Progress in Education. Volume 41

Roberta V. Nata (Editor)

Series: Progress in Education
BISAC: EDU000000

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The ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation – their inevitability has been demonstrated in our schools and communities. The first chapter of this volume reviews studies on the associations between children’s temperament dimensions and academic achievement. Chapter Two analyzes the psychometric properties as well as the validity of a newly developed scale for measuring preadolescent students’ self-concept of L2 grammatical competencies. Chapter Three examines differences in reading skills of Texas high school students as a function of gender. Chapter Four presents a longitudinal study of a sample of prospective teachers which analysed the evolution from before to after their teaching practices of their personal metaphors about themselves as teachers and about their pupils’ role, and the emotions associated with those metaphors. Chapter Five explores the perception of Taiwanese secondary teachers on self-regulated learning-based instruction. Chapter Six reviews differences in high school completion rates by high school size for Hispanic students in Texas. Chapter Seven examines the effect of student and family background and student academic preparedness on success in college. Chapter Eight determines the extent to which differences were present in college-ready rates in reading, mathematics, and in both subjects for Asian boys and Asian girls as a function of their economic status in Texas high schools for 2005-2006 through 2011-2012. (Imprint: Nova)

Preface

Chapter 1. Child Temperament and Early Academic Development
Ashleigh Collins, Erin O’Connor and Sandee McClowry (Department of Teaching and Learning, New York University, New York, NY, USA, and others)

Chapter 2. A Scale for Measuring Preadolescent EFL Learners’ Grammar Self-Concept: Preliminary Psychometric and Multivariate Validation Results
Günter Faber (Institute of Educational Psychology, Leibniz University Hannover, Germany)

Chapter 3. Gender Differences in Reading Skills of Texas High School Students: A Statewide, Multiyear Investigation
Lee Alan Wright, John R. Slate and George W. Moore (Oakcrest Intermediate School, Cypress, TX, USA, and others)

Chapter 4. Evolution of Prospective Secondary School Educational Guidance Teachers' Personal and Emotional Metaphors
Lucía Mellado, Juan L. de la Montaña, M. Rosa Luengo, and M. Luisa Bermejo (Business and Accounting Dept., Faculty of Economics and Management, Spanish National University for Distance Education (UNED), Madrid, Spain, and others)

Chapter 5. Exploring Taiwanese Secondary Teachers’ Perception of Self-Regulated Learning-Based Instruction
Jang Syh-Jong and Chen Yang-Hsueh (General Education, Asia University, Taiwan, and others)

Chapter 6. Differences in High School Completion Rates by High School Size for Texas Hispanic Students: A Statewide, Multiyear Analysis
Yolanda Judith Rios, John R. Slate, Cynthia Martinez-Garcia, and George W. Moore (Pasadena Independent School District, TX, USA, and others)

Chapter 7. Student, Family, and Pre-Matriculation Achievement Factors Predicting College Student Success in a Diverse, Urban University
Susan P. Farruggia, Bette L. Bottoms, Mary Leighton, Meredith Wellman, and Tom Mos,( University of Illinois at Chicago, Chicago, IL, USA)

Chapter 8. College Readiness Differences for Asian Boys and Girls as a Function of Economic Status: A Texas, Multiyear Analysis
Brad L. Mitchell, John R. Slate, George W. Moore, and Cynthia Martinez-Garcia (Sam Houston State University, TX, USA)

Index

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