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Examining The Impact Of A Coteaching Professional Development Training On Teachers And Their Students’ Achievement, Marielle Martino
Examining The Impact Of A Coteaching Professional Development Training On Teachers And Their Students’ Achievement, Marielle Martino
PCOM Psychology Dissertations
Educational legislation mandates that special-needs students should have access to the general education curriculum and be educated within the least restrictive environment. Coteaching (CT) has emerged as a way of educating students with disabilities in least restrictive environments. CT is defined as the “sharing of instruction by a general education teacher and a special education teacher or another specialist in a general education class that includes students with disabilities” (Friend, Cook, Hurley- Chamberlain, & Shamberger, 2010, p. 9). The purpose of this study was to determine if professional development training in a middle school not only changes teachers’ understanding of …
The Examination Of Peer Support On Psychological And Academic Functioning In A Sample Of Inner-City Latino Students, Carly Bosacker Ma, Ms
The Examination Of Peer Support On Psychological And Academic Functioning In A Sample Of Inner-City Latino Students, Carly Bosacker Ma, Ms
PCOM Psychology Dissertations
Research has shown that peer relationships influence both psychological and academic functioning (Woolley, Kol, & Bowen, 2008; Zimmer-Gembeck & Pronk, 2012). Peer relationships have also been found to be important components of a child’s emotional and behavioral functioning across cultures (Ladd, 1999; Jensen-Campbell & Malcolm, 2007; Parker et al., 2005; Parker & Asher, 1993; La Greca & Harrison, 2006)). However, there is a lack of research on peer relationships in minority youth, specifically Latino youth (Way & Chen, 2000). This study examined the relationship between peer support and psychological and academic functioning in a sample of Latino middle-school students. Self-report …
An Analysis Of Teacher’S Judgements Of Student’S Executive Functions And Percieved Academic Competency Across Age Groups, Evan Skolnik
An Analysis Of Teacher’S Judgements Of Student’S Executive Functions And Percieved Academic Competency Across Age Groups, Evan Skolnik
PCOM Psychology Dissertations
In the school setting, well-developed executive functions are associated with the metacognitive skills important for learning and are positively correlated with measures of student achievement across children and adolescents; however, development of executive skills has been shown to be inconsistent with chronological age among children. The current study examined if teachers’ ratings of students’ executive functions differ significantly among groups of students whose academic competence is judged to be above average, average, and below average and if these ratings differ significantly by age. Further, the study sought to determine if the relationship between teachers’ ratings of executive functions and teachers’ …