Donald J Freeman

Dados Biográficos

ID3828822
NOMEDonald J Freeman
PRENOMESDonald J
SOBRENOMEFreeman
ASSINATURAFREEMAN D J
AFILIAÇÕESArizona State University
VERIFICADONão
TOTAL DE OBRAS10
TOTAL DE CITAÇÕES45
TOTAL COMO AUTOR10
TOTAL COMO EDITOR0
PRIMEIRO ANO DE PUBLICAÇÃO1978
ANO MAIS RECENTE DE PUBLICAÇÃO2000
ÍNDICE H5

  • Contrasting Experiences of White Students and Students of Color in a Year-Round High School

    Stafford Hood, Donald Freeman et al.ARTICLEThe Journal of Negro Education2000

    Stafford Hood, Donald J. Freeman, Contrasting Experiences of White Students and Students of Color in a Year-Round High School, The Journal of Negro Education, Vol. 69, No. 4, The School Reform Movement and the Education of African American Youth: A Retrospective Update (Autumn, 2000), pp. 349-360

  • Realities of Teaching in Racially/Ethnically Diverse Schools

    Open AccessDonald Freeman, Donald J Freeman et al.ARTICLEUrban Education1999Citada por: 10Referências: 15

    This study identified similarities and differences among two groups of entry-level teachers from 10 different teacher-preparation institutions (N = 1,700)—those who began their careers in racially/ethnically diverse schools (25% or more racial minority students) and those who taught in schools with low levels of racial/ethnic diversity (10% or fewer racial minority students). Although the two groups did not differ on most measures, beginning teac…

  • Gender differences in self-confidence and educational beliefs among secondary teacher candidates

    Open AccessHripsime A Kalaian, Donald Freeman et al.ARTICLETeaching and Teacher Education1994Citada por: 5Referências: 6

  • Characteristics of Entering Teacher Candidates

    Open AccessSusan M Brookhart, Donald Freeman et al.ARTICLEReview of Educational Research1992

    Characteristics of entering teacher candidates, defined as students enrolled in their first education course, have been the focus of 44 studies located for this review. Four major categories of variables have been studied: (a) demographics and high-school background; (b) motivation to teach and career expectations; (c) confidence and optimism or anxiety and concerns about teaching; and (d) perceptions of the roles and responsibilities of teachers…

  • Do Textbooks Dictate the Content of Mathematics Instruction in Elementary Schools

    Open AccessDonald Freeman, Donald J Freeman et al.ARTICLEAmerican Educational Research…1989Citada por: 6Referências: 4

    The purposes of this investigation were to (a) describe teachers’ styles of textbook use and (b) examine the overlap between content taught and textbook content in elementary school mathematics. Using daily teacher logs and a three-dimensional classification system as guides, trained raters generated detailed classifications of all problems presented in books and all content presented to students over the course of an entire school year. The resu…

  • Do Higher Program Admission Standards Alter Profiles of Entering Teacher Candidates

    Open AccessDonald Freeman, Donald J Freeman et al.ARTICLEJournal of Teacher Education1989Citada por: 4Referências: 10

    Entry-level characteristics of teacher candidates who satisfied higher program admission standards were compared with those of candidates who did not. The authors found that those who met the standards scored higher on most, but not all, measures of achievement. The two groups expressed similar educational beliefs and levels of commitment to teaching

  • How do teacher education faculty members define desirable teacher beliefs

    Open AccessBruce A Brousseau, Donald Freeman et al.ARTICLETeaching and Teacher Education1988Citada por: 5Referências: 1

  • Professional Orientations

    Andrew C Porter, Donald Freeman et al.ARTICLEThe Journal of Negro Education1986Citada por: 2

    Andrew C. Porter, Donald J. Freeman, Professional Orientations: An Essential Domain for Teacher Testing, The Journal of Negro Education, Vol. 55, No. 3, Teacher Testing and Assessment (Summer, 1986), pp. 284-292

  • Differences in Entry Characteristics of Elementary and Secondary Teacher Candidates

    Open AccessCassandra L Book, Donald Freeman et al.ARTICLEJournal of Teacher Education1986Citada por: 12Referências: 7

    Comparisons of entry-level elementary and secondary educa tion majors at a large midwestern university revealed important differences in academic backgrounds, prior teaching experi ences, career plans, and professional expectations. The findings of the Book and Freeman study have clear implications for teacher education coursework and should be useful in making program development decisions

  • Practical Significance in Program Evaluation

    Open AccessAndrew C Porter, William H Schmidt et al.ARTICLEAmerican Educational Research…1978Citada por: 1Referências: 15

    Defining practical significance in program evaluations is a difficult measurement problem, which can only be solved by an intimate familarity with the measures upon which effects are estimated, and their substantive relationship with the goals of the program being evaluated. Past attempts to describe the "size of effect" of instructional programs have characteristically relied on statistical indices that can be estimated and reported without any …