Norris M Haynes
Biographic Data
| ID | 1476623 |
|---|---|
| NAME | Norris M Haynes |
| GIVEN NAMES | Norris M |
| FAMILY NAME | Haynes |
| SIGNATURE | HAYNES N M |
| AFFILIATIONS | Yale University |
| VERIFIED | No |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1983 |
| LATEST PUBLICATION YEAR | 2008 |
| H-INDEX | 3 |
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.
The Dynamics of School Change: Response to the Article, "Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation," by Thomas D. Cook et al
Thomas D. Cook, James P. Comer, Norris M. Haynes, The Dynamics of School Change: Response to the Article, "Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation," by Thomas D. Cook et al., American Educational Research Journal, Vol. 36, No. 3 (Autumn, 1999), pp. 599-607
The Dynamics of School Change: Response to the Article, “Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation,” by Thomas D. Cook et al
The essential findings of Thomas Cook and colleagues in their article, "Comer's School Development Program in Prince George's County, Maryland: A Theory - Based Evaluation," are expressed in their abstract as follows: A randomized experiment of Comer's School Development Program was conducted in 23 middle schools .... [This study] showed that Comer schools implemented some [but not all] of the program's central elements better than control school…
Teacher assessments of children's behavioral disorders: Demographic correlates
The relationship of demographic variables to teacher reports of behavior problems in six-to-eight-year-olds was examined. Contrary to previous research findings associating teacher-reported problems, with poverty and gender, multivariate analyses found significant associations only for ethnicity and caretakers' marital status. Implications for research on the impact of demographic factors on children's behavior problems and school performance are…
School Climate as a Factor in Student Adjustment and Achievement
(1997). School Climate as a Factor in Student Adjustment and Achievement. Journal of Educational and Psychological Consultation: Vol. 8, No. 3, pp. 321-329.
Rallying the Whole Village: The Comer Process for Reforming Education
Creating Safe and Caring School Communities: Comer School Development Program Schools
Norris M. Haynes, Yale Child Study Center, Yale University* This article asserts that schoolwide interventions have the greatest potential for buffering students from violence outside of schools and for preventing violence within schools. It examines critical aspects of one such intervention, the Comer School Development Program (SDP), and explores the ways in which this program directly and indirectly impacts both the level of violence in the sc…
How Skewed is the Bell Curve
The Yale School Development Program: Process, Outcomes, and Policy Implications
The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage betwe…
The Comer School Development Program: A Theoretical Analysis
Practice resting on theories of society, of needs, of social relationships: applications
The School Development Program: A Model for School Improvement
Numerous school improvement strategies were developed during the 1960s to address the problems of inner-city students.' Each strategy or program was based on specific assumptions regarding the causes of the widespread academic underachievement of these children. This period in American education generated some of the most controversial ideas and policies concerning inner-city education and some of the most innovative solutions. Three of the most …
Teachers' Preferences for Continuing Education Activities
The need for continuing education (CE) programs is widely acknowledged in the professional arena. Business, government, industry, and education recognize the need for programs that keep pace with today's problems. They also are aware of the potential contributions of CE to the growth of an organization. Perceptions of the dynamics of CE activities are not new, but they have taken on new dimensions, such as teachers' demands for greater involvemen…
How Nursing Homes Turn Away Indigents
Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an Academic Reinforcement Program
This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that…
The Comer School Development Program: A Theoretical Analysis
Practice resting on theories of society, of needs, of social relationships: applications
The School Development Program: A Model for School Improvement
Numerous school improvement strategies were developed during the 1960s to address the problems of inner-city students.' Each strategy or program was based on specific assumptions regarding the causes of the widespread academic underachievement of these children. This period in American education generated some of the most controversial ideas and policies concerning inner-city education and some of the most innovative solutions. Three of the most …
The Yale School Development Program: Process, Outcomes, and Policy Implications
The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage betwe…
Creating Safe and Caring School Communities: Comer School Development Program Schools
Norris M. Haynes, Yale Child Study Center, Yale University* This article asserts that schoolwide interventions have the greatest potential for buffering students from violence outside of schools and for preventing violence within schools. It examines critical aspects of one such intervention, the Comer School Development Program (SDP), and explores the ways in which this program directly and indirectly impacts both the level of violence in the sc…
Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an Academic Reinforcement Program
This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that…
How Nursing Homes Turn Away Indigents
Self- and Teacher Expectancy Effects on Academic Performance of College Students Enrolled in an Academic Reinforcement Program
This study investigated self- and teacher expectancy effects on the academic achievement of a group of special students. The sample consisted of 172 male and female freshmen enrolled in an academic reinforcement program. Teacher expectations were manipulated by providing lists purporting to indicate students who were likely to improve in performance. The self-expectation condition was established by sending letters to students informing them that…
Teachers' Preferences for Continuing Education Activities
The need for continuing education (CE) programs is widely acknowledged in the professional arena. Business, government, industry, and education recognize the need for programs that keep pace with today's problems. They also are aware of the potential contributions of CE to the growth of an organization. Perceptions of the dynamics of CE activities are not new, but they have taken on new dimensions, such as teachers' demands for greater involvemen…
The School Development Program: A Model for School Improvement
Numerous school improvement strategies were developed during the 1960s to address the problems of inner-city students.' Each strategy or program was based on specific assumptions regarding the causes of the widespread academic underachievement of these children. This period in American education generated some of the most controversial ideas and policies concerning inner-city education and some of the most innovative solutions. Three of the most …
The Comer School Development Program: A Theoretical Analysis
Practice resting on theories of society, of needs, of social relationships: applications
The Yale School Development Program: Process, Outcomes, and Policy Implications
The plight of urban education in America continues to evoke considerable concern among many educators, policymakers, and average citizens. Urban schools whose populations are disproportionately minority continue to experience high rates of failure despite the many school improvement efforts of the past three decades. The most effective strategies are those that address the socioemotional and psycho-educational needs of children. The linkage betwe…
How Skewed is the Bell Curve
Rallying the Whole Village: The Comer Process for Reforming Education
Creating Safe and Caring School Communities: Comer School Development Program Schools
Norris M. Haynes, Yale Child Study Center, Yale University* This article asserts that schoolwide interventions have the greatest potential for buffering students from violence outside of schools and for preventing violence within schools. It examines critical aspects of one such intervention, the Comer School Development Program (SDP), and explores the ways in which this program directly and indirectly impacts both the level of violence in the sc…
School Climate as a Factor in Student Adjustment and Achievement
(1997). School Climate as a Factor in Student Adjustment and Achievement. Journal of Educational and Psychological Consultation: Vol. 8, No. 3, pp. 321-329.
Teacher assessments of children's behavioral disorders: Demographic correlates
The relationship of demographic variables to teacher reports of behavior problems in six-to-eight-year-olds was examined. Contrary to previous research findings associating teacher-reported problems, with poverty and gender, multivariate analyses found significant associations only for ethnicity and caretakers' marital status. Implications for research on the impact of demographic factors on children's behavior problems and school performance are…
The Dynamics of School Change: Response to the Article, "Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation," by Thomas D. Cook et al
Thomas D. Cook, James P. Comer, Norris M. Haynes, The Dynamics of School Change: Response to the Article, "Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation," by Thomas D. Cook et al., American Educational Research Journal, Vol. 36, No. 3 (Autumn, 1999), pp. 599-607
The Dynamics of School Change: Response to the Article, “Comer's School Development Program in Prince George's County, Maryland: A Theory-Based Evaluation,” by Thomas D. Cook et al
The essential findings of Thomas Cook and colleagues in their article, "Comer's School Development Program in Prince George's County, Maryland: A Theory - Based Evaluation," are expressed in their abstract as follows: A randomized experiment of Comer's School Development Program was conducted in 23 middle schools .... [This study] showed that Comer schools implemented some [but not all] of the program's central elements better than control school…
Social competence, social support, and academic achievement in minority, low-income, urban elementary school children.
Psychology (12 works) · Mathematics education (9 works) · Sociology (7 works) · Early Childhood Education and Development (5 works) · Pedagogy (5 works) · Academic achievement (4 works) · Developmental psychology (4 works) · Medicine (4 works) · School Choice and Performance (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works)