9817.12255
Publikováno v:
Journal of Children and Poverty. 24:123-143
The aim of the study is to evaluate the effects of a language-rich math content text message intervention as a way to promote child literacy outcomes for children enrolled in 15 Head Start ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8e50f4aad3b7b476d8ad1cbd77701658
https://doi.org/10.1080/10796126.2018.1517939
https://doi.org/10.1080/10796126.2018.1517939
Autor:
Alison E. Baroody
Publikováno v:
School Effectiveness and School Improvement. 28:314-335
This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effecti...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1729b28280f16baf0f391ca0fd7a380c
https://doi.org/10.1080/09243453.2017.1298629
https://doi.org/10.1080/09243453.2017.1298629
Publikováno v:
Learning and Individual Differences. 48:54-60
Multiple perspectives of measuring engagement (i.e., student-, teacher-, and observer-report) were used to describe the contributions of engagement during mathematics instruction on fifth graders' (N = 387) social skills and achievement. Students com
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::571039ce761edfcb10dbf598bd987891
https://doi.org/10.1016/j.lindif.2016.02.012
https://doi.org/10.1016/j.lindif.2016.02.012
Publikováno v:
Journal of school psychology. 79
The goals of the current study were twofold. The first goal was to describe levels of mathematics and science self-efficacy and achievement among a sample of students with varying levels of English language proficiency. The second goal was to examine
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::306cd045e2c8facf06b3884f4d182c7a
https://pubmed.ncbi.nlm.nih.gov/32389245
https://pubmed.ncbi.nlm.nih.gov/32389245
Publikováno v:
Journal of Educational Psychology. 107:170-185
This study examines concurrent teacher–student interaction quality and 5th graders’ (n = 387) engagement in mathematics classrooms (n = 63) and considers how teacher–student interaction quality relates to engagement differently for boys and gir
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0c6fdd9939ee97247dbe3fb1195083bd
https://doi.org/10.1037/a0037252
https://doi.org/10.1037/a0037252
Autor:
Jamie DeCoster, Eileen G. Merritt, Timothy W. Curby, Ross Larsen, Sara E. Rimm-Kaufman, Julia B. Thomas, Tashia Abry, Michelle Ko, Alison E. Baroody
Publikováno v:
American Educational Research Journal. 51:567-603
This randomized controlled field trial examined the efficacy of the Responsive Classroom ( RC) approach on student achievement. Schools ( n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3444f0b5b44340139fe6545f164e6937
https://doi.org/10.3102/0002831214523821
https://doi.org/10.3102/0002831214523821
Autor:
Alison E. Baroody, Karen E. Diamond
Publikováno v:
Journal of Early Childhood Research. 14:146-162
This study examines the relations among the classroom literacy environment, children’s interest and engagement in literacy activities, and children’s early reading skills in a sample of 167 children aged 4 and 5 years enrolled in 31 Head Start cl
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3a5f2c83bf423b600617cc6aa812ef27
https://doi.org/10.1177/1476718x14529280
https://doi.org/10.1177/1476718x14529280
Publikováno v:
School Psychology Review. 43:69-85
The Responsive Classroom (RC) approach is an instructional delivery and social–emotional learning intervention designed to provide teachers with skills needed to create caring, well-managed classro...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e04956399249fbf0c7959a3c4f50d1b6
https://doi.org/10.1080/02796015.2014.12087455
https://doi.org/10.1080/02796015.2014.12087455