Science Teachers' Beliefs and Intentions to Implement Thematic Units   总被引：1，自引：0，他引：1  

Czerniak  Charlene M.  Lumpe  Andrew T.  Haney  Jodi J. 《Journal of Science Teacher Education》1999,10(2):123-145

Journal of Science Teacher Education -  相似文献   

Editorial     

M. Haney  F. Reidy 《Educational Measurement》1986,5(1):5-5

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Editorial     

Edward F. Reidy  Walter M. Haney 《Educational Measurement》1986,5(2):4-4

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Perfectionism in Relation to Stress and Cardiovascular Disease Among Gifted Individuals and the Need for Affective Interventions     

Ansley T. Corson  James P. Loveless  Kirk D. Mochrie  Matthew C. Whited 《Roeper Review》2018,40(1):46-55

Maladaptive perfectionism has the potential to put gifted individuals at an increased risk for cardiac events via the reduced heart rate variability that results from chronic negative affect and physiological stress reactions. As a result, implementing affective interventions into gifted programs may play a critical role in teaching gifted children with maladaptive perfectionism stress-management techniques and coping strategies, which could help keep gifted children with maladaptive perfectionism from growing into adults with similar issues who are then at an increased risk of negative health consequences. Through a review of the theoretical and empirical literature, the current article explores the possible ramifications of maladaptive perfectionism on the health of both gifted children and adults, with a specific focus on the relationship of maladaptive perfectionism to stress and cardiovascular disease. Suggestions for the implementation of preventative measures in the form of targeted affective interventions based on the review of the literature are then provided.  相似文献   

Networks for Success: Preparing Mexican American AVID College Students for Credentials,Completion, and the Workforce     

Richard Kirk 《Journal of Latinos & Education》2018,17(3):257-271

This qualitative study examines how Mexican American students participating in an AVID for Higher Education course perceived their preparation for the workforce and efficacy of completing a college credential. A focus group approach was used to explore how social and cultural networks (networks for success) contribute to college completion. The study is guided by the theoretical framework of building social networks through the availability and reception of social capital. Findings include Mexican American students’ efficacious beliefs of how networks for success assist in their persistence toward college graduation and entry into the workforce. Major themes are college success and social/cultural capital.  相似文献   

In memoriam william A. Deterline     

Deb Haney  Sheryl Narahara 《Performance Improvement》2001,40(3):9-10

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Allow us to introduce: Margo murray     

Debra Haney  Sheryl Narahara 《Performance Improvement》2002,41(5):10-13

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Allow me to introduce     

Debra Haney 《Performance Improvement》2003,42(1):14-16

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Equitable representation in awards and recognition in scholarly publishing: Current challenges and the path ahead     

Rebecca Kirk  Susan J. Harris  Chhavi Chauhan 《Learned Publishing》2023,36(1):37-41

• Awards are an important mechanism of recognition that can signify inclusivity or exclusivity and impact careers.
• More women were selected by publishing organizations for awards overall yet appeared underrecognized in a predominantly women-employed workforce.
• Award programs showed a preference for US-based awardees despite the global representation of individuals' localities.
• To build equity in awards programs, organizations are encouraged to appoint diverse committees, promote transparency and publicize awards in historically excluded communities.

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Allow me to introduce: Susan meyer markle     

Sheryl Narahara  Deb Haney 《Performance Improvement》2000,39(2):8-9

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