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51.
Kwok Andrew Keese Jeffrey Suárez Mario I. Mitchell Douglas Huston Debbee 《Learning Environments Research》2022,25(1):255-270
Learning Environments Research - The pedagogical beliefs of novice teachers and their coaches throughout a two-year induction program and how those beliefs impact their induction experiences were... 相似文献
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Jason L. Anthony Jeffrey M. Williams Zhoe Zhang Susan H. Landry Martha J. Dunkelberger 《Early education and development》2014,25(4):493-514
Research Findings: In an effort toward developing a comprehensive, effective, scalable, and sustainable early childhood education program for at-risk populations, we conducted an experimental evaluation of the value added by 2 family involvement programs to the Texas Early Education Model (TEEM). A total of 91 preschool classrooms that served minority populations of low socioeconomic status were randomly assigned to TEEM, TEEM plus Raising a Reader (RAR), or TEEM plus RAR augmented by Family Nights. Assessments of oral language and print knowledge were completed by more than 500 children at the beginning and end of the school year. Multilevel analyses of covariance controlled for classroom nesting and individual differences in age, ethnicity, and pretest scores. Although RAR alone demonstrated no added value, augmentation of RAR with Family Nights demonstrated significant impacts on measures of oral language (ts = 1.81–2.51, .05 < ps < .01) and print knowledge (t = 2.39, p < .01). Practice or Policy: Thus, parent training in shared reading practices appears to be necessary for children to benefit from programs that enrich the home literacy environment. That the combined program particularly benefited children who started preschool lagging behind in school readiness (ts = 1.64–2.49, ps < .05) suggests that this comprehensive model offers hope for closing the achievement gap. 相似文献
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Andrea C. Walker Rachelle Gewecke Illene N. Cupit Jeffrey T. Fox 《Journal of College Counseling》2014,17(2):131-149
This phenomenological study, based on ecological systems theory, examined the college student bereavement experience in a Christian university. Undergraduate students (N = 127) from a small Christian university provided answers to open‐ended questions about their experiences regarding college following a death loss. Results indicate that students are generally successful in adapting to bereavement and prefer an environment open to discussing death and asking difficult religious questions. Implications for counselors are provided. 相似文献
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Self‐Compassion Among College Counseling Center Clients: An Examination of Clinical Norms and Group Differences 下载免费PDF全文
Allison J. Lockard Jeffrey A. Hayes Kristin Neff Benjamin D. Locke 《Journal of College Counseling》2014,17(3):249-259
There has been growing interest in the mental health benefits of self‐compassion. This study was designed to establish norms on the Self‐Compassion Scale–Short Form, a popular measure of self‐compassion for individuals seeking counseling, and to examine group differences in self‐compassion based on gender, race/ethnicity, sexual orientation, previous counseling, and psychiatric medication use. Data for this study were collected through the Center for Collegiate Mental Health, a practice‐research network of more than 240 college and university counseling centers. 相似文献
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Jeffrey Trawick-Smith 《Early Childhood Education Journal》1984,12(2):6-9
Directing an early childhood education program is a backbreaking, stressful endeavor. The successful administrator learns to manage time so as to squeeze the completion of infinite tasks into a finite daily time frame. Budgeting, paper work or unexpected conflict resolution often take priority over work with the staff or the curriculum. Staff development efforts are often limited.Jeffrey Trawick-Smith is an Assistant Professor at Eastern Connecticut State University in Willmantic 相似文献