Zobrazeno 1 - 10
of 16
pro vyhledávání: '"Otto C. Bassler"'
Publikováno v:
The Elementary School Journal. 95:435-450
In this study we examined homework, the most common point of intersection among parent, child, and school activities related to formal learning, in interviews with 69 parents of first-through fifth-grade students. Analyses revealed rich information a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1848922179e739edaae29bc01b4a9c57
https://doi.org/10.1086/461854
https://doi.org/10.1086/461854
Publikováno v:
The Journal of Educational Research. 85:287-294
Grounded in Bandura's (1976, 1986) work, parent efficacy was defined as a parent's belief that he or she is capable of exerting a positive influence on children's school outcomes. Parents' sense of efficacy and its relationship to parent involvement
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::c3a080b0ec6a05fc35605962dc98b3c2
https://doi.org/10.1080/00220671.1992.9941128
https://doi.org/10.1080/00220671.1992.9941128
Publikováno v:
The Journal of Educational Research. 82:106-112
Building on previous work in education and the social sciences, we formulated a model for studying teacher burnout that focused on both individual and environmental factors believed to be implicate...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fc11ca952cbd0a9e37a849ee7fe2d00f
https://doi.org/10.1080/00220671.1988.10885876
https://doi.org/10.1080/00220671.1988.10885876
Publikováno v:
American Educational Research Journal. 24:417-435
The study tested the hypothesis that varying levels of parent involvement would be related to variations in qualities of school settings, specifically school socioeconomic status, teacher degree level, grade level, class size, teachers’ sense of ef
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f732dd44f2709cfca6daae850e824cb0
https://doi.org/10.3102/00028312024003417
https://doi.org/10.3102/00028312024003417
Publikováno v:
Teaching and Teacher Education. 2:91-104
This research examined teachers' perceptions of the school organizational conditions that provide the greatest opportunities for professional development. Surveying 1,213 teachers in 78 elementary schools, we constructed scales measuring 10 workplace
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0eb0b1139ba4aa6a3461b9dbca66b3e5
https://doi.org/10.1016/0742-051x(86)90008-9
https://doi.org/10.1016/0742-051x(86)90008-9
Autor:
Robert M. Gagné, Otto C. Bassler
Publikováno v:
Journal of Educational Psychology. 54:123-131
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7f7823711133933b2b6d24488f201f4f
https://doi.org/10.1037/h0046027
https://doi.org/10.1037/h0046027
Publikováno v:
Journal for Research in Mathematics Education. 1:134-143
A training program for inducing number conservation through training on the concept of reversibility was administered to 28 kindergarten students ages 4 and 5, classified by a pretest as nonconservers. The results from a posttest and 2 retention test
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bcf0feb25ef3af7cd5e2fdc9b8f6065f
https://doi.org/10.5951/jresematheduc.1.3.0134
https://doi.org/10.5951/jresematheduc.1.3.0134
Publikováno v:
School Science and Mathematics. 71:441-450
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34ef8d181d157e711dd0030e8038c084
https://doi.org/10.1111/j.1949-8594.1971.tb08764.x
https://doi.org/10.1111/j.1949-8594.1971.tb08764.x
Publikováno v:
The American Mathematical Monthly. 74:855-860
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::36294c77666c71cdaa3bfc6608010af6
https://doi.org/10.1080/00029890.1967.12000037
https://doi.org/10.1080/00029890.1967.12000037
Autor:
Otto C. Bassler
Publikováno v:
The Mathematics Teacher. 59:266-273
An experimental study was carried out by the University of Maryland Mathematics Project (UMMaP)* to investigate the effects of some instructional variables in mathematics learning. Specifically, the two instructional variables being tested were (a) i
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8fc3de6d1d30ea8580c615e557cbebad
https://doi.org/10.5951/mt.59.3.0266
https://doi.org/10.5951/mt.59.3.0266