Zobrazeno 1 - 10
of 86
pro vyhledávání: '"Jeremy D. Finn"'
Publikováno v:
International Journal of Education Policy and Leadership, Vol 1, Iss 1 (2006)
Researchers examined the relationship between small-class participation in the first four years of school and course-takingpatterns in high school. Using original data from Tennessee’s Project STAR (Student-Teacher Achievement Ratio) withhigh schoo
Externí odkaz:
https://doaj.org/article/9602dd92800c4a2eb40fb8b338799fbd
Publikováno v:
The Journal of Experimental Education. 87:193-213
Through a synthesis of test publisher norms and national longitudinal data sets, this study provides new national norms of academic growth in K–12 reading and math to help reinterpret conventional effect sizes in time units. We propose d΄, a time-
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e1fe81787e5d316300c8915ea2f1b8fb
https://doi.org/10.1080/00220973.2017.1409183
https://doi.org/10.1080/00220973.2017.1409183
Autor:
Timothy J. Servoss, Jeremy D. Finn
Publikováno v:
Leadership and Policy in Schools. 13:61-92
This study utilized school-level data from several combined national databases to address two questions regarding school security policy: (1) What are the school characteristics related to levels of security? (2) How does security relate to school su
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4a9a4069605bee726bd0bbdff1943b14
https://doi.org/10.1080/15700763.2014.890734
https://doi.org/10.1080/15700763.2014.890734
Publikováno v:
The Journal of Educational Research. 101:259-274
Despite the fact that misbehavior in school is a pervasive problem to educators and despite its adverse consequences, few researchers have examined the range of misbehaviors by students, their antecedents, or their consequences. The authors used data
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ca3b3c367315ed775c57f3968bac02bc
https://doi.org/10.3200/joer.101.5.259-274
https://doi.org/10.3200/joer.101.5.259-274
Publikováno v:
Journal of Educational Psychology. 97:214-223
The purpose of this investigation was to address three questions about the long-term effects of early school experiences: (a) Is participation in small classes in the early grades (K–3) related to the likelihood that a student will graduate from hi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::31b81a975fe194c8c8ac753ec48619ba
https://doi.org/10.1037/0022-0663.97.2.214
https://doi.org/10.1037/0022-0663.97.2.214
Autor:
Gina M. Pannozzo, Jeremy D. Finn
Publikováno v:
The Journal of Educational Research. 98:79-92
The authors examined the conditions that promote or discourage engagement in the classroom among kindergarten students. Engagement included learning behaviors (ontask behavior) and pro- and antisocial behavior. The authors examined 3 policy-manipulab
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e9fc3ffceedc3e85211663140cf08d5d
https://doi.org/10.3200/joer.98.2.79-93
https://doi.org/10.3200/joer.98.2.79-93
Publikováno v:
Review of Educational Research. 73:321-368
Small classes in the elementary grades have been shown to boost students’ academic performance. However, researchers continue to seek a consistent, integrated explanation of “why” small classes have positive effects. This article forwards the h
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c25d3a3d450ba06484e0edd18872e55b
https://doi.org/10.3102/00346543073003321
https://doi.org/10.3102/00346543073003321
Autor:
Jeremy D. Finn
Publikováno v:
Educational Researcher. 41:102-104
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4a73734eac1a185159dafc18632f2cad
https://doi.org/10.3102/0013189x12437785
https://doi.org/10.3102/0013189x12437785
Autor:
Jeremy D. Finn
Publikováno v:
Phi Delta Kappan. 83:551-560
Mr. Finn provides a brief overview of the current status of class-size reduction programs in the U.S., summarizes the research base that has moved districts and states to seek class-size reduction, and calls attention to the misapplication of the res
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b0db2063d4d935f5f0c91dac0b19eba3
https://doi.org/10.1177/003172170208300717
https://doi.org/10.1177/003172170208300717
Publikováno v:
Educational Evaluation and Policy Analysis. 23:123-143
Despite more than 600,000 teacher aides in American schools today, research provides little information about their classroom activities, their qualifications for carrying out their duties, or their impact on student achievement and behavior. This in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dfd5e944367f2ea3185a3d2b82cfc464
https://doi.org/10.3102/01623737023002123
https://doi.org/10.3102/01623737023002123