PREDICTORS OF ACHIEVEMENT IN AFRICAN AMERICAN STUDENTS AT RISK FOR ACADEMIC FAILURE: THE ROLES OF ACHIEVEMENT VALUES AND BEHAVIORAL ENGAGEMENT     

Alicia M. Darensbourg  Jamilia J. Blake 《Psychology in the schools》2013,50(10):1044-1059

The achievement gap between African American and European American youth is a pervasive problem in the United States. This study explored how achievement values and behavioral engagement affect the academic attainment of an academically at‐risk sample of 167 African American youth in late elementary school. Results indicate that achievement values do not have a significant influence on engagement or achievement in late elementary school. However, behavioral engagement significantly influenced math achievement from Grades 4 to 5. The implications of these findings are discussed.  相似文献   

Children's perceptions of plants following their visit to the Eden Project   总被引：1，自引：0，他引：1  

L. D. Newton  D. P. Newton  A. Blake  K. Brown 《Research in Science & Technological Education》2013,31(2):227-240

The study described is part of a larger research programme designed to investigate primary aged children's learning during a visit to the Eden Project. Children from eight primary schools were interviewed approximately four weeks after a one‐day, teacher‐led visit to the Eden Project (EP) in Cornwall. Their responses revealed that the children enjoyed their visit to the EP and were affected by the sensory experience of being immersed in such a profusion of plants from around the world. The children showed interest in the plants that were relevant to their lives but were often unsure of the relationship between plants, people and resources. The analysis highlights the need for teachers to integrate a visit to the EP within their school's curriculum, particularly in respect of prior preparation and mediation, in order to capitalize effectively on the children's experiences during their visit to the Eden Project.  相似文献   

Finding an identity and meeting a standard: connecting the conflicting in teacher induction     

Jim McNally  Allan Blake  Brian Corbin  Peter Gray 《教育政策杂志》2013,28(3):287-298

This article has the apparently contradictory aims of describing a discourse of new teachers that is at odds with the policy‐derived competence‐based discourse of the professional standard for teachers, and of also seeking to find some points of connection that may help start a dialogue between policy and research. The experience of new teachers is conceptualised as personal stories of identity formation with a clear emotional‐relational dimension and a sense of self and intrinsic purpose in which others, especially colleagues and children, are central – themes not visible in the standard. The empirical context is that of new teachers in Scotland but the argument is supported through a wider literature that extends beyond the traditional limits of teacher education, drawing on, for example, notions of self‐identity, pure relationship and ontological security in the work of Giddens. Whether a more constructive dialogue can begin depends partly on the extent to which the formal standard can be expected to capture the complex, personal nature of the beginner’s experience, and partly on the possibility of research identifying particular areas of competence, such as understanding difference, that connect in some way to the standard.  相似文献   

What do upper-elementary and middle school teachers know about the processes of text comprehension?     

Davis  Dennis S.  Tenore  F. Blake  McElhone  Dot  DeIaco  Robyn 《Reading and writing》2022,35(9):2257-2283

Reading and Writing - Teachers’ knowledge of reading comprehension processes is underresearched relative to teachers’ knowledge of word identification and phonological awareness. In...  相似文献   

花儿     

William Blake 《新高考》2015,(1):1

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Establishment of interdisciplinary child protection teams in Turkey 2002–2006: Identifying the strongest link can make a difference!     

Canan A. Agirtan  Taner Akar  Seher Akbas  Recep Akdur  Cahide Aydin  Gulsen Aytar  Suat Ayyıldız  Sevgi Baskan  Tugba Belgemen  Ozdecan Bezirci  Ufuk Beyazova  Fatma Yucel Beyaztas  Bora Buken  Erhan Buken  Aysu D. Camurdan  Demet Can  Sevgi Canbaz  Gurol Cantürk  Meltem Ceyhan  Abdulhakim Coskun  Kadriye Yurdakok 《Child abuse & neglect》2009,33(4):247-255

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Validity of a device designed to measure braking power in bicycle disc brakes     

Matthew C. Miller  Philip W. Fink  Paul William Macdermid  Blake G. Perry  Stephen R. Stannard 《Sports biomechanics / International Society of Biomechanics in Sports》2018,17(3):303-313

Real-world cycling performance depends not only on exercise capacities, but also on efficiently traversing the bicycle through the terrain. The aim of this study was to determine if it was possible to quantify the braking done by a cyclist in the field. One cyclist performed 408 braking trials (348 on a flat road; 60 on a flat dirt path) over 5 days on a bicycle fitted with brake torque and angular velocity sensors to measure brake power. Based on Newtonian physics, the sum of brake work, aerodynamic drag and rolling resistance was compared with the change in kinetic energy in each braking event. Strong linear relationships between the total energy removed from the bicycle-rider system through braking and the change in kinetic energy were observed on the tar-sealed road (r² = 0.989; p < 0.0001) and the dirt path (r² = 0.952; p < 0.0001). T-tests revealed no difference between the total energy removed and the change in kinetic energy on the road (p = 0.715) or dirt (p = 0.128). This study highlights that brake torque and angular velocity sensors are valid for calculating brake power on the disc brakes of a bicycle in field conditions. Such a device may be useful for investigating cyclists’ ability to traverse through various terrains.  相似文献   

Book Reviews     

Monica Blake  Charles Oppenheim  Charles Oppenheim  Sue Lambert  Charles Oppenheim 《Learned Publishing》2007,20(1):74-78

A Century of Science Publishing: A Collection of Essays Edited by E.H. Fredriksson Amsterdam: IOS Press, 2001. US$49/€44/€31 A User's Guide to Copyright, 6th edn Michael Flint, Nick Fitzpatrick and Clive Thorne Tottell Publishing, 2006, ISBN 1845920686, 639 pp., paperback, £78 Publishing Law, 3rd edn Hugh Jones and Christopher Benson Taylor and Francis, 2006 ISBN 0 415 38427 3 Scientific Style and Format: The CSE Manual for Authors, Editors, and Publishers , 7th edn Style Manual Committee, Council of Science Editors Council of Science Editors in cooperation with The Rockefeller University Press, 2006, xvi + 659 pp. Hardback. ISBN 0‐9779665‐0‐X The Trouble with Medical Journals Richard Smith Royal Society of Medicine, 2006, ISBN 1 85315 673 6, 292pp., £19.95  相似文献   

Previewers and previewing: A study of methods and preferences     

Raymond Jack Blake 《Educational technology research and development : ETR & D》1955,3(1):13-28

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ANALYSIS OF TURKISH HIGH SCHOOL CHEMISTRY TEXTBOOKS AND TEACHER-GENERATED QUESTIONS ABOUT GAS LAWS     

Canan Nakibo?lu  H. Esra Yildirir 《International Journal of Science and Mathematics Education》2011,9(5):1047-1071

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