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Articles 1 - 7 of 7
Full-Text Articles in Education
Connecting Resources To Student Achievement: Assessment Of The Indeterminacy Of District Performance, Peter Simpson, Robert K. Gable, Stacey L. Kite
Connecting Resources To Student Achievement: Assessment Of The Indeterminacy Of District Performance, Peter Simpson, Robert K. Gable, Stacey L. Kite
School Finance and Student Achievement
The purpose of this study is to conduct cluster analyses, resulting in groupings of N=113 districts based on socioeconomic status (SES), which is the independent variable and primary correlate of performance. It is a quantitative analysis of N=113 districts in Massachusetts for the period from 2000 to 2005. The study conducts cluster analyses to evaluate district performance as measured by student achievement. The problem is stated by National Research Council (1999) that: “Indeterminacy characterizes education production”. Indeterminacy is represented by variation in the N=113 districts’ performance. The groupings of performance obtained from the cluster analyses provide information about the types …
Relationship Of Gender, Grade Level, And School Demographics To Middle School Students’ Knowledge Of Appropriate Behavior And Their Behaviors In Using Social Networking Sites, Stacey L. Kite, Robert K. Gable, Lawrence P. Filippelli
Relationship Of Gender, Grade Level, And School Demographics To Middle School Students’ Knowledge Of Appropriate Behavior And Their Behaviors In Using Social Networking Sites, Stacey L. Kite, Robert K. Gable, Lawrence P. Filippelli
Cyberbullying
The purpose of this study was to investigate middle school students’ knowledge of appropriate use and risks associated with the use of online forums such as social networking sites, e-mail, and IM. As noted by McKenna (2007), this line of research is important since social networking sites, such as myspace and facebook, the increase in cyberbullying, and instant messaging programs are creating numerous problems for school administrators.
Anxiety And Depression As Comorbid Factors In Drinking Behaviors Of Undergraduate College Students Attending An Urban Private University In The Northeastern United States, Charles J. Vohs, Robert K. Gable, Cynthia V.L. Ward, Ronald L. Martel, Joseph Barresi, Dameian Slocumb
Anxiety And Depression As Comorbid Factors In Drinking Behaviors Of Undergraduate College Students Attending An Urban Private University In The Northeastern United States, Charles J. Vohs, Robert K. Gable, Cynthia V.L. Ward, Ronald L. Martel, Joseph Barresi, Dameian Slocumb
Higher Education
High-risk drinking is the number one public health concern on college campuses (Berkowitz, 2003; Kapner, 2003; Wechsler, 2002). To date, high-risk drinking prevention programs have met with limited success (Kapner, 2003).
This study examined differences among four drinking behavior groups: non-drinkers [(ND), (n = 128)], low-risk drinkers [(LRD), (n = 252)], high-risk drinkers [(HRD), (n = 272)], and frequent high-risk drinkers [(FHRD), (n = 290)] with respect to anxiety and depression for male (n = 457) and female (n = 485) undergraduates (N = 942) attending an urban private university in the northeastern United States; and, the perceptions of two …
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors ( R2 = 5%); preparation practices and student achievement ( R2 = 5%); preparation practices and leaders’ instructional knowledge ( R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools ( R2 = 5%).
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
K-12 Education
No abstract provided.
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Relationship Among Essential Leadership Preparation Practices And Leader, School, And Student Outcomes In K-8 Schools, Donna Braun, Robert K. Gable, Stacey L. Kite
Teacher Education
A questionnaire was administered to school principals (N=88). The questionnaire data, along with student data, were analyzed using hierarchical multiple regression to investigate the relationships among leadership preparation practices, self rated leader behavior, the school learning environment, and student achievement. After controlling for demographic variables, the amount of variance explained was incremented a statistically significant degree between: preparation practices and leader behaviors (R2 = 5%); preparation practices and student achievement (R2 = 5%); preparation practices and leaders’ instructional knowledge (R2 = 6%); and leaders’ instructional knowledge and instructional practices in schools (R2 = 5%).
Assessing Middle School Students’ Knowledge Of Conduct/Consequences And Their Behaviors Regarding The Use Of Social Networking Sites, Lawrence P. Filippelli, Stacey L. Kite, Robert K. Gable
Assessing Middle School Students’ Knowledge Of Conduct/Consequences And Their Behaviors Regarding The Use Of Social Networking Sites, Lawrence P. Filippelli, Stacey L. Kite, Robert K. Gable
Cyberbullying
Cyberbullying, social networking sites (such as myspace and facebook), and instant messaging programs are initiating numerous problems for school administrators on a national level (McKenna, 2007). Franek (2005) defines a cyber bully as “anyone who repeatedly misuses technology to harass, intimidate, bully, or terrorize another person” (p.36). Students utilize cell phones, personal digital assistants, home computers, and laptop computers to access the internet and communicate with friends almost instantly.