James C Impara
Biographic Data
| ID | 2436712 |
|---|---|
| NAME | James C Impara |
| GIVEN NAMES | James C |
| FAMILY NAME | Impara |
| SIGNATURE | IMPARA J C |
| AFFILIATIONS | Virginia Tech |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1989 |
| LATEST PUBLICATION YEAR | 1993 |
| H-INDEX | 2 |
Teachers' assessment background and attitudes toward testing
1993). Teachers’ assessment background and attitudes toward testing. Theory Into Practice: Vol. 32, Assessing Tomorrow's Teachers, pp. 113-117
Unraveling Teachers’ Beliefs About Grade Retention
A multimethod approach was used to examine teachers’ beliefs about retention in grades K–7. Questionnaire responses indicated that teachers at all grade levels believe retention is an acceptable school practice that prevents students from facing daily failure and motivates them to work harder. Factors including academic performance, maturity, ability, gender, and age influence retention decisions, but the importance of factors differs among teach…
Making Academic Presentations— Effectively
This article excerpts topics from an AERA minicourse in San Francisco: It teaches how to improve the quality of both the content and the delivery of paper presentations
Making Academic Presentations
Unraveling Teachers’ Beliefs About Grade Retention
A multimethod approach was used to examine teachers’ beliefs about retention in grades K–7. Questionnaire responses indicated that teachers at all grade levels believe retention is an acceptable school practice that prevents students from facing daily failure and motivates them to work harder. Factors including academic performance, maturity, ability, gender, and age influence retention decisions, but the importance of factors differs among teach…
Teachers' assessment background and attitudes toward testing
1993). Teachers’ assessment background and attitudes toward testing. Theory Into Practice: Vol. 32, Assessing Tomorrow's Teachers, pp. 113-117
Making Academic Presentations— Effectively
This article excerpts topics from an AERA minicourse in San Francisco: It teaches how to improve the quality of both the content and the delivery of paper presentations
Making Academic Presentations— Effectively
This article excerpts topics from an AERA minicourse in San Francisco: It teaches how to improve the quality of both the content and the delivery of paper presentations
Making Academic Presentations
Unraveling Teachers’ Beliefs About Grade Retention
A multimethod approach was used to examine teachers’ beliefs about retention in grades K–7. Questionnaire responses indicated that teachers at all grade levels believe retention is an acceptable school practice that prevents students from facing daily failure and motivates them to work harder. Factors including academic performance, maturity, ability, gender, and age influence retention decisions, but the importance of factors differs among teach…
Teachers' assessment background and attitudes toward testing
1993). Teachers’ assessment background and attitudes toward testing. Theory Into Practice: Vol. 32, Assessing Tomorrow's Teachers, pp. 113-117
Mathematics education (4 works) · Psychology (4 works) · Academic achievement (3 works) · Pedagogy (3 works) · Reflective Practices in Education (2 works) · Developmental psychology (1 works) · Early Childhood Education and Development (1 works) · Education Systems and Policy (1 works) · Education, Achievement, and Giftedness (1 works) · Educational assessment (1 works)