Zobrazeno 1 - 10
of 505
pro vyhledávání: '"J. Benner"'
Publikováno v:
ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol IV-2/W1, Pp 3-12 (2016)
The Open Geospatial Consortium (OGC) CityGML standard offers a Level of Detail (LoD) concept that enables the representation of CityGML features from a very detailed to a less detailed description. Due to a rising application variety, the current LoD
Externí odkaz:
https://doaj.org/article/815ec02961cd4f018cfc504f2b7f28e9
Publikováno v:
ISPRS Annals of the Photogrammetry, Remote Sensing and Spatial Information Sciences, Vol II-2/W1, Pp 51-61 (2013)
Virtual 3D city models contain digital three dimensional representations of city objects like buildings, streets or technical infrastructure. Because size and complexity of these models continuously grow, a Level of Detail (LoD) concept effectively s
Externí odkaz:
https://doaj.org/article/20ed75c1569045aeb5b2a4fd4c9cfe7f
Autor:
Gregory J. Benner, Lisa A. Strycker, Nicole C. Ralston, Elizabeth Michael, Kristine Jolivette, Andrea Baylin, Songtian Zeng
Publikováno v:
International Journal of Educational Research Open, Vol 3, Iss , Pp 100122- (2022)
ABSTRACT: A randomized controlled trial evaluated the Classroom Reset universal classroom-management intervention on classroom behaviors and engagement of U. S. elementary students with emotional and behavioral disorders (EBD). Participants were from
Externí odkaz:
https://doaj.org/article/f3fa46dc59db458180c1b2b8ef618889
Autor:
P. Montesinos, V. Kota, J. Brandwein, P. Bousset, R. J. Benner, E. Vandendries, M. F. McMullin
Publikováno v:
HemaSphere, Vol 6, Pp 478-479 (2022)
Externí odkaz:
https://doaj.org/article/47885d8e03b84d5ea209e76921a631c4
Publikováno v:
Teachers and Teaching. 29:291-309
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b9ec185dcf57b813234978c6027d6386
https://doi.org/10.1080/13540602.2023.2173167
https://doi.org/10.1080/13540602.2023.2173167
Publikováno v:
Beyond Behavior. 32:36-44
In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the socia
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f2c117c0d2c0e2d9e53e456cf314eb1e
https://doi.org/10.1177/10742956221145951
https://doi.org/10.1177/10742956221145951
Autor:
Erica O. Lee, Heather M. Lacey, Sarah Van Valkenburg, Ellen McGinnis, Brenda J. Huber, Gregory J. Benner, Lisa A. Strycker
Publikováno v:
Beyond Behavior. 32:53-62
Today’s teachers experience high levels of stress and fatigue that can negatively affect their well-being. Teacher burnout is not a new educational phenomenon, but it has been exacerbated by the COVID-19 pandemic. In this article, we discuss the pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::78eae732e7e7ec614a9a406efa6184f6
https://doi.org/10.1177/10742956221145942
https://doi.org/10.1177/10742956221145942
Autor:
Gregory J. Benner, Marcia L. Rock, Lisa A. Strycker, Erica O. Lee, Pamela Bailey, Ashley S. Virgin
Publikováno v:
Beyond Behavior. 32:24-35
Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f5f860cb3091a52bf6d888adbf27a27c
https://doi.org/10.1177/10742956221143497
https://doi.org/10.1177/10742956221143497
Publikováno v:
Beyond Behavior. 32:15-23
The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify ef
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5d17ef837210de7e74d3a4ab621c951e
https://doi.org/10.1177/10742956221143112
https://doi.org/10.1177/10742956221143112
Publikováno v:
Social Psychology of Education. 25:1437-1458
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2f23493653de29d5e9faea7d5683662a
https://doi.org/10.1007/s11218-022-09731-5
https://doi.org/10.1007/s11218-022-09731-5