מקורות

עמוד:161

Tankersley , M ., Kamps , D ., Mancina , C ., & Weidinger , D . ( 1996 ) . Social interventions for Head Start children with behavioral risks : Implementation and outcomes . Journal of Emotional and Behavioral Disorders . 4 , 171–181 . Terzi , L . ( 2005 ) . Beyond the dilemma of difference : the capability approach to disability and special educational needs . Journal of Philosophy of Education , 39 ( 3 ) , 443–459 . Trentacosta , C . J ., & Izard , C . E . ( 2007 ) . Kindergarten children's emotion competence as a predictor of their academic competence in first grade . Emotion , 7 , 77–88 . Tsamir , P ., Tirosh , D ., & Levenson , E . ( 2008 ) . Intuitive non-examples : The case of triangles . Educational Studies in Mathematics . 69 , 81–95 . Tsamir , P ., Tirosh , D ., Tabach , M ., & Levenson , E . ( 2010 ) . Multiple solution methods and multiple outcomes – Is it a task for kindergarten children ? Educational Studies in Mathematics , 73 , 217–231 . Van der Berg , S . ( 2008 ) . Poverty and Education , UNESCO , The International Institute for Educational Planning ( IIEP ) and The International Academy of Education ( IAE ) , Education policy series No . 10 . Van Houtte , M . ( 2005 ) . Global self-esteem in technical / vocational versus general secondary school tracks : A matter of gender ? Sex Roles , 53 ( 9–10 ) , pp . 753–761 . Van Houtte , M . ( 2004 ) . Tracking effects on school achievement : A quantitative explanation in terms of the academic culture of school staff . American Journal of Education , 110 , 354–388 . Veenman , S . ( 1984 ) . Perceived problems of beginning teachers . Review of Educational Research , 54 ( 2 ) , 143–178 . Vonk , J . H . C . ( 1995 ) . Conceptualizing novice teachers professional development : A base for supervisory interventions . Paper presented at the Annual Meeting of the American Educational Research Association . San Francisco , CA . Wakschlag , L . S ., Briggs-Gowan , M . J ., Carter , A . S ., Hill , C ., Danis , B ., & Keenan , K . ( 2007 ) . A developmental framework for distinguishing disruptive behavior from normative misbehavior in preschool children . Journal of Child Psychology and Psychiatry , 48 , 976–987 .

יוזמה - מרכז לידע ולמחקר בחינוך


לצפייה מיטבית ורציפה בכותר