Classroom instructional quality,exposure to mathematics instruction and mathematics achievement in fifth grade     

Erin R. Ottmar  Lauren E. Decker  Claire E. Cameron  Timothy W. Curby  Sara E. Rimm-Kaufman 《Learning Environments Research》2014,17(2):243-262

This study examined the quality of teacher–child interactions and exposure to mathematics instruction as predictors of 5th grade student’s mathematics achievement. The sample was a subset of the children involved in the NICHD–SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic characteristics, more exposure to mathematics instruction was related to increased fifth grade mathematics achievement for both calculations and applied problems assessments, but there was no main effect for improved instructional quality. Findings also indicate that, in classrooms where lower instructional quality was observed, greater exposure to mathematics instruction predicted improved mathematics achievement. Findings are discussed in terms of differing aspects of mathematics instruction and the possible compensatory role of exposure to instruction in classrooms of lower quality.  相似文献   

The supply and demand for cinema tickets: Some U.K. Evidence   总被引：3，自引：2，他引：1  

S. Cameron 《Journal of Cultural Economics》1986,10(1):38-62

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Off the Beaten Track: a consideration of the implications for teachers of recent developments in the study of metaphor     

Lynne J. Cameron 《English in Education》1991,25(2):4-15

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Do institutional researchers publish or perish?     

Cameron Fincher  Gerald W. McLaughlin  M. W. Peterson  J. G. Rossmeier  W. F. Lasher  J. L. Saupe 《Research in higher education》1981,14(4):367-370

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IGE: A Promising Model     

John P. Wilson  Cameron M. McCune 《Review of Education, Pedagogy & Cultural Studies》2013,35(3):303-306

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Air between forums Principles and examples of leadership     

Cameron Fincher 《Research in higher education》1995,36(6):705-709

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Exploring Dialectical Tensions of Leading Volunteers in Two Community Choirs     

Cameron W. Piercy  Michael W. Kramer 《Communication Studies》2017,68(2):208-226

Leaders of volunteers face different challenges than leaders of paid employees due to different motivations and reward expectations. After synthesizing previous research applying dialectical theory to group members or leaders, this study examines the dialectical tensions that leaders of volunteers experienced and the communication they used to manage those tensions as reported by both the leaders and the volunteers. A constant-comparison method was used to analyze observations and interviews of members and leaders of two community choirs. The findings suggest that leaders of volunteers face eight dialectical tensions representing three broad categories: (a) task and relationship; (b) process and outcome; and (c) internal and external. Leaders negotiated these dialectical tensions through communication strategies including use of humor and appeals to artistic spirituality. These strategies represent hybridization and dualistic discourse rather than a monologic emphasis of one course of action over another.  相似文献   

Touch your toes! Developing a direct measure of behavioral regulation in early childhood   总被引：6，自引：0，他引：6  

Claire E. Cameron Ponitz  Megan M. McClelland  Abigail M. Jewkes  Carol McDonald Connor  Carrie L. Farris  Frederick J. Morrison 《Early childhood research quarterly》2008

Behavioral aspects of self-regulation, including controlling and directing actions, paying attention, and remembering instructions, are critical for successful functioning in preschool and elementary school. In recent years, several direct assessments of these skills have appeared, but few studies provide complete psychometric data and many are not easy to administer. We developed a direct measure of children's behavioral regulation, the Head-to-Toes Task, and report performance of participants aged 36–78 months, including a group of Spanish-speaking children, from two different sites (N = 353; N = 92). We examined construct validity, examiner reliability, sources of variation, and associations between task scores and background characteristics. Results showed that the task was valid, reliable, and demonstrated variability in children's scores. A cross-classified hierarchical growth curve analysis indicated that girls, participants assessed in English, and higher-socioeconomic status (SES) children achieved slightly higher average scores than did boys, Spanish-speaking and lower-SES children, but effect sizes were small. Older participants achieved higher scores than did younger children, and there were no effects for site. Results suggest that the Head-to-Toes Task is an informative and easy-to-administer direct assessment of children's behavioral regulation. We discuss implications for its use in early childhood settings.  相似文献   

Institutional research as organizational intelligence     

Cameron Fincher 《Research in higher education》1978,8(2):189-192

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The packaging of planning     

Cameron Fincher 《Research in higher education》1979,11(4):365-368

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