Emma L Forbes‐Jones
Biographic Data
| ID | 6086648 |
|---|---|
| NAME | Emma L Forbes‐Jones |
| GIVEN NAMES | Emma L |
| FAMILY NAME | Forbes‐Jones |
| SIGNATURE | JONES E L F |
| AFFILIATIONS | University of Rochester |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2007 |
| H-INDEX | 1 |
Prosocial involvement and antisocial peer affiliations as predictors of behavior problems in urban adolescents: Main effects and moderating effects
This study examined the relationships between prosocial involvement (PI), antisocial peer affiliations (APA), and the degree of their overlapping or independent prediction of behavior problems in urban adolescents. Two dimensions of behavior were assessed at ages 9–11 and at ages 13–15: disruptive, aggressive conduct and number of delinquent behaviors in the past year. Participants were 167 urban boys and girls with multiple early childhood risk …
Sarason's context of productive learning: Towards the development of a measure to assess teacher goals
The authors developed a 40‐item teacher‐completed measure designed to assess educational goals, including Sarason's concept of a context of productive learning (COPL). Elementary‐level teachers from schools across a range of sociodemographic contexts rated the importance of each of several goals. Factor analysis identified four factors: Traditional Learning, Context of Productive Learning (COPL), Teacher Control, and Meeting Requirements. Teacher…
Sarason's context of productive learning: Towards the development of a measure to assess teacher goals
The authors developed a 40-item teacher-completed measure designed to assess educational goals, including Sarason's concept of a context of productive learning (COPL). Elementary-level teachers from schools across a range of sociodemographic contexts rated the importance of each of several goals. Factor analysis identified four factors: Traditional Learning, Context of Productive Learning (COPL), Teacher Control, and Meeting Requirements. Teacher…
Prosocial involvement and antisocial peer affiliations as predictors of behavior problems in urban adolescents: Main effects and moderating effects
This study examined the relationships between prosocial involvement (PI), antisocial peer affiliations (APA), and the degree of their overlapping or independent prediction of behavior problems in urban adolescents. Two dimensions of behavior were assessed at ages 9–11 and at ages 13–15: disruptive, aggressive conduct and number of delinquent behaviors in the past year. Participants were 167 urban boys and girls with multiple early childhood risk …
Sarason's context of productive learning: Towards the development of a measure to assess teacher goals
The authors developed a 40‐item teacher‐completed measure designed to assess educational goals, including Sarason's concept of a context of productive learning (COPL). Elementary‐level teachers from schools across a range of sociodemographic contexts rated the importance of each of several goals. Factor analysis identified four factors: Traditional Learning, Context of Productive Learning (COPL), Teacher Control, and Meeting Requirements. Teacher…
Sarason's context of productive learning: Towards the development of a measure to assess teacher goals
The authors developed a 40-item teacher-completed measure designed to assess educational goals, including Sarason's concept of a context of productive learning (COPL). Elementary-level teachers from schools across a range of sociodemographic contexts rated the importance of each of several goals. Factor analysis identified four factors: Traditional Learning, Context of Productive Learning (COPL), Teacher Control, and Meeting Requirements. Teacher…
Prosocial involvement and antisocial peer affiliations as predictors of behavior problems in urban adolescents: Main effects and moderating effects
This study examined the relationships between prosocial involvement (PI), antisocial peer affiliations (APA), and the degree of their overlapping or independent prediction of behavior problems in urban adolescents. Two dimensions of behavior were assessed at ages 9–11 and at ages 13–15: disruptive, aggressive conduct and number of delinquent behaviors in the past year. Participants were 167 urban boys and girls with multiple early childhood risk …
Psychology (3 works) · Computer Science (2 works) · Context (archaeology) (2 works) · Developmental psychology (2 works) · Early Childhood Education and Development (2 works) · Factor (programming language) (2 works) · Mathematics education (2 works) · Measure (data warehouse) (2 works) · Pedagogy (2 works) · Sample (material) (2 works)