Psychology in Teaching, Learning, and Growth |
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Page 117
... school , and ( 2 ) if they are taught , what the content of those classes should be . What recommendations would you ... high and high school years . Peer group influence hits its peak during the high school years , and then , after high ...
... school , and ( 2 ) if they are taught , what the content of those classes should be . What recommendations would you ... high and high school years . Peer group influence hits its peak during the high school years , and then , after high ...
Page 305
... high or too low ; they are unpredictable . 7. Children's experiences in elementary school - for better or worse - signifi- cantly shape the subsequent direction of their attitudes toward themselves as learners , specifically , and toward ...
... high or too low ; they are unpredictable . 7. Children's experiences in elementary school - for better or worse - signifi- cantly shape the subsequent direction of their attitudes toward themselves as learners , specifically , and toward ...
Page 380
... secondary teachers than elementary teachers use classified letter scales ( A - F ) or percentage grades ( Gron- lund 1985 ) . There is also evidence suggesting that elementary and junior high and high school teachers view the purpose of ...
... secondary teachers than elementary teachers use classified letter scales ( A - F ) or percentage grades ( Gron- lund 1985 ) . There is also evidence suggesting that elementary and junior high and high school teachers view the purpose of ...
Contents
TOWARD DEVELOPING A PSYCHOLOGICAL FRAMEWORK | 1 |
Psychological Models for Understanding and Interpreting Behavior | 37 |
TOWARD UNDERSTANDING GROWTH DYNAMICS INVOLVED | 73 |
Copyright | |
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