Open Access. Powered by Scholars. Published by Universities.®
Social and Behavioral Sciences Commons™
Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Selected Works (7)
- University of Nebraska - Lincoln (7)
- Minnesota State University, Mankato (6)
- The University of Southern Mississippi (5)
- University of Nevada, Las Vegas (5)
-
- University of Kentucky (4)
- Wayne State University (4)
- City University of New York (CUNY) (3)
- Montclair State University (3)
- Purdue University (3)
- University of Arkansas, Fayetteville (3)
- University of Wisconsin Milwaukee (3)
- Walden University (3)
- Illinois State University (2)
- Seton Hall University (2)
- Trinity College (2)
- University at Albany, State University of New York (2)
- University of Dayton (2)
- Western Michigan University (2)
- Wilfrid Laurier University (2)
- William & Mary (2)
- Antioch University (1)
- California Polytechnic State University, San Luis Obispo (1)
- East Tennessee State University (1)
- Georgia Southern University (1)
- Georgia State University (1)
- Louisiana Tech University (1)
- Northern Michigan University (1)
- Old Dominion University (1)
- Portland State University (1)
- Keyword
-
- Education (10)
- Psychology (4)
- Depression (3)
- Intervention (3)
- Learning (3)
-
- Metacognition (3)
- Motivation (3)
- Students (3)
- ADHD (2)
- Adaptation (2)
- Adolescence (2)
- Adolescents (2)
- Anxiety (2)
- Aspirations (2)
- Attention (2)
- Behavior (2)
- Bullying (2)
- College (2)
- Educational psychology (2)
- Engagement (2)
- Language (2)
- Parenting (2)
- Policy (2)
- Prejudice (2)
- Prevention (2)
- Professional development (2)
- Resilience (2)
- School psychology (2)
- Self-efficacy (2)
- Sexism (2)
- Publication
-
- Dissertations (7)
- Theses and Dissertations (5)
- UNLV Theses, Dissertations, Professional Papers, and Capstones (5)
- Wayne State University Dissertations (4)
- All Graduate Theses, Dissertations, and Other Capstone Projects (3)
-
- Graduate Theses and Dissertations (3)
- Nebraska Center for Research on Children, Youth, Families, and Schools: Faculty Publications (3)
- College of Education and Human Sciences: Dissertations, Theses, and Student Research (2)
- Counselor Education and Human Services Faculty Publications (2)
- Department of Public Health Scholarship and Creative Works (2)
- Dissertations, Theses, and Capstone Projects (2)
- Dissertations, Theses, and Masters Projects (2)
- Doctoral Dissertations (2)
- Educational, School, and Counseling Psychology Faculty Publications (2)
- Electronic Theses and Dissertations (2)
- Legacy Theses & Dissertations (2009 - 2024) (2)
- Open Access Theses (2)
- Russell T Warne (2)
- Senior Theses and Projects (2)
- Seton Hall University Dissertations and Theses (ETDs) (2)
- Theses and Dissertations (Comprehensive) (2)
- Theses and Dissertations--Educational, School, and Counseling Psychology (2)
- Walden Dissertations and Doctoral Studies (2)
- iSALT Resources: Theories, Concepts, and Measures (2)
- Adriane B. Randolph (1)
- Alison L. O'Malley (1)
- Antioch University Full-Text Dissertations & Theses (1)
- Books and Monographs (1)
- Capstone Collection (1)
- Communication Studies (1)
- Publication Type
- File Type
Articles 91 - 97 of 97
Full-Text Articles in Social and Behavioral Sciences
Parent-Child Interaction In Shared-Computer Activities: An Exploratory Study Examining Parent-Child Interaction With A Mobile Device, Marjan Petkovski
Parent-Child Interaction In Shared-Computer Activities: An Exploratory Study Examining Parent-Child Interaction With A Mobile Device, Marjan Petkovski
Theses and Dissertations (Comprehensive)
The present exploratory study examined the shared-computer behaviours of parent-child dyads in order to examine how (and if) parents interact with their children when using mobile digital devices and parents’ perceptions of their child’s technology use. Little is known about how technologies are used with young children and how to maximize and support young children’s learning when they are introduced to these technologies. In total, 104 parents (n = 72 mothers and n = 32 fathers; one parent per child) participated in an observation session where parent-child interactions using a mobile device (Apple iPad™) were recorded in order to observe …
A Microgenetic Approach To Examining Set For Variability: An Exploration Of Early Reading Development, Phil R. Cave M.A.
A Microgenetic Approach To Examining Set For Variability: An Exploration Of Early Reading Development, Phil R. Cave M.A.
Theses and Dissertations (Comprehensive)
Learning sight words is a process that involves forming connections between letters and their sounds in order to connect spellings of words with their pronunciations as well as their meanings. During the development of sight word reading, children will sound out (phonologically recode) words that they do not yet know by sight (Share, 1995). Because English lacks transparency, sounding out according to grapheme-phoneme correspondences often only results in an approximation to the target word. The process by which a child must match a word they have recoded phonologically with a word that exists in their vocabulary has been referred to …
Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus
Teacher Support Mediates Concurrent And Longitudinal Associations Between Temperament And Mild Depressive Symptoms In Sixth Grade, Kathleen Moritz Rudasill, Patrick Pössel, Stephanie Winkeljohn Black, Kate Niehaus
Department of Educational Psychology: Faculty Publications
The combination of changes occurring at the transition to middle school may be a catalyst for the onset of depressive symptoms, yet teacher support at this transition is protective. Research points to certain temperamental traits as risk factors for developing depressive symptoms. This study examines student reports of teacher support and teacher reports of student–teacher relationship (STR) quality as mediators of associations between child temperament (i.e. negative emotionality at age 4½ : and emotional reactivity in elementary grades) and depressive symptoms in sixth grade. Results indicate (a) negative emotionality predicted emotional reactivity and depressive symptoms; (b) emotional reactivity predicted depressive …
The General Abilities Index As A Third Method Of Diagnosing Specific Learning Disabilities, Kristin M. Sims-Cutler
The General Abilities Index As A Third Method Of Diagnosing Specific Learning Disabilities, Kristin M. Sims-Cutler
Walden Dissertations and Doctoral Studies
Many studies have investigated problems with the ability achievement discrepancy (AAD) method of diagnosing specific learning disabilities (SLDs). The definition of an SLD includes the presence of a deficit in one or more cognitive processing systems. Researchers in other studies found that the AAD method overdiagnoses English language learners and students from low socioeconomic backgrounds, and underdiagnoses students with cognitive processing deficits. Although SLD diagnostic methods have been widely researched, much less information is available regarding SLD diagnostic methods that predict important student outcomes, such as high school completion. The General Abilities Index (GAI) is an SLD diagnostic method that …
The Effect Of Ability Grouping For Talmud On The Academic Self-Concept Of Jewish Orthodox Middle School Students, Yitzchak Tzvi Goldberg
The Effect Of Ability Grouping For Talmud On The Academic Self-Concept Of Jewish Orthodox Middle School Students, Yitzchak Tzvi Goldberg
Walden Dissertations and Doctoral Studies
Researchers have examined the relationship between ability grouping and academic self-concept in math, science, and English, and have found varying results. However, previous studies have not examined the relationship between ability grouping and academic self-concept for the subject of Talmud. Middle school presents a unique opportunity to examine this relationship because middle school is when both ability grouping for Talmud and the study of Talmud begin. The purpose of this correlational study was to assess the relationship between ability grouping and the academic self-concept for Talmud in middle school students. The predictive relationship among individual academic achievement, school average achievement, …
Using Above-Level Testing To Track Growth In Academic Achievement In Gifted Students, Russell Warne
Using Above-Level Testing To Track Growth In Academic Achievement In Gifted Students, Russell Warne
Russell T Warne
Above-level testing is the practice of administering aptitude or academic achievement tests that are designed for typical students in higher grades or older age-groups to gifted or high-achieving students. Although widely accepted in gifted education, above-level testing has not been subject to careful psychometric scrutiny. In this study, I examine reliability data, growth trajectories, distributions, and group differences of above-level test scores obtained from the Iowa Tests of Basic Skills and Iowa Tests of Educational Development. Two hundred twenty-four middle school students participated in this study. All participants were tested at least 1 time for an overall total of 435 …
Evaluating A Proposed Modification Of The Guttman Rule For Determining The Number Of Factors In An Exploratory Factor Analysis, Russell T. Warne, Ross Larsen