Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Gary B. Stuck"'
Publikováno v:
Educational and Psychological Measurement. 50:175-182
The factorial structure of the performance ratings of 27 teaching practices contained on the North Carolina Teaching Performance Appraisal Instrument (TPAI) is reported in this paper. As currently used, ratings using the TPAI yield five scores: (a) M
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::481d87d252b3a2510a7f6cae616ae37a
https://doi.org/10.1177/0013164490501021
https://doi.org/10.1177/0013164490501021
Autor:
Marvin D. Wyne, Gary B. Stuck
Publikováno v:
Journal of Reading Behavior. 11:119-128
Elementary school pupils identified as being a year or more behind in reading achievement and who were observed as spending low percentages of time- on-task-were selected for participation in a short-term, highly structured program designed to increa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b77f13f0f48029de6de48c042de22412
https://doi.org/10.1080/10862967909547315
https://doi.org/10.1080/10862967909547315
Autor:
William B. Ware, Gary B. Stuck
Publikováno v:
Educational and Psychological Measurement. 40:801-804
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::40ebf339e100194bcbaade7933a0f323
https://doi.org/10.1177/001316448004000331
https://doi.org/10.1177/001316448004000331
Publikováno v:
NASSP Bulletin. 71:89-95
Not all the skills considered essential for effective teaching can be part of a single instrument, say these authors, but the instru ment described here includes what their study found to be the generic practices that teachers need to perform success
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f73f778e2ae664a61bcd54f8902b1daf
https://doi.org/10.1177/019263658707149713
https://doi.org/10.1177/019263658707149713
Publikováno v:
Psychological Reports. 54:483-490
Peer ratings of the behaviors of 42 third and 73 sixth grade low-achieving children were examined to assess the extent co which effects of a highly structured time-on-task program generalized to the regular classroom. When compared with low-achieving
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5f1ba898e29a2210adebefe95bdda6d9
https://doi.org/10.2466/pr0.1984.54.2.483
https://doi.org/10.2466/pr0.1984.54.2.483
Autor:
Marvin D. Wyne, Gary B. Stuck
Publikováno v:
The Elementary School Journal. 83:67-75
another important relationship that has implications for teacher behavior and for the training of teachers. A strong, positive, and consistent relationship has been found to exist between the -time students spend engaged in learning and their subsequ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::40015d6d2f954941a2822414f69f0d66
https://doi.org/10.1086/461294
https://doi.org/10.1086/461294
Publikováno v:
Educational and Psychological Measurement. 42:95-104
The study investigated the degree to which it was possible to identify students who were likely to fail a high school competency test from data contained in their cumulative folders. The criterion measures were students' scores on the reading (SHARP)
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d19e128548fb58a4d0f38031974d019e
https://doi.org/10.1177/0013164482421011
https://doi.org/10.1177/0013164482421011
Publikováno v:
The Journal of Special Education. 13:375-385
Elementary school pupils identified as being a year or more behind in reading and/or math achievement and who were observed as spending low percentages of time on-task were selected for participation in an intensive engineered resource-room program.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::82ac79a488b646661ad1b6a89b49efcf
https://doi.org/10.1177/002246697901300405
https://doi.org/10.1177/002246697901300405
Autor:
Marvin D. Wyne, Gary B. Stuck
Publikováno v:
Science Education. 54:373-378
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fcc453d5357656da37699d97c0e48bd3
https://doi.org/10.1002/sce.3730540412
https://doi.org/10.1002/sce.3730540412
Autor:
Marvin D. Wyne, Gary B. Stuck
Publikováno v:
Educational and Psychological Measurement. 42:944-945
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::12d8c8f8b79c1c45c1b92f54cfa65310
https://doi.org/10.1177/001316448204200332
https://doi.org/10.1177/001316448204200332