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    KCI등재

    학업성취 향상을 위한 학생의 자발적참여와 교사변인

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    https://www.riss.kr/link?id=A100423325

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    목차 (Table of Contents)

    • 논문 요약
    • Ⅰ. 도입
    • Ⅱ. 선행연구
    • Ⅲ. 연구의 개념적 틀
    • Ⅳ. 연구방법
    • 논문 요약
    • Ⅰ. 도입
    • Ⅱ. 선행연구
    • Ⅲ. 연구의 개념적 틀
    • Ⅳ. 연구방법
    • Ⅴ. 연구결과
    • Ⅵ. 논의 및 결론
    • 참고문헌
    • Abstract
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    참고문헌 (Reference)

    1 "교육학의 미래와 다층모형" 30 (30): 437-456, 2003

    2 "and gender stereotypes of elementary students and their parents about science versus other school subjects Journal of Research in Science Teaching" 36 (36): 719-747, 1999

    3 "What do students want^and what really motivates them?" 53 (53): 8-12, 1995

    4 "Using class size to reduce the equity gap" 55 (55): 40-43, 1997

    5 "The significance and sources of student engagement Student Engagement and Achievement in American Secondary Schools" Teachers College Press 19921992

    6 "The role of standards in educational reform for the 21stcentury Preparing our Schools for the 21st Century Association for Supervision and Curriculum Development" & crea : 19991999ascd1999yearbook

    7 "The long-term effects of small classes in early grades Lasting benefits in mathematics achievement at grade nine Journal of Experimental Education" 245-258, 2001a

    8 "The importance of engagement" 24 (24): 119-31, 1999

    9 "The enduring effects of small classes" 145-183, 2001

    10 "The effect of school resources on student achievement Review of Educational Research" 66 (66): 361-416, 1996

    1 "교육학의 미래와 다층모형" 30 (30): 437-456, 2003

    2 "and gender stereotypes of elementary students and their parents about science versus other school subjects Journal of Research in Science Teaching" 36 (36): 719-747, 1999

    3 "What do students want^and what really motivates them?" 53 (53): 8-12, 1995

    4 "Using class size to reduce the equity gap" 55 (55): 40-43, 1997

    5 "The significance and sources of student engagement Student Engagement and Achievement in American Secondary Schools" Teachers College Press 19921992

    6 "The role of standards in educational reform for the 21stcentury Preparing our Schools for the 21st Century Association for Supervision and Curriculum Development" & crea : 19991999ascd1999yearbook

    7 "The long-term effects of small classes in early grades Lasting benefits in mathematics achievement at grade nine Journal of Experimental Education" 245-258, 2001a

    8 "The importance of engagement" 24 (24): 119-31, 1999

    9 "The enduring effects of small classes" 145-183, 2001

    10 "The effect of school resources on student achievement Review of Educational Research" 66 (66): 361-416, 1996

    11 "The economics of schooling Production and efficiency in public schools Journal of Economic Literature" 1141-1177, 1986

    12 "Teaching worth celebrating. Educational Leadership" 56 (56): 8-13, 1999

    13 "Teach for America An Evaluation of Teacher Differences and Student Outcomes in Houston" Stanford University 2001

    14 "Surveying gender differences in Canadian school literacy" 32 (32): 689-719, 2000

    15 "Survey Research Tells Us about Teacher Effects on Student Achievement Insights from the Prospects Study of Elementary Schools" 1-46, 2002

    16 "Stumbling for Quality" 2001

    17 "Student engagement in instructional activity Patterns in the elementary" 153-84, 2000

    18 "Student characteristics mediating engagement-outcome relationships in physical education" 56 (56): 66-72, 1985

    19 "Student Engagement and Achievement in American Secondary Schools" Teachers College Press 1992

    20 "Standards for authentic achievement and pedagogy" Jossey-Bass Publishers 1996

    21 "School Engagement & Students at Risk National Center for Educational StatisticsResearch and Development Reports" 1993

    22 "Reform Up Close An Analysis of High School Mathematics and Science Classrooms Wisconsin Center for Education Research" 1993

    23 "Recommendations for Principals National Association of Secondary School Principals" 64-73, 2001

    24 "Prospects for the Future" McGraw-Hill 1984

    25 "Longitudinal Analysis of time and achievement in at-risk versus non-risk students" 521-35, 1991

    26 "Its policy implication for classroom and personnel practice" 237-254, 1989

    27 "Introducing Multilevel Modeling." 1998

    28 "Florida Journal of Educational Research" 25-40, 1986

    29 "Does money matter? A meta-analysis of studies of the effects of differential school inputs on student outcomes" 5-14, 1994

    30 "Does It Really Make Difference in Student Achievement? Greenville Eastern North Carolina Consortium for Assistance and Research in Education" 1996

    31 "Beyond the Classroom:Why School Reform Has Failed and What Parents Need to Do" Simon and Schuster 1996

    32 "Association for Supervision and Curriculum Development" 1998

    33 "Are effects of small cumulative? Evidence from a Tennessee experiment Journal of Educational Research" 336-345, 2001b

    34 "Analyzing longitudinal rating dataA three-level hierarchical linear model" 23 : 258-268, 1999

    35 "An assessment of a new perspective" 26 (26): 4-15, 1997

    36 "An Introduction to Basic and Advanced Multilevel Modeling" 1999

    37 "Academic Success among Poor and Minority Students Center for Research on Students Placed at Risk" Johns Hopkins University 2001

    38 "A review of state policy evidence" 2000

    39 "A comparison of alternatively and traditionally prepared teachers Journal of Teacher Education" 49 (49): 165-176, 1998

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    학술지 이력

    학술지 이력
    연월일 이력구분 이력상세 등재구분
    2027 평가 재인증평가 신청대상 (재인증)
    2021-01-01 등재 등재학술지 유지 (재인증) KCI등재
    2018-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2015-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2011-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2009-01-01 등재 등재학술지 유지 (등재유지) KCI등재
    2006-01-01 등재 등재학술지 선정 (등재후보2차) KCI등재
    2005-01-01 등재 등재후보 1차 PASS (등재후보1차) KCI등재후보
    2004-01-01 등재 등재후보학술지 유지 (등재후보2차) KCI등재후보
    2003-01-01 등재 등재후보 1차 PASS (등재후보1차) KCI등재후보
    2001-07-01 등재 등재후보학술지 선정 (신규평가) KCI등재후보
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    기준연도 WOS-KCI 통합IF(2년) KCIF(2년) KCIF(3년)
    2016 2.14 2.14 2.03
    KCIF(4년) KCIF(5년) 중심성지수(3년) 즉시성지수
    2.18 2.09 2.591 0.22
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