[ Pobierz całość w formacie PDF ]

behavior. Journal of Social Service Research, 28(1), 1 23.
Earl, L., & Katz, S. (2006). Rethinking classroom assessment with purpose in mind. Western and Northern Canadian
Protocol for Collaboration in Education (WNCP). Available online at http://www.wncp.ca/.
Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand
Oaks, CA: Corwin Press.
Ebbinghaus, H. (1885). Uber das Gedachtnis. Leipzig: Duncker &
Humblot. Cited in R. Klatzky (1980), Human memory: Structures and processes. San Francisco: Freeman.
Ebel, R. L. (1979). Essentials of educational measurement (3rd ed.). Upper Saddle River, NJ: Prentice Hall.
Ebel, R. L., & Frisbie, D. A. (1991). Essentials of educational measurement (5th ed.). Upper Saddle River, NJ:
Pearson Merrill/ Prentice Hall.
Ebmeier, H., & Good, T. L. (1979). The effects of instructing teachers about good teaching on mathematics
achievement of fourth grade students. American Educational Research Journal, 16(1), 1016.
Eccles, I., Midgley, C., & Adler, T. F. (1984). Grade-related changes in the school environment: Effects on
achievement motivation. In J. G. Nicholls (Ed.), The development of achievement motivation, Vol. 3 (pp. 283 331).
Greenwich, CT: JAI Press.
Eccles, J. (1993). School and family effects on the ontogeny of children s interests, self-perceptions, and activity
choice. In
J. Jacobs (Ed.), Nebraska Symposium on Motivation, 1992: Developmental perspectives on motivation (pp.
145 208). Lincoln, NE: University of Nebraska Press.
Eccles, J., Barber, B., Jozefowicz, D., Malenchuk, O., & Vida, M.
(2000). Self-evaluations of competence, task values, and self-esteem. In N. Johnson, M. Roberts, & J. Worrell
(Eds.), Girls and adolescence (pp. 53 84). Washington, DC: APA Press.
Eccles, J., Roeser, R., Wigfield, A., & Freedman-Doan, C. (1999).
Academic and motivational pathways through middle childhood. In L. Balter & C. Tamis-LeMonda (Eds.),
Child psychology: A handbook of contemporary issues (pp. 287 317). Philadelphia, PA: Psychology Press.
Eccles, J. S. (2005). Subjective task value and the Eccles et al. model of achievement-related choices. In A. J. Elliot
& C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105 121). New York: Guilford.
Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala,
C. M., & Meece, J. L. (1983). Expectancies, values and academic behaviors. In J. T. Spence (Ed.),
Achievement and achievement motives (pp. 75 146). San Francisco: Freeman.
Eccles, J. S., Early, D., Frasier, K., Belansky, E., & McCarthy, K.
(1996). The relation of connection, regulation, and support for autonomy to adolescents functioning. Journal of
Adolescent Research, 12, 263 286.
Eccles, J. S., & Jacobs, J. (1986). Social forces shape math attitudes and performance. Signs, 11, 367 389.
Eccles, J. S., Midgley, C., Wigfield, A., Miller-Buchannan, C.,
Reuman, D., Flanagan, C., & Maclver, D. (1993). Development during adolescence: The impact of
stage-environment fit on young adolescents experiences in schools and families. American Psychologist, 48,
90 101.
Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P. (1993).
Age and gender differences in children s self and task perceptions during elementary school. Child Development,
64, 830 847.
Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In N. Eisenberg (Ed.), Handbook of child
psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 1017 1095). New York: Wiley.
Edelman, G. R. (1992). Bright air, brilliant fire: On the matter of the mind. New York: Basic Books.
Edelson, E. (1988). Nutrition and the brain. New York: Chelsea
House.
Eder, D. (1983). Ability grouping and students academic self-concepts: A case study. Elementary School Journal,
84, 149 161.
Egger, H. L., Costello, E. J., Erkanli, A., & Angold, A. (1999).
Somatic complaints and psychopathology in children and adolescents: Stomach aches,
musculoskeletal pains, and headaches. Journal of the American Academy of Child and Adolescent Psychiatry,
38, 852 860.
references 593
boh7850x_References.p.579-636.in593 593 boh7850x_References.p.579-636.in593 593 10/17/08 10:04:45 AM
10/17/08 10:04:45 AM
REFERENCES
Ehlers, S., & Gillberg, C. (1993). The epidemiology of Asperger syndrome. A total population study. Journal of Child
Psychology and Psychiatry, 34, 1327 1350.
Eibl-Eibesfeldt, I. (1971). Love and hate: The natural history of behavior patterns. New York: Holt, Rinehart, &
Winston.
Eikeseth, S. (in press). Outcome of comprehensive psycho-educational interventions for young
children with autism. Research in Developmental Disabilities.
Eisenberg, N. (1982). The development of reasoning regarding prosocial behavior. In N. Eisenberg (Ed.), The
development of prosocial behavior. San Diego, CA: Academic Press.
Eisenberg, N. (1986). Altruistic emotion, cognition and behavior.
Hillsdale, NJ: Erlbaum.
Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In
W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and
personality development. New York: Wiley.
Eisenberg, N., Martin, C. L., & Fabes, R. (1996). Gender development and gender effects. In D. C. Berliner & R. C.
Calfee (Eds.), Handbook of educational psychology. New York: Simon & Schuster Macmillan.
Eisenberg, N., Shell, R., Pasternack, J., Lennon, R., Beller, R., &
Mathy, R. M. (1987). Prosocial development in middle childhood: A longitudinal study. Developmental
Psychology, 23, 712 718.
Eisenberg, N., Spinrad, T., & Sadovsky, A. (2006). Empathy-related responding in children. In M. Killen
& J. Smetana (Eds.), Handbook of moral development. Mahwah, NJ: Erlbaum.
Eisner, E. W. (1985). The educational imagination. New York:
Macmillan.
Ekman, P. (1994). Strong evidence for universals in facial expressions: A reply to Russell s mistaken critique.
Psychological Bulletin, 115, 268 287.
Elfenbein, H. A. (2006). Learning in emotion judgments: Training and the cross-cultural understanding of
facial expressions. Journal of Non-Verbal Behavior, 30(1), 21 36.
Elias, M. J. (2004). The connection between social-emotional learning and learning disabilities: Implications for
intervention. Learning Disability Quarterly, 27(1), 53 63.
Elias, M. J., & Schwab, Y. (2006). From compliance to responsibility: Social and emotional learning and classroom
management. In C. Evertson & C. S. Weinstein (Eds.), Handbook for classroom management: Research, practice,
and contemporary issues (pp. 309 341). Mahwah, NJ: Erlbaum. [ Pobierz całość w formacie PDF ]