Zobrazeno 1 - 10
of 24
pro vyhledávání: '"Kate E. Snyder"'
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 8, Iss 1 (2020)
Mental health researchers emphasize the importance of practitioner understanding of biology-environment interplay. Accordingly, our goal of the study described in this article was to understand students’ preconceptions and misconceptions about biol
Externí odkaz:
https://doaj.org/article/428462d1963447dc87396a3286d0aeba
Publikováno v:
Frontiers in Education, Vol 4 (2019)
This study demonstrates the use of multidimensional item response theory (MIRT) to investigate an instrument's factor structure. For didactic purposes, MIRT was used to assess the factor structure of the 9-item Effort Beliefs Scale (Blackwell et al.,
Externí odkaz:
https://doaj.org/article/d94b3a717b6f45c78e9178d54449902a
Publikováno v:
Psychology of Sexual Orientation and Gender Diversity. 9:410-421
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::df740f0c56f343ee40c7c31b6eb5aea9
https://doi.org/10.1037/sgd0000500
https://doi.org/10.1037/sgd0000500
Publikováno v:
Gifted Child Quarterly. 66:116-118
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::4f2b9a72f2b9ddcf4bc4f24c2a339631
https://doi.org/10.1177/00169862211038610
https://doi.org/10.1177/00169862211038610
Publikováno v:
Gifted Child Quarterly. 64:63-66
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2a4a7dbcb9e7a77ccb1f26601b4d4e7d
https://doi.org/10.1177/0016986220909179
https://doi.org/10.1177/0016986220909179
Publikováno v:
Teaching & Learning Inquiry: The ISSOTL Journal, Vol 8, Iss 1 (2020)
Mental health researchers emphasize the importance of practitioner understanding of biology-environment interplay. Accordingly, our goal of the study described in this article was to understand students’ preconceptions and misconceptions about biol
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::894cceeb1ce2441c3477d526a85911b8
https://doi.org/10.20343/teachlearninqu.8.1.9
https://doi.org/10.20343/teachlearninqu.8.1.9
Autor:
Allison Fowler, Kate E. Snyder
Publikováno v:
Critical Issues and Practices in Gifted Education ISBN: 9781003233961
Critical Issues and Practices in Gifted Education
Critical Issues and Practices in Gifted Education
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::539c906c8ee8728dd62628af3eae6539
https://doi.org/10.4324/9781003233961-37
https://doi.org/10.4324/9781003233961-37
Publikováno v:
High Ability Studies. 31:43-74
For the past several decades, issues such as underrepresentation of racial/ethnic minority students in gifted programming, as well as the widening of the existing achievement gap between specific m...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3cf0952e3941302a28493ebd010e73eb
https://doi.org/10.1080/13598139.2019.1568231
https://doi.org/10.1080/13598139.2019.1568231
Publikováno v:
Applied Developmental Science. 25:114-132
Insufficient research attention has been focused on the development of academic under-achievement and motivational beliefs. A longitudinal, person-centered approach was used to identify latent subgroups of growth in the joint development of teacher-r
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::125d8c317534884908a932b79201fa91
https://doi.org/10.1080/10888691.2018.1543028
https://doi.org/10.1080/10888691.2018.1543028
Autor:
Lisa Linnenbrink-Garcia, Nancy E. Hill, Stephanie V. Wormington, Adar Ben-Eliyahu, Tony Perez, Jan Riggsbee, Kate E. Snyder
Publikováno v:
Journal of Educational Psychology. 110:1026-1048
Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (NStudy 1 = 16
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::6690df1afecbbc57472085b836afd461
https://doi.org/10.1037/edu0000245
https://doi.org/10.1037/edu0000245