Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Lisa M. Ridgley"'
Autor:
Zehra E. Ünal, Lisa M. Ridgley, Yaoran Li, Cassandra Graves, Lora Khatib, Taryn Robertson, Perla Myers, David C. Geary
Publikováno v:
Frontiers in Education, Vol 8 (2023)
This study describes the development and initial validation of a mathematics-specific spatial vocabulary measure for upper elementary school students. Reviews of spatial vocabulary items, mathematics textbooks, and Mathematics Common Core State Stand
Externí odkaz:
https://doaj.org/article/92105f2208384f149ae9c6158a91d3c6
Publikováno v:
Gifted Child Quarterly. 66:3-22
Self-regulated learning (SRL) promotes both current and future academic achievement and must be adapted based on task demands. To develop SRL, gifted students must have opportunities to experience optimally challenging tasks. Gifted students’ past
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::32dea60c8027a86ed26312fabc8842ae
https://doi.org/10.1177/00169862211025452
https://doi.org/10.1177/00169862211025452
Autor:
Maria E. Hernández Finch, Lisa M. Ridgley, Gregory L. Callan, Kristie L. Speirs Neumeister, Lisa DaVia Rubenstein
Publikováno v:
Educational Psychology. 41:1139-1159
This study used structured interviews to examine cyclical relations among self-regulated learning (SRL) processes before (forethought), during (performance), and after (self-reflection) engagement ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ccbeb109b2cea73509b11ed0034714fe
https://doi.org/10.1080/01443410.2021.1913575
https://doi.org/10.1080/01443410.2021.1913575
Autor:
Lisa DaVia Rubenstein, Lisa M. Ridgley, Kristie L. Speirs Neumeister, David Longhurst, Maria E. Hernández Finch, Gregory L. Callan
Publikováno v:
Journal of Psychoeducational Assessment. 39:549-562
This study examined the relationships among three measurement methodologies that are used to assess characteristics and processes associated with creativity (i.e., a self-report questionnaire, teacher ratings, and a structured interview). In addition
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d7e1747b7b587ff23a5a33f0bf18ea0b
https://doi.org/10.1177/07342829211005288
https://doi.org/10.1177/07342829211005288
Publikováno v:
Psychology of Aesthetics, Creativity, and the Arts. 15:136-148
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9bd698612d83b5cd2e5fdf0dcfba3599
https://doi.org/10.1037/aca0000238
https://doi.org/10.1037/aca0000238
Publikováno v:
Psychology in the Schools. 57:1365-1384
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f90430560fbfa4ef5e99ac9f787ecbb0
https://doi.org/10.1002/pits.22408
https://doi.org/10.1002/pits.22408
Publikováno v:
Gifted and Talented International. 34:6-18
Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may no...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::dfc1f7b041148ac5531939044cf41967
https://doi.org/10.1080/15332276.2020.1722041
https://doi.org/10.1080/15332276.2020.1722041
Publikováno v:
Thinking Skills and Creativity. 44:101030
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::40789cb25e68715dfc04e0694929094e
https://doi.org/10.1016/j.tsc.2022.101030
https://doi.org/10.1016/j.tsc.2022.101030
Autor:
Kenneth B. Juart, Joshua M. Stephens, Kelsey E. Ault, Sharon A. Stringer, Lisa M. Ridgley, Gregory A. Satmare, Stacey L. Williams
Publikováno v:
Stigma and Health. 3:315-324
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f072190ebcecb7438582d774977c09ae
https://doi.org/10.1037/sah0000096
https://doi.org/10.1037/sah0000096
Publikováno v:
Teaching and Teacher Education. 70:100-110
This mixed methods study examined teachers' perceptions of creativity using Social Cognitive Theory factors (e.g., personal, behavioral, and environmental). When describing hindrances to creativity, teachers often discussed macro-environmental factor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::63a16ae726eb01b82477acd78d2bed96
https://doi.org/10.1016/j.tate.2017.11.012
https://doi.org/10.1016/j.tate.2017.11.012