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Articles 1 - 4 of 4
Full-Text Articles in Education
Singing About Expected Behaviors For Group Instruction, Alexis L. Gregory
Singing About Expected Behaviors For Group Instruction, Alexis L. Gregory
South Florida Education Research Conference
The proposed study will be displayed on a poster board that contains the research methods and results due to the use of music intervention with students with ASD.
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Differences Between Students With And Without Adhd On Task Vigilance Under Conditions Of Distraction, Peter Ross, Justus Randolph
Journal of Educational Research and Practice
Distraction is a typical component of any classroom environment. For effective instruction and learning to take place, it is critical for students to eventually return to task and maintain task vigilance (i.e., returning to the task at hand) when a distraction occurs. Students with attention deficit hyperactivity disorder (ADHD), by definition, are more distractible than students without ADHD. However, studies showing specific variability of task vigilance between students with and without ADHD are limited. This correlational study examined the differences in distractibility on task vigilance between students with and without ADHD under conditions of distraction. Two groups of participants, ranging …
Social Cognitive Theory, Isalt Team
Social Cognitive Theory, Isalt Team
iSALT Resources: Theories, Concepts, and Measures
No abstract provided.
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Department of Educational Foundations Scholarship and Creative Works
The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' …