Author: Kathleen M. DarrowPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 170
Book Description
The Relationship to Achievement of Self-esteem, Locus of Control, and Significant Other in Learning Disabled and Non-exceptional Children
Author: Kathleen M. DarrowPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 170
Book Description
Master's Theses in Education
Author: T. A. LamkePublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 424
Book Description
Understanding Difficulties in Literacy Development
Author: Felicity Fletcher-CampbellPublisher: SAGE Publications
ISBN: 1848607733
Category : Education
Languages : en
Pages : 281
Book Description
Literacy Development.
Resources in Education
Author: Research in Education
Author: Contemporary Special Education Research
Author: Russell GerstenPublisher: Routledge
ISBN: 1135680620
Category : Education
Languages : en
Pages : 362
Book Description
Considerable research in the past 30 years has accumulated regarding the academic and social functioning of youngsters with disabilities. Only in the past decade has there been sufficient special education research published from which meta-analyses and syntheses can be conducted. In this volume, seven sets of authors grapple with synthesizing the knowledge base on an array of critical topics in the field of special education. Among others, specific chapters include: * a synthesis of what is known about effective instructional grouping practices for reading. * an examination of the differences between students classified as learning disabled and other low-achieving students on a range of academic performance measures. * a review of effective instruction for English-language learners. * an examination of the research on behavioral supports for low-incidence special education populations. * a synthesis on how technology supports literary development, across the full spectrum of disabilities categories. These papers provide up-to-date, informative summaries of current knowledge and a base from which further venture into the critical area of instructional intervention in special education can occur.
Counseling and Psychotherapy with Children and Adolescents
Author: H. Thompson ProutPublisher: John Wiley and Sons
ISBN: 0470118520
Category : Psychology
Languages : en
Pages : 482
Book Description
Covering all the major approaches to counseling children and adolescents—including psychodynamic, Adlerian, person-centered, cognitive-behavioral, rational-emotive, reality therapy, solution focused, and family systems—Counseling and Psychotherapy with Children and Adolescents, Fourth Edition equips you to become familiar with the latest thinking and practice in counseling and psychotherapeutic interventions with children and adolescents.
Resources in Women's Educational Equity: Special Issue
Author: Publisher:
ISBN:
Category : Sex differences in education
Languages : en
Pages : 468
Book Description
Teachers' Stance Towards Learning Disabilities
Author: Jung Gyung SungPublisher: LIT Verlag Münster
ISBN: 3825817873
Category : Education
Languages : en
Pages : 237
Book Description
Teachers' ways of thinking and understanding affect the way in which they shape their teaching practice. Knowing the beliefs and perceptions behind teacher action give us valuable insights into what occurs in the classroom. On the example of Korea, this book investigates the stance (Haltung) that teachers - particularly special education teachers - take about how and why their students are failing and how they might be helped.
Self-Esteem and Locus of Control
Author: Lori Jean BestPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
The coexistence of extraordinary gifts and exceptional impairment residing within the same individual is an inherently curious contradiction. Empirical research on gifted students with one or more disabilities, termed twice-exceptional, is limited. The purpose of this investigation was to explore the role of twice-exceptionality on key constructs related to identity development and self-regulation. This study examined developmental changes in students' self-esteem ratings and locus of control ratings from eighth grade through twelfth grade, and compared students identified as twice-exceptional with their peers who were identified as gifted only, disability only, or non-identified (ie, a group of "typical" students). Participants were sampled from an existing dataset - the National Educational Longitudinal Study. Measures included questionnaire items adapted from the Rosenberg Self-Esteem Scale (1965), and from Rotter's Internality- Externality Scale (1966). Results of a two-way mixed design MANOVA revealed no differences between groups on a combination of self-esteem and locus of control ratings, meaning that developmental patterns over time were similar across all ability classifications. Students in the gifted-only group reported the highest levels of self-esteem and the most internalized locus of control, whereas students in the disability-only group reported the lowest self-esteem and most externalized locus of control. Significant differences were revealed between average ratings of twice-exceptional students and ratings of their peers. This manuscript concludes with a discussion of the study's limitations, implications drawn from the study's findings, and directions for future research.