Zobrazeno 1 - 10
of 36
pro vyhledávání: '"C. Stephen White"'
Publikováno v:
European Journal of Teacher Education. 38:154-179
Since closing the gap between different levels of professional development for teachers has been identified as a particular need in our profession, capturing the results of professional coursework can help teacher educators better understand and meet
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3be74adb009da5c70e2bdb19bbaee4d7
https://doi.org/10.1080/02619768.2015.1022647
https://doi.org/10.1080/02619768.2015.1022647
Publikováno v:
Topics in Early Childhood Special Education. 34:40-48
This study considered the facilitators and barriers of successful inclusion in Head Start classrooms by examining the perspectives and practices of instructional professionals. A cross-sectional survey design was combined with direct observation in i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a92fd0da35c47f11a53efbd58089210d
https://doi.org/10.1177/0271121413502398
https://doi.org/10.1177/0271121413502398
Publikováno v:
European Journal of Teacher Education. 34:387-405
This study examined how multiple measures can be used to study experienced teachers’ learning. The study was conducted in an advanced Master’s degree programme, aligned with the National Board for Professional Teaching Standards in the United Sta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2e4a01b2175eba14e26bc0543c9772fc
https://doi.org/10.1080/02619768.2011.587115
https://doi.org/10.1080/02619768.2011.587115
Publikováno v:
Teachers and Teaching. 17:149-167
Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants’ knowledge and skills has beco
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5fcec9c914ae8f6c033e2a2fb3af8718
https://doi.org/10.1080/13540602.2011.538506
https://doi.org/10.1080/13540602.2011.538506
Autor:
Martha Daugherty, C. Stephen White
Publikováno v:
Gifted Child Quarterly. 52:30-39
The purpose of this study was to explore Vygotsky's notion of private speech as a cognitive self-regulatory process and how it related to creativity measures among at-risk children. Thirty-two Head Start and state-funded Pre-K children completed the
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9a649855cfa79f9fefcdf14eb2e955a2
https://doi.org/10.1177/0016986207311059
https://doi.org/10.1177/0016986207311059
Autor:
Debby Deal, C. Stephen White
Publikováno v:
Journal of Research in Childhood Education. 20:313-329
As political mandates in the United States continue to demand increasing levels of literacy by all young children, the importance of identifying factors that influence novice teachers' development over time become more critical. In this article, we e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::005e7b935ecc482e1ef88ef052e25ab2
https://doi.org/10.1080/02568540609594570
https://doi.org/10.1080/02568540609594570
Autor:
C. Stephen White, Debby Deal
Publikováno v:
Action in Teacher Education. 27:54-67
In this article, we examine the evolving influences and literacy beliefs of two elementary teachers during their 2nd year of professional teaching. Interview and observational data indicated that teaching context and personal dispositions most influe
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fac076d58aa20c9d3c28a7afefba46b4
https://doi.org/10.1080/01626620.2005.10463383
https://doi.org/10.1080/01626620.2005.10463383
Publikováno v:
Reading Research and Instruction. 42:39-62
This longitudinal study examined preservice and beginning teachers’ perceptions of ways their literacy related instructional beliefs and decisions were affected by learning to teach in a high stakes testing environment. Data collection over a three
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a0f10e55190156e0b918c086771325a7
https://doi.org/10.1080/19388070309558385
https://doi.org/10.1080/19388070309558385
Autor:
Ithel Jones, C. Stephen White
Publikováno v:
Early Child Development and Care. 161:71-82
This study examined whether first‐, second‐, and third‐grade students’ achievement in language and mathematics was affected by factors from both the family context, including family size, number of adult caregivers, and parents’ educational
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::54727b6cd3d8e91d160ef215920a6254
https://doi.org/10.1080/0030443001610106
https://doi.org/10.1080/0030443001610106
Autor:
C. Stephen White
Publikováno v:
Mathematical Cognition. 4:103-123
In this investigation, we examined the association between young children's analogical reasoning ability and their mathematical learning. Participants were 26 four- and five-year-olds enrolled in a college-operated laboratory school in the southeaste
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e11d46252e3884bff06b69fdb6b47a81
https://doi.org/10.1080/135467998387352
https://doi.org/10.1080/135467998387352