[ Pobierz całość w formacie PDF ]
Teacher, 46(4), 316 326. Goldfield, B. E., & Snow, C. E. (2005). Individual differences: Implications for the study of language acquisition. In J. B. Gleason (Ed.), The development of language (6th ed., p. 292 303). Boston: Pearson/Allyn & Bacon. Goldin-Meadow, S., & Morford, M. (1985). Gesture in early child language: Studies of deaf and hearing children. Merrill-Palmer Quarterly, 31, 145 176. Goldin-Meadow, S., & Mylander, C. (1983). Gestural communication in deaf children: Noneffect of parental input on language development. Science, 221, 372 374. Goldstein, N. E., Arnold, D. H., Rosenber, J. L., Stowe, R. M., & Ortiz, C. (2001). Contagion of aggression in day care classrooms as a function of peer and teacher responses. Journal of Educational Psychology, 93, 708 719. Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. Goleman, D. (2006). Introduction. In D. Goleman, Emotional intelligence. New York: Bantam Books. 598 references boh7850x_References.p.579-636.in598 598 boh7850x_References.p.579-636.in598 598 10/17/08 10:04:55 AM 10/17/08 10:04:55 AM REFERENCES Gonzalez, A. R., Holbein, M. R. D., & Quilter, S. (2002). High school students goal orientations and their relationship to perceived parenting styles. Contemporary Educational Psychology, 27, 450 470. Good, T. L., Biddle, B. J., & Brophy, J. E. (1975). Teachers make a difference. New York: Holt, Rinehart, & Winston. Good, T. L., & Brophy, J. E. (2000). Looking in classrooms (8th ed.). New York: Longman. Goodenow, C. (1993). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79 90. Goodlad, J. I., & Anderson, R. H. (1987). The non-graded elementary school. New York: Teachers College Press. Goodnow, J. J. (1962). A test of milieu effects with some of Piaget s tasks. Psychological Monographs, 76 (36, Whole No. 555). Gootman, M. E. (1998). Effective in-house suspension. Educational Leadership, 56, 39 41. Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (1999). The scientist in the crib: What early learning tells us about the mind. New York: Perennial/HarperCollins. Gordon, G. L. (1999). Teacher talent and urban schools. Phi Delta Kappan, 81(4), 304 307. Goswami, A, & Goswami, M. (1999). Quantum creativity: Waking up to our creative potential. Cresskill, NJ: Hampton Press. Goswami, U. (2006). Neuroscience and education: From research to practice? Nature Reviews Neuroscience/Advance Online Publication. Published online 12 April 2006; doi:10.1038/ nrn1907. Gottfried, A. E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525 538. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1994). Role of parental motivational practices in children s academic intrinsic motivation and achievement. Journal of Educational Psychology, 86, 104 113. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (1998). Role of cognitively stimulating home environment in children s academic intrinsic motivation: A longitudinal study. Child Development, 69(5), 1448 1460. Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93, 3 13. Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179 183. Gottwald, S., Goldbach, P., & Isack, A. (1985). Stuttering: Prevention and detection. Young Children, 41(1), 9 16. Gough, D. (1991). Thinking about thinking. Alexandria, VA: National Association of Elementary School Principals. ED 327 980. Graham, S. (1984). Communicating sympathy and anger to black and white students: The cognitive (attributional) consequences of affective cues. Journal of Personality and Social Psychology, 47, 40 54. Graham, S. (1990). Communicating low ability in the classroom: Bad things good teachers sometimes do. In S. Graham & V. Folkes (Eds.), Attribution theory: Applications to achievement, mental health, and interpersonal conflict (pp. 17 36). Hillsdale, NJ: Erlbaum. Graham, S. (1994). Motivation in African Americans. Review of Educational Research, 64(1), 55 117. Graham, S., & Barker, G. P. (1990). The down-side of help: An attributional-developmental analysis of helping behavior as a low-ability cue. Journal of Educational Psychology, 82, 7 14. Graham, S., & Weiner, B. (1993). Attributional applications in the classroom. In T. M. Tomlinson (Ed.), Motivating students to learn: Overcoming barriers to high achievement (pp. 179 195). Berkeley, CA: McCutchan. Graham, S., & Weiner, B. (1996). Theories and principles of motivation. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 63 84). New York: Macmillan. Graham, S., Taylor, A., & Hudley, C. (1998). Exploring achievement values among ethnic minority early adolescents. Journal of Educational Psychology, 90, 606 620. Grant, H., & Dweck, C. S. (2003). Clarifying achievement goals and their impact. Journal of Personality and Social Psychology, 85, 541 553. Gray-Little, B., & Hafdahl, A. R. (2000). Factors influencing racial comparisons of self-esteem: A quantitative review. Psychological Bulletin, 126, 26 54. Green, L., Fry, A. F., & Myerson, J. (1994). Discounting of delayed rewards: A life-span comparison. Psychological Science, 5, 33 36. Greenberg, M. T., Weissberg, R. P., O Brien, M. U., Zins, J. E., Fredricks, L., Resnik, H., & Elias, M. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466 474. Greenfield, P. M. (1976). Cross-cultural research and Piagetian theory: Paradox and progress. In K. Riegel & J. Meacham (Eds.), The developing individual in a changing world. The Hague, Netherlands: Mouton. Greenfield, P. M. (1997). You can t take it with you: Why ability assessments don t cross cultures. American Psychologist, 52(10), 1115 1124. Greenlee, A., & Ogletree, E. (1993). Teachers attitudes toward student discipline problems and classroom management strategies. Washington, DC: U.S. Department of Education. ERIC Clearinghouse #PSO21851. Greenough, W. T., Black, J. E., & Wallace, C. S. (1987). Experience and brain development. Child Development, 58, 539 559. Greenspan, S. (1981). Social competence and handicapped individuals: Practical implications and a proposed [ Pobierz całość w formacie PDF ] |