NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Toward an Omnibus Assessment of Noncognitive Skills: A Longitudinal Multitrait-Multimethod Application in Middle Schools
Direct linkDirect link
Rikoon, Samuel H. – ProQuest LLC, 2013
Beyond the traditional notions of intelligence and academic achievement, the successful development of noncognitive or "soft" skills (e.g., personality factors, motivation, creativity) among school-aged youth represents an important objective for any educational system. Such skills have been shown to be significantly predictive of…
Descriptors: Student Development, Child Development, Skill Development, Personality Traits
An Ecocultural Perspective on Risk and Protective Factors in Children's Development: Implications for Learning Disabilities.
Peer reviewed Peer reviewed
Keogh, Barbara K.; Weisner, Thomas – Learning Disabilities Research and Practice, 1993
Four predictive models offering an ecocultural perspective on the educational and personal-social development of children at risk for learning disabilities and other learning problems are proposed: main effect, additive, multiplicative, and compensatory. Preliminary results favor the compensatory and additive models. Both risk and protective…
Descriptors: At Risk Persons, Child Development, Cultural Influences, Ecological Factors
Family Therapy and the School System.
Melcer, Donald – 1981
This paper addresses the task of the family therapist who is called upon when remediation attempts between school and family fail to produce favorable results with a child identified as a problem pupil. The job of the therapist in dismantling the system that is detrimental to the child and reorganizing one that enhances development is discussed…
Descriptors: Behavior Problems, Change Strategies, Child Development, Counselor Role
An Analytical Review of Longitudinal and Related Studies as They Apply to the Educational Process. Preliminary Report, Volume I.
Gerst, Arthur; Trent, James W. – 1972
This document is the first volume in a 5-part series that reports the results of a project undertaken to critically review and analyze major longitudinal studies of child and student development. These studies were conducted to discover the variables, techniques, methodologies, and problems pertinent to evaluative studies of the effects of schools…
Descriptors: Child Development, Curriculum Evaluation, Educational Environment, Educational Planning
Clarifying the Developmental Perspective in Response to Carta, Schwartz, Atwater, and McConnell.
Peer reviewed Peer reviewed
Johnson, James E.; Johnson, Karen McChesney – Topics in Early Childhood Special Education, 1992
This reaction paper offers evidence for the effectiveness of nondirective instructional models with special needs young children. The construct of "developmentally appropriate practice" is viewed as a working hypothesis and as a continuous variable, not a dichotomous variable. Relationships between early childhood education and early childhood…
Descriptors: Child Development, Developmental Continuity, Developmental Programs, Developmentally Appropriate Practices
The Acquisition of Reading Skills across Development: A Process Model for Achievement.
Siegel, Donna Farrell – 1989
A model was developed to relate home, school, and extracurricular experiences (from preschool through high school) to the reading achievement of high school seniors. Variables representing each of these factors were measured using "The Reading Biographer," an instrument that had been evaluated in a national follow-up study of 3,959 high…
Descriptors: Academic Achievement, Child Development, Early Experience, Educational Experience