Zobrazeno 1 - 10
of 85
pro vyhledávání: '"Sara E. Rimm-Kaufman"'
Publikováno v:
Child Development. 93:1129-1144
This study provides empirical benchmarks that quantify typical changes in students' reports of social and emotional skills in a large, diverse sample. Data come from six cohorts of students (N = 361,815; 6% Asian, 8% Black, 68% White, 75% Latinx, 50%
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0e2403b20d0dd34013d1f725a3a0d316
https://doi.org/10.1111/cdev.13741
https://doi.org/10.1111/cdev.13741
Publikováno v:
The Elementary School Journal. 121:256-282
Little is known about the integration of social-emotional learning (SEL) with science instruction. We used a sequential mixed-methods design to examine (1) how fourth graders use argumentat...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::078c630ef02cb07ac9d34784deb70f12
https://doi.org/10.1086/711297
https://doi.org/10.1086/711297
Publikováno v:
Journal of College Student Development. 61:663-666
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::98a7621d04431e836921dd1e426e4ca9
https://doi.org/10.1353/csd.2020.0065
https://doi.org/10.1353/csd.2020.0065
Publikováno v:
Renewable Energy. 138:1078-1086
The development of energy literacy for all citizens is critical as we face climate change and rapid depletion of existing energy resources. This study explores energy literacy development in fourth grade classrooms. Our team developed a curriculum on
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::0e97b04686c46e9ec321e716a0949cf9
https://doi.org/10.1016/j.renene.2019.02.047
https://doi.org/10.1016/j.renene.2019.02.047
Just because a school has adopted a social and emotional learning (SEL) program does not mean it will work. This book explores the conditions needed to implement, strengthen, and sustain effective SEL, and identifies paths that schools, districts, an
Publikováno v:
Teachers College Record: The Voice of Scholarship in Education. 120:1-36
Background Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::3ff07376121713dfe5317c11344925b0
https://doi.org/10.1177/016146811812000604
https://doi.org/10.1177/016146811812000604
Publikováno v:
Early Childhood Research Quarterly. 42:280-290
The present study examines the extent to which participation in a 14-week professional development course designed to improve teacher–child interactions in the classroom moderated the relation between teacher-reported job stress and gains in observ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff1b4d185998702d13de72243ed4cb35
https://doi.org/10.1016/j.ecresq.2017.10.009
https://doi.org/10.1016/j.ecresq.2017.10.009
Publikováno v:
Journal of School Leadership. 27:831-859
Research from the past two decades positions relational trust as a key factor in school reform efforts. Trust between teachers and their principal (teacher-principal trust) and teachers and their colleagues (teacher-teacher trust) are particularly im
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9b91de33210758594efe274a534c23e2
https://doi.org/10.1177/105268461702700603
https://doi.org/10.1177/105268461702700603
Publikováno v:
Investigations in Mathematics Learning. 10:106-127
This article presents a study that investigated potential misconceptions presented in third grade mathematics classrooms and the association of these potential misconceptions with Mathematical Know...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b1acca3b7a0d593e7877c068aa0876a9
https://doi.org/10.1080/19477503.2017.1375354
https://doi.org/10.1080/19477503.2017.1375354
Publikováno v:
Child Development. 88:1321-1337
Theory suggests that African American students benefit from warm and demanding teachers. This study examines the relation between students' perceptions of 634 teachers' warm demander characteristics and achievement growth in fourth and fifth grades (
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::17694bfcf8b8db488a8b53974dc7e448
https://doi.org/10.1111/cdev.12685
https://doi.org/10.1111/cdev.12685