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• W2016585606 abstract "Previous articleNext article No AccessClassroom Organization and Student StratificationSusan J. Rosenholtz, and Carl SimpsonSusan J. Rosenholtz Search for more articles by this author , and Carl Simpson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 85, Number 1Sep., 1984Special Issue: Motivation Article DOIhttps://doi.org/10.1086/461389 Views: 22Total views on this site Citations: 40Citations are reported from Crossref Copyright 1984 The University of ChicagoPDF download Crossref reports the following articles citing this article:Frank Lipowsky Unterricht, (Sep 2020): 69–118.https://doi.org/10.1007/978-3-662-61403-7_4Dorottya Kisfalusi, Béla Janky, Károly Takács Double Standards or Social Identity? The Role of Gender and Ethnicity in Ability Perceptions in the Classroom, The Journal of Early Adolescence 39, no.55 (Aug 2018): 745–780.https://doi.org/10.1177/0272431618791278Ranjita Dawn Provisions for Education of Persons with Visual Impairment, (Dec 2017): 49–93.https://doi.org/10.1007/978-981-10-6644-3_3Mohamad Faithal Haji Hassan, Kevin Morgan Effects of a Mastery Intervention Programme on the Motivational Climate and Achievement Goals in Sport Coaching: A Pilot Study, International Journal of Sports Science & Coaching 10, no.2-32-3 (Jun 2015): 487–503.https://doi.org/10.1260/1747-9541.10.2-3.487Frank Lipowsky Unterricht, (Oct 2014): 69–105.https://doi.org/10.1007/978-3-642-41291-2_4Natalie L. Bohlmann, Rhona S. Weinstein Classroom context, teacher expectations, and cognitive level: Predicting children's math ability judgments, Journal of Applied Developmental Psychology 34, no.66 (Nov 2013): 288–298.https://doi.org/10.1016/j.appdev.2013.06.003Michael George Autonomy and Motivation in Remedial Mathematics, PRIMUS 22, no.44 (May 2012): 255–264.https://doi.org/10.1080/10511970.2010.497958Scott D. Gest, Philip C. Rodkin Teaching practices and elementary classroom peer ecologies, Journal of Applied Developmental Psychology 32, no.55 (Sep 2011): 288–296.https://doi.org/10.1016/j.appdev.2011.02.004 JooYoungJu, 이지현, Kwanghi Lee Effects of Writing Reflection Journals and the Types of Grouping on Self-Efficacy and English Writing Achievement, Journal of Research in Curriculum Instruction 15, no.11 (Mar 2011): 45–63.https://doi.org/10.24231/rici.2011.15.1.45Jan N. Hughes, Wei Wu, Stephen G. West Teacher performance goal practices and elementary students' behavioral engagement: A developmental perspective, Journal of School Psychology 49, no.11 (Feb 2011): 1–23.https://doi.org/10.1016/j.jsp.2010.09.003Qi Chen, Jan N. Hughes, Jeffrey Liew, Oi-Man Kwok Joint contributions of peer acceptance and peer academic reputation to achievement in academically at-risk children: Mediating processes, Journal of Applied Developmental Psychology 31, no.66 (Nov 2010): 448–459.https://doi.org/10.1016/j.appdev.2010.09.001Reinhard Pekrun, Elizabeth J. Stephens Achievement Emotions in Higher Education, (Feb 2010): 257–306.https://doi.org/10.1007/978-90-481-8598-6_7Kevin Morgan, Kieran Kingston Development of a self-observation mastery intervention programme for teacher education, Physical Education & Sport Pedagogy 13, no.22 (Apr 2008): 109–129.https://doi.org/10.1080/17408980701345634Jan N. Hughes, Duan Zhang Effects of the structure of classmates’ perceptions of peers’ academic abilities on children’s perceived cognitive competence, peer acceptance, and engagement, Contemporary Educational Psychology 32, no.33 (Jul 2007): 400–419.https://doi.org/10.1016/j.cedpsych.2005.12.003Shui-Fong Lam, Yin-Kum Law The Roles of Instructional Practices and Motivation in Writing Performance, The Journal of Experimental Education 75, no.22 (Jan 2007): 145–164.https://doi.org/10.3200/JEXE.75.2.145-164Bhuvaneswari Ravindran, Barbara A. Greene, Teresa K. Debacker Predicting Preservice Teachers' Cognitive Engagement With Goals and Epistemological Beliefs, The Journal of Educational Research 98, no.44 (Mar 2005): 222–233.https://doi.org/10.3200/JOER.98.4.222-233Kevin Morgan, John Sproule, Daniel Weigand, Paul Carpenter A computer-based observational assessment of the teaching behaviours that influence motivational climate in Physical Education, Physical Education & Sport Pedagogy 10, no.11 (Feb 2005): 83–105.https://doi.org/10.1080/1740898042000334926Barbara A. Greene, Raymond B. Miller, H.Michael Crowson, Bryan L. Duke, Kristine L. Akey Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation, Contemporary Educational Psychology 29, no.44 (Oct 2004): 462–482.https://doi.org/10.1016/j.cedpsych.2004.01.006Michael Aaron Copland Developing Prospective Principals’ Problem-Framing Skills, Journal of School Leadership 13, no.55 (Jan 2019): 529–548.https://doi.org/10.1177/105268460301300502Sabine Martschinke, Gisela Kammermeyer Jedes kind ist anders. Jede Klasse ist anders, Zeitschrift für Erziehungswissenschaft 6, no.22 (Jul 2003): 257–275.https://doi.org/10.1007/s11618-003-0026-1Kathleen M Donohue, Kathryn E Perry, Rhona S Weinstein Teachers' classroom practices and children's rejection by their peers, Journal of Applied Developmental Psychology 24, no.11 (Apr 2003): 91–118.https://doi.org/10.1016/S0193-3973(03)00026-1Rachel Ben-Ari, Liat Eliassy THE DIFFERENTIAL EFFECTS OF THE LEARNING ENVIRONMENT ON STUDENT ACHIEVEMENT MOTIVATION: A COMPARISON BETWEEN FRONTAL AND COMPLEX INSTRUCTION STRATEGIES, Social Behavior and Personality: an international journal 31, no.22 (Jan 2003): 143–165.https://doi.org/10.2224/sbp.2003.31.2.143Michael Aaron Copland Problem-Based Learning and Prospective Principals’ Problem-Framing Ability, Educational Administration Quarterly 36, no.44 (Oct 2000): 585–607.https://doi.org/10.1177/00131610021969119Kathleen M Donohue, Rhona S Weinstein, Philip A Cowan, Carolyn P Cowan Patterns of teachers’ whole-class perceptions and predictive relationships between teachers’ and parents’ perceptions of individual child competence, Early Childhood Research Quarterly 15, no.33 (Sep 2000): 279–305.https://doi.org/10.1016/S0885-2006(00)00068-5Kwok-fai Ting Cross-level effects of class characteristics on students' perceptions of teaching quality., Journal of Educational Psychology 92, no.44 (Jan 2000): 818–825.https://doi.org/10.1037/0022-0663.92.4.818Sunita Mahtani Stewart, Michael H. Bond, Osvelia Deeds, Jan Westrick, C. M. Wong Predictors of High School Achievement in a Hong Kong International School, International Journal of Psychology 34, no.33 (Jun 1999): 163–174.https://doi.org/10.1080/002075999399945Deborah Stipek, Karen B. Givvin, Julie M. Salmon, Valanne L. Macgyvers Can a Teacher Intervention Improve Classroom Practices and Student Motivation in Mathematics?, The Journal of Experimental Education 66, no.44 (Jan 1998): 319–337.https://doi.org/10.1080/00220979809601404Darren C. Treasure, Glyn C. Roberts Applications of Achievement Goal Theory to Physical Education: Implications for Enhancing Motivation, Quest 47, no.44 (Nov 1995): 475–489.https://doi.org/10.1080/00336297.1995.10484170Kathy Sylva School Influences on Children's Development, Journal of Child Psychology and Psychiatry 35, no.11 (Jan 1994): 135–170.https://doi.org/10.1111/j.1469-7610.1994.tb01135.xSharon Conley, Ralph Levinson Teacher Work Redesign and Job Satisfaction, Educational Administration Quarterly 29, no.44 (Nov 1993): 453–478.https://doi.org/10.1177/0013161X93029004004Ellen Brantlinger Low-Income Adolescents' Perceptions of School, Intelligence, and Themselves as Students, Curriculum Inquiry 20, no.33 (Dec 2014): 305–324.https://doi.org/10.1080/03626784.1990.11076079Deborah Stipek, Douglas Mac Iver Developmental Change in Children's Assessment of Intellectual Competence, Child Development 60, no.33 (Jun 1989): 521.https://doi.org/10.2307/1130719 Susan J. Rosenholtz Workplace Conditions That Affect Teacher Quality and Commitment: Implications for Teacher Induction Programs, The Elementary School Journal 89, no.44 (Oct 2015): 421–439.https://doi.org/10.1086/461584Richard S. Prawat Promoting Access to Knowledge, Strategy, and Disposition in Students: A Research Synthesis, Review of Educational Research 59, no.11 (Jun 2016): 1–41.https://doi.org/10.3102/00346543059001001Terence J. Crooks The Impact of Classroom Evaluation Practices on Students, Review of Educational Research 58, no.44 (Jun 2016): 438–481.https://doi.org/10.3102/00346543058004438Susan D. Holloway Concepts of Ability and Effort in Japan and the United States, Review of Educational Research 58, no.33 (Jun 2016): 327–345.https://doi.org/10.3102/00346543058003327 Helen A. Moore Effects of Gender, Ethnicity, and School Equity on Students' Leadership Behaviors in a Group Game, The Elementary School Journal 88, no.55 (Oct 2015): 515–527.https://doi.org/10.1086/461554 Ronald W. Marx , and John Walsh Learning from Academic Tasks, The Elementary School Journal 88, no.33 (Oct 2015): 207–219.https://doi.org/10.1086/461534Louise Cherry Wilkinson Chapter 5: Grouping Children for Learning: Implications for Kindergarten Education, Review of Research in Education 15, no.11 (Jun 2016): 203–223.https://doi.org/10.3102/0091732X015001203Douglas Mac Iver Classroom Factors and Student Characteristics Predicting Students' Use of Achievement Standards during Ability Self-Assessment, Child Development 58, no.55 (Oct 1987): 1258–1271.https://doi.org/10.1111/j.1467-8624.1987.tb01456.x" @default.
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