Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance-Reference-Cited by-同舟云学术

Examining teachers’ perceptions of K‐11 students’ 21st century skills and student performance

Published:2019-09-02 Issue:9 Volume:56 Page:1434-1454
ISSN:0033-3085
Container-title:Psychology in the Schools
language:en
Short-container-title:Psychol. Schs.

Author:

Woods‐Groves Suzanne¹,Choi Taehoon²,Bruhn Allison Leigh²,Fernando Josephine³

Affiliation:

1. Auburn University Auburn Alabama

2. University of Iowa Iowa City Iowa

3. Winona State University Winona Minnesota

Funder

Roy J. Carver Trust

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/pits.22291

Reference60 articles.

1. Anderson D.(2012).Hierarchical linear modeling (HLM): An introduction to key concepts within cross‐sectional and growth modeling frameworks(Technical Report #1308). Eugene OR: Behavioral Research and Teaching University of Oregon. Retrieved fromhttp://eric.ed.gov/?id=ED545279

2. Comparative fit indexes in structural models.

3. Conflict, arousal, and curiosity.

4. Sampling in developmental science: Situations, shortcomings, solutions, and standards

5. Evaluating Technology-Based Self-Monitoring as a Tier 2 Intervention Across Middle School Settings

Cited by 5 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Examining the 21st Century Skills Framework for Foreigners Learning Turkish at K-12 Level;Milli Eğitim Dergisi;2023-12-25

2. The mediating role of critical thinking and cooperativity in the 21st century skills of higher education students;Thinking Skills and Creativity;2021-12

3. Examining teachers' judgment of students' 21 st century skills and academic and behavioral outcomes;Psychology in the Schools;2021-08-12

4. A validation study for a short-version scale to assess 21st century skills in flipped EFL classrooms;Oxford Review of Education;2021-07-02

5. A review on the accuracy of teacher judgments;Educational Research Review;2021-02