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Direct linkBuckley, Sarah; Sullivan, Peter – Mathematics Education Research Journal, 2023
In this article, educational and psychological perspectives are used to examine how anxiety and uncertainty in the mathematics classroom can be reframed to benefit mathematical teaching and learning. Links between anxiety and uncertainty are discussed and from this discussion, two methods are proposed for reducing the negative impact of…
Descriptors: Mathematics Anxiety, Emotional Response, Self Control, Teaching Methods
VanTassel-Baska, Joyce – Gifted Child Today, 2014
In this column the author discusses several major works that came out in the 50-year period from the 1920s to the 1960s, as well as real-world examples that show that differentiated curriculum works and can make a difference in the lives of gifted learners. In the 1920s, Leta Hollingworth's work advocated a specialized curriculum for gifted…
Descriptors: Academically Gifted, Individualized Instruction, Self Contained Classrooms, Reading Materials
Bushman, Bryan B.; Crowley, Susan L. – Journal of Psychoeducational Assessment, 2010
Although studies investigating the validity of positive affectivity and negative affectivity in children have been supportive, investigations of changes in the structure of affect across childhood have demonstrated mixed results. The current study used confirmatory factor analytic techniques to test one-factor, two-factor correlated, and…
Descriptors: Investigations, Affective Behavior, Grade 6, Evaluation Methods
Download full textIrvine, David J. – 1987
A proposed three-dimensional model for identifying the gifted conceives of giftedness as a combination of characteristics. It emphasizes the different qualities of the characteristics as well as the fact that such characteristics exist in degrees or levels, thus helping to avoid thinking of giftedness or its components as being either wholly…
Descriptors: Ability Identification, Affective Behavior, Elementary Secondary Education, Gifted
Welch, Richard O. – 1977
A five-year bilingual, bicultural program, part of the Experimental Schools Program, employed by the Edgewood Independent School District, San Antonio, Texas, was designed to enhance the affective characteristics of the predominantly Mexican American student population, to train teachers to avoid socioeconomic and cultural biases, and to improve…
Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Comparative Analysis
Jones, Earl, Ed.; Davis, Peter B., Ed. – 1977
The Edgewood Independent School District (San Antonio, Texas), using a mini-system of one high school, one middle school, and four elementary schools, conducted an Experimental Schools Program from 1972-1977 to test a local decision making, long-term innovative program to effect substantial changes in the affective and cognitive characteristics of…
Descriptors: Academic Achievement, Affective Behavior, Bilingual Education, Cognitive Development
