• The measure of classroom stress and burnout among gifted and talented students

    The measure of classroom stress and burnout among gifted and talented students Psychology in the Schools Volume 26, April I989 THE MEASURE OF CLASSROOM STRESS AND BURNOUT AMONG GIFTED AND TALENTED STUDENTS MICHAEL J. FIMIAN, PHILIP A. FASTENAU, JOHN H. TASHNER, AND ARTHUR H. CROSS Appalachian State University The development of the Student Stress Inventory (SSI) and the cross-validation of the Maslach Burnout Inventory (MBI) are presented. First, gifted student data (n = 31 1) were

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  • MTAI 和 16PF 的相关因素

    MTAI 和 16PF 的相关因素 MTAI 和 16PF 的相关因素 JAMES A. WAKEFIELD, JR。 和 CLAUDE H. CUNNINGHAM 加利福尼亚州立学院,Stanislaus Houston 独立学区 明尼苏达州教师态度量表 (MTAI) 和 16 个人格因素问卷 (16PF) 被管理到 395 名本科在校教师。 MTAI 和 16PF 使用规范分析进行了比较。 它们包含三个相关因素,占其总方差的 41%。 得出的结论是,教师对学生的态度在很大程度上取决于可衡量的人格特质。 明尼苏达州教师态度量表 (MTAI)(Cook、Leeds 和 Callis,1951 年)旨在衡量教师在威权主义和非威权主义态度维度上的态度(Adorno、Frenkel-Brunswick、Levinson 和 Sanford,1950 年)。 Oliver 和 Butcher(1962)将 MTAI 描述为衡量从传统到进步的教育态度的一个维度。 MTAI 的实际用途是区分与孩子有良好关系的教师和没有关系的教师。 在 MTAI 的项目中已经确定了几个因素(Horn & M

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  • 立方[Ta6Br12(H2O)6][CuBr2X2]·10H2O和三斜[Ta6Br12(H2O)6]X2·反式-[Ta6Br12(OH)4(H2O)2]·18H2O(X=Cl, Br, NO3) [Ta6Br12]2+ 和 [Ta6Br12]4+ 共存的相

    立方[Ta6Br12(H2O)6][CuBr2X2]·10H2O和三斜[Ta6Br12(H2O)6]X2·反式-[Ta6Br12(OH)4(H2O)2]·18H2O(X=Cl, Br, NO3) [Ta6Br12]2+ 和 [Ta6Br12]4+ 共存后的相 立方[Ta6Br12(H2O)6][CuBr2X2]·10H2O和三斜[Ta6Br12(H2O)6]X2·反式的共结晶-[Ta6Br12(OH)4(H2O)2]·18H2O (X 5 Cl, Br, NO3) 相与 [Ta6Br12]21 和 [Ta6Br12]41 在后者中共存 M. Vojnovića, N. Brničevića,*, I. Bašica、P. Planinića 和 G. Giesterb a Zagreb/Croatia,Rudjer Bošković Institute b Vienna/Austria,Institut für Mineralogie und Kristallographie,Universität Wien 2001 年 5 月 14 日收到。摘要。 立方 [Ta6Br12(H2O)

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  • 易语言-注册热键演示

    注册热键演示,源码演示了注册热键的用法,如果对易语言注册热键不了解的,可以下载学习。

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  • A concurrent validity study of the Woodcock Word Comprehension Test

    A concurrent validity study of the Woodcock Word Comprehension Test Psychology in fhe Schools 1981. 18, 24-27 A CONCURRENT VALIDITY STUDY OF THE WOODCOCK WORD COMPREHENSION TEST GLEN POWELL Kearny State College DAVID MOORE AND BYRON CALLAWAY University of Georgia The purpose of this study was to determine the relationship between the Woodcock Word Comprehension Test and several measures of reading achievement and verbal intelligence. Subjects were 194 children who were tested i

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  • A comparison of PPVT and SIT scores of young children

    A comparison of PPVT and SIT scores of young children Psvrho1og.v in the Schools 1980. 17. 178-180 A COMPARISON OF PPVT AND SIT SCORES OF YOUNG CHILDREN MARILYN COLEMAN AND GREGORY BROWN University of Missouri-Columbia LAWRENCE GANONG Central Missouri State University Eighty-four children from rural, urban, and suburban families were tested with the PPVT during a parent intervention program and with the SIT three years later as part of program evaluation. Results indicated the mea

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  • 溴化铵的热分解和溶液量热法

    Thermische Zersetzung und Lösungskalorimetrie von Ammoniumsamariumbromiden Thermische Zersetzung und Lösungskalorimetrie von Ammoniumsamariumbromiden H. Oppermann* und C. Hennig Dresden, Institut für Anorganische Chemie der Technischen Universität Bei der Redaktion eingegangen am 18. Januar 2002. Professor Welf Bronger zum 70. Geburtstag gewidmet Inhaltsübersicht. Die phasenreinen Verbindungen des quasibinären Schnittes SmBr3�NH4Br im thermodynamischen Gleichgewicht wurden durch Festkörpe

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  • The effect of omitting a limited number of subtests on the full scale reliability of the WISC-R

    The effect of omitting a limited number of subtests on the full scale reliability of the WISC-R T H E EFFECT OF OMITTING A LIMITED NUMBER OF SUBTESTS ON THE FULL SCALE RELIABILITY OF T H E WISC-R RICHARD J. PIOTROWSKI Allegheny Ititerrriecliate Uiiit Changes in t,he full scale reliability of the WISC-R were computed at three age levels when each subtest was omitted by itself. Reliability was then determined when combinations of the two to five subtests which independently lowered

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  • 学校危机干预小组

    学校危机干预小组 服务提供方法的影响 331 KUTSICK, K。 A. (1985)。 干预可接受性:开发过程、干预类型和问题严重性的影响。 国际论文摘要,46,2235A。 马滕斯,B. K. ,彼得森,R.,威特,J。 C 。 , & CIRONE, S. (1986)。 教师对校本干预的看法:干预有效性、易用性和使用频率的评级。 特殊儿童,53 岁,213-223 岁。 被咨询者特征对咨询方式偏好的影响。 专业心理学:研究与实践,14。457-461。 普里兹万斯基,W。 乙。 , & 白色, G . 。 (1983)。 瑞文,B.H. ,& 鲁宾,J。 2. (1983)。 雷默斯,T. M. , 瓦克, D. P. , & KOEPPL, G. (1987)。 行为干预的可接受性:回顾 TYLER、FB、PARGAMENT、K。 一世 。 , & GATZ, M. (1983)。 资源合作者角色:交互模型 WENGER, RD (1979)。 教师对协作协商的回应。 学校心理学,16, 127-131。 威特,J。 C. (1986

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  • Stephens, T. 向有学习和行为障碍的儿童教授技能。 俄亥俄州哥伦布市:Charles Merrill,1977 年,250 页,未列出价格

    Book Reviews 313 activities within the school cannot be downrated as long as he works with teachers, parents, and children in providing leadership in areas of school learning such as described in this book. G. R. G. STEPHENST,. Teaching Skills to Children with Learning and Behavior Disorders. Columbus, OH: Charles Merrill, 1977, 250 pp., no price listed. The purpose of this book is to help prepare college students to become com- petent teachers of the mildly handicapped (i.e., tho

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