Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Jill G. Ordynans"'
Autor:
Madhu Narayanan, Jill G. Ordynans, Amber Wang, Matthew S. McCluskey, Nathalie Elivert, Anne L. Shields, Anne C. Ferrell
Publikováno v:
Education and Urban Society. 55:175-200
The factors that influence the construction of a teacher’s sense of self-efficacy are complex. The authors used a qualitative research design to explore the reflections of a sample of 25 K-12 early career teachers as they made sense of their own ab
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::529a61e61b333a007aba588b5a5737ec
https://doi.org/10.1177/00131245211062528
https://doi.org/10.1177/00131245211062528
Autor:
Madhu Narayanan, Jill G. Ordynans
Publikováno v:
The Teacher Educator. 57:26-44
Teacher self-efficacy beliefs have been a topic of great interest because of their potential to positively influence teacher actions and student outcomes. This qualitatively-driven mixed methods st...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b8740266c0cb777466eadb34e10ac4df
https://doi.org/10.1080/08878730.2021.1990455
https://doi.org/10.1080/08878730.2021.1990455
Autor:
Lisa S. Pao, Jenny C. Kao, Daniel DeBonis, Joanna P. Williams, Jill G. Ordynans, Rong Cheng, J. Grant Atkins
Publikováno v:
Journal of Educational Psychology. 108:1061-1077
We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty lessons on 5 basic text structures (sequence, compariso
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::748141be8027b41c0f5453db5cdb46a8
https://doi.org/10.1037/edu0000117
https://doi.org/10.1037/edu0000117
Autor:
Simonne Pollini, Joanna P. Williams, Anne Elizabeth Snyder, Amaya Garcia, J. Grant Atkins, Abigail M. Nubla-Kung, Jill G. Ordynans
Publikováno v:
Journal of Educational Psychology. 106:1-17
This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention included instruction about the structure of cause/effec
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e69ff7fd9f199419b5b8b760768d90c1
https://doi.org/10.1037/a0033215
https://doi.org/10.1037/a0033215