Arthur Holly Compton (1892–1962)     

Amit Roy 《Resonance》2018,23(9):943-948

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Academic self-concept,autonomous academic motivation,and academic achievement: Mediating and additive effects     

Frédéric Guay  Catherine F. Ratelle  Amélie Roy  David Litalien 《Learning and individual differences》2010,20(6):644-653

Three conceptual models were tested to examine the relationships among academic self-concept, autonomous academic motivation, and academic achievement. This allowed us to determine whether 1) autonomous academic motivation mediates the relation between academic self-concept and achievement, 2) academic self-concept mediates the relation between autonomous academic motivation and achievement, or 3) both motivational constructs have an additive effect on academic achievement. A total of 925 high school students (404 boys and 521 girls) were asked to complete a questionnaire on two occasions separated by a year interval. Results from SEM analyses provided good support for the hypothesized model positing that autonomous academic motivation mediates the academic self-concept–academic achievement relation. Results are discussed in light of self-determination theory and self-concept theory.  相似文献   

ARE WE TALKING ABOUT THE SAME CHILD? PARENT–TEACHER RATINGS OF PRESCHOOLERS’ SOCIAL–EMOTIONAL BEHAVIORS     

Sofia O. Major  Maria J. Seabra‐Santos  Roy P. Martin 《Psychology in the schools》2015,52(8):789-799

The parent‐teacher agreement has become an important issue of children's psychological assessment. However, the amount of research available for preschool children is small and mainly based on one index of agreement with samples of modest size/representativeness. This study examined parent‐teacher agreement (correlations) and discrepancies (t tests) on preschoolers' social skills and problem behaviors for the normative Portuguese sample (N = 1,000) of the Preschool and Kindergarten Behavior Scales – 2^nd Edition (PKBS‐2). Analyses were replicated according to the child's gender and mothers' educational level. Correlational analyses suggest weak to moderate informant agreement (mean correlation = .32). Parents' and teachers' ratings are significantly different for all PKBS‐2 scores, with parents assigning higher scores both on social skills and problem behaviors. Results highlight the importance of both parents' and teachers' perspectives to achieve a more comprehensive picture of preschoolers' social‐emotional behaviors, and reinforce the evidence of reliability of the PKBS‐2 Portuguese version.  相似文献   

Strategic management in the arts     

Vishalakshi Roy 《Cultural Trends》2014,23(1):76-77

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Salsa,Soul, and Spirit: Leadership for a Multicultural Age (2nd ed.). Juana Bordas. San Francisco,CA: Berrett-Koehler Publishers,Inc., 2012. xix; 232 pp. $44 (paperback)     

Lisa Rai Roy 《Educational Studies A Journal of the American Educational Studies Association》2015,51(4):343-346

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Giftedness and evidence for reproducibly superior performance: an account based on the expert performance framework     

K. Anders Ericsson  Roy W. Roring  Kiruthiga Nandagopal 《High Ability Studies》2007,18(1):3-56

Giftedness researchers have long debated whether there is empirical evidence to support a distinction between giftedness and attained level of achievement. In this paper we propose a general theoretical framework that establishes scientific criteria for acceptable evidence of superior reproducible performance, which any theory of exceptional performance must explain. We review evidence for superior reproducible performance, generally emerging only after extended periods of deliberate practice that result in subsequent physiological adaptations and complex cognitive mechanisms. We also apply this framework to examine proposed evidence for innate talents. With the exception of fixed genetic factors determining body size and height, we were unable to find evidence for innate constraints to the attainment of elite achievement for healthy individuals.  相似文献   

From Pathfinder to LibGuide: Teaching Sources through an Instruction Companion     

Loriene Roy  Ashley J. Morrison 《The Reference Librarian》2017,58(1):84-90

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Briefly noted     

Roy Umble  Fred L. Casmir  Thomas L. Fernandez  George F. Reynolds  Marie Orr Shere 《Quarterly Journal of Speech》2013,99(1):99-101

THE ART OF RHETORIC IN THE ROMAN WORLD. By George Kennedy. Princeton, N.J.: Princeton University Press, 1972; pp. xvi+658. $18.50; paper $9.75.  相似文献   

Religious Concepts of Children     

Roy G. Bose 《Religious education (Chicago, Ill.)》2013,108(9):831-837

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Let them eat Shakespeare: prescribed authors and the National Curriculum     

Sophie Claire Ward  Roy Connolly 《Curriculum Journal》2013,24(4):293-307

In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum.  相似文献