Anxious and Ambivalent Representations: Nineteenth‐Century Images of Chinese American Men     

Floyd Cheung 《Journal of American culture (Malden, Mass. : 2003)》2007,30(3):293-309

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From “Big Ideas” to deliberate action: Curriculum revision and alignment in an American special education teacher preparation program     

Jennifer Bautel Williams  Sarah C. WilliamsDebbie Metcalf  Lora Lee Smith CanterAlana Zambone  Tara JeffsKim Floyd 《Teaching and Teacher Education》2009

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Using models of operations and equations     

Floyd Vest 《Educational Studies in Mathematics》1974,5(1):147-155

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Visual analysis skills among two populations in Papua New Guinea     

Michael Molenda  Floyd B. Ausburn  Lynna J. Ausburn 《Educational technology research and development : ETR & D》1983,31(2):112-122

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The relative contributions of the Cattell‐Horn‐Carroll cognitive abilities in explaining writing achievement during childhood and adolescence     

Randy G. Floyd  Kevin S. McGrew  Jeffrey J. Evans 《Psychology in the schools》2008,45(2):132-144

This study examined the relative contributions of measures of Cattell‐Horn‐Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock‐Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension‐Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short‐Term Memory demonstrated moderate effects. At the youngest age levels, Long‐Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing, and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual‐Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school‐age years. © 2008 Wiley Periodicals, Inc.  相似文献   

Examining the value of mentoring and men of color staff members of a community college     

Omar D. Torrens  Deborah L. Floyd 《Mentoring & Tutoring: Partnership in Learning》2017,25(5):509-527

As higher education continues to experience a shift in demographics commiserate with the United States population, colleges and universities are making more concerted efforts to recruit men of color as staff, administrators, and faculty to reflect their diversified student bodies. One way to retain men of color staff members is to provide mentoring programs. While there are authors who are examining the benefits of mentoring, there has been little research into how men of color staff members of community college experience mentoring as a mentee and as a mentor. In this study we sought to understand how do men of color experience mentoring, both as mentor to undergraduate men of color and as staff mentees at a community college. The findings of our study include three common themes: investments made by mentors, investing in mentees, and support from administration.  相似文献   

Editor-in-Chief's Introduction     

Deborah L. Floyd 《Community College Journal of Research & Practice》2014,38(2-3)

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