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In a process cost system, product costs are summarized:When the products are each unit is production cost reports. 1994comment letter from the weintraub familynegative equity estimates68375_1965-1969the idolatry of interest rates part 2 financial heresy and the idolatry companion potential utility in an equity risk premium frameworknegative equity q3 chartssystemic risklabranche & co inc 8-k (events or changes between quarterly reports) 2009-02-24discussion on 'measuring systemic risk'3q_15_eng_webmore from uopeassignmentsskip carouselcarousel previouscarousel nextuop e assignments 531/ldr final exam - questions and answers | uop e assignmentsstr 581 capstone final exam part three answers @ uop e assignmentsstr 581 capstone final examination part 3acc 561 final exambus capstone 475 final examination part 2uop e assignments | law 575 & law 575 final exam question & answersops 571 final exam| ops 571 final exam answers - uop e assignmentsqnt 561 weekly learning assessments | questions and answers @ uop e assignmentsmkt 578 final exam - mkt 578 final exam questions and answers by uop e assignmentsmkt 571 & mkt 571 final exam answers - uop e assignmentsuop e assignments | law 421 & law 421 final exam answers freeuop e assignments | qnt 561 final exam - questions and answersstr 581 capstone final exam part one - question & answers | uop e assignmentsuop e assignments uop e assignments - bus 475 capstone final examination part 2 answers freeuop e assignments uop e assignments - com 537 final exam answers freeuop e assignments | fin 370 final examination answers freefin 571 connect problem final exam answers - uop e assignmentsuop e assignments - eco 561 final exam answers freeuop e assignments | eco 365 & eco 365 final exam answers freeuop e assignments - acc 561 final exam answers freeuop e assignments - fin 575 final exam answers freeuop e assignments uop e assignments | bus 475 capstone final examination part 1 answers freeuop e assignments uop e up to vote on this titleusefulnot usefulmaster your semester with scribd & the new york timesspecial offer for students: only $4. Hughes, department of educational psychology, texas a&m university;author information ► copyright and license information ►copyright notice and disclaimersee other articles in pmc that cite the published ctthe shared and unique effects of teacher and student reports of teacher student relationship quality (tsrq) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. As a block, teacher and student reports of tsrq predicted all outcomes, above prior performance on that outcome and background variables. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Thus, multiple processes may explain the beneficial effects of tsrq on students’ school engagement and of report on teacher-student relationshipthe majority of research on tsrq in the preschool and elementary grades has utilized teachers’ reports of the relationship (birch & ladd, 1997, 1998; burchinal, peisner-feinberg, pianta, & howes, 2002; hughes & kwok, 2007; pianta, & howes, 2002; meehan et al. The greater reliance on teacher reports of the relationship below age 8–10, relative to child reports, may be due to researchers’ concerns regarding the reliability and validity of younger students’ reports of the quality of their social relationships. By around third grade, children’s reports of competence in different areas, including social competence, are more closely aligned with objective indices of competence (cole et al. Correlations between observers’ reports of conflict and support and teachers’ reports of conflict and support provide evidence of the convergent and discriminant validity of teacher reports (doumen, verschueren, koomen, and buyse, 2008). Reports of tsrq most child report measures of the teacher-student relationship have been based on conceptualization of social support as information indicating to the individual that he or she is valued and esteemed by others (cobb, 1976; weiss, 1974).
Children in grades k-3 provide reliable reports of social support and distinguish between different provisions of support provided by different individuals (buhrmester & furman, 1987; dubow & tisak, 1989; dubow, tisak, causey, hryshko, 1991). Primary grade children’s reports of social support are positively associated with child-reported well-being as well as others’ reports of adjustment and objective measures of academic achievement (dubow & tisak, 1989). Below grade 4, children’s reports of social support and acceptance from their teachers show non-significant or significant but modest correspondence with teacher reports of support or closeness (hughes et al. However, children and teachers show low to moderate agreement on the level of conflict in the relationship (henriccson & rydell, 2004), and child reports of conflict, but not support, are associated concurrently with teacher reports of externalizing behavior and academic achievement (henricsson & rydell, 2004; mantzicopoulos, 2005; mantzicopoulos & neuharth-pritchett, 2003). Not surprisingly, child reports of teacher-student support are more consistently associated with child-reports of adjustment than they are with indices of adjustment provided by other sources (furrer & skinner, 2003; murray et al. Between student and teacher reports of tsrqas noted above, studies that employ both teacher and student reports of tsrq have generally found low correspondence across raters, especially in the elementary grades (murray, et al. The low congruence across raters raises the question of whether student and teacher reports assess the same constructs and have similar effects on adjustment. However, teacher reports of teacher student conflict and child conduct problems demonstrate low distinctiveness (palermo et al. Results of the cfa found that peer reports accounted for the largest proportion of trait variance and non-significant method variance. Child reports accounted for the smallest proportion of trait variance and the largest method variance.
The authors concluded that child and teacher reports of teacher-student support assess largely different constructs. Having established that teacher and child reports of tsrq share little trait variance, the current study investigates whether child reports predict changes in children’s academic pmental significance of student report of tsrqdrawing from attachment theory, it is postulated that teachers and students construct mental representations of the relationship that guide their behavior and feelings in the relationship and interpretation of relationship events (howes, hamilton, & matheson, 1994; pianta, hamre, & stuhlman, 2003). Empirical research also reports prospective associations between students’ sense of positive social relatedness at school and academic engagement and achievement (anderman, 1999; furrer & skinner, 2003). Based on the premise that teacher and student reports assess substantially different constructs, we expect each makes non-redundant contributions to outcomes. Using west and finch (1997) criteria, no outliers were identified and values for skewness and kurtosis for all variables were within the acceptable limits for the planned tor variables table 2 reports means and standard deviations for predictor variables and their inter-correlations. Based on these results, these variables were entered as covariates in the regression analyses reported 2correlations and descriptive statistics for predictor variablesconcordance among raters the inter-correlations between teacher and child reports of the teacher-student relationship in year 3 are contained in the upper left quadrant of table 2. Examining within-source relations, teachers’ reports of support and conflict are moderately and negatively correlated (r = −. Teachers and children agree only on the level of conflict in their relationship, and children who perceive conflict in the relationship are perceived by teachers as lower in relationship 4 adjustment measures table 3 reports means and standard deviations for year 4 adjustment variables and their inter-correlations. These results support the construct validity of the measure of academic self 3correlations and descriptives for year 4 outcomesbivariate correlations between relationship variables and year 4 outcomes the second column of table 4 reports the bivariate, or zero-order correlations, between the predictors and outcomes in the regression analyses. Teacher reports of support and conflict in year 3 predict teacher-rated engagement as well as reading and math achievement.
Child reports of support are only predictive of other child reports; however, child reports of conflict are predictive of reading and math achievement, as well as belonging and teacher-rated 4regression results for year 4 academic self viewsregression analysesto account for the dependency among the observations (students) within clusters (classrooms), analyses were conducted using the complex analysis feature in mplus (v. Separate hierarchical multiple regression analyses investigated the effects of teacher and student reports of relationship support and conflict in year 3 on each of the five year 4 outcome measures. For school belonging, only child reports made a unique (nonshared) contribution, whereas both teacher and child reports made unique contributions to math and reading self efficacy. Child reports of both support and conflict contributed to school belonging, whereas only child reports of support uniquely predicted math and reading self oral engagement (table 5) as a block, measures of tsrq account for a statistically significant increment in explained variance in year 4 behavioral engagement, above baseline performance and demographic covariates (rsqchange = . Only teacher reports of support and conflict made unique contribution to changes in teacher-rated and reading achievement (table 5) as a block, measures of tsrq predicted both reading achievement (rsqchange = . We were also interested in the distinctiveness of teacher and student reports of support and ctiveness of teacher and student reported support and conflictteacher reports of relational support and conflict are more highly correlated with each other (i. 2008), even though children’s reports of teacher support are not correlated with teachers’ reports of support, children’s report of support are negatively correlated with teachers’ ratings of conflict. In our study, prior performance accounted for 56% and 64% of the variance in year 4 math and reading, respectively. Child reports of tsrq uniquely predicted changes in children’s perceived academic competencies, sense of school belonging, and math achievement. 1996), these findings suggest that children’s perceptions of support, whether congruent with others’ reports or not, have implications for their academic adjustment.
Some of the shared variance between child perceptions of tsrq and child self-views may be due to source effects (i. One explanation for the weak effects of child reported conflict on these variables is that children’s reports of conflict are largely redundant with teacher reports of the relationship. To investigate this explanation, we analyzed the effects of child perceptions or support and conflict without including teacher reports in the regressions. The effect of child reports on teacher engagement and reading and math achievement, above prior performance and other covariates, was statistically significant for each outcome (for behavior engagement beta = −. With respect to the engagement, because different teachers rated engagement each year and teacher ratings demonstrate only moderate consistency across teachers (achenbach, 1991), a lack of measurement consistency could also contribute to the failure to find a unique effect of child reports of the relationship on tions and future researchin interpreting study findings, it is important to keep in mind that study participants were selected into this longitudinal study on the basis of entering first grade with literacy scores that fell in the below the 50th percentile for their school district. Findings do suggest that teacher and student reports of tsrq buffer academically at-risk students from school ationsthe finding that measures of tsrq predicted changes in children’s engagement and achievement offers strong support for the importance of developing pre-service and in-service policies and interventions to assist teachers in building supportive, low conflict relationships with students. Thus child reports of relationship quality, even though they have relatively little overlap with teacher and peer reports, have consequences for children’s academic self-views and achievement. 2008) who find that individuals’ reports of social support are consistently related to positive outcomes, even if they are not congruent with more objective indices of ledgmentsthis research was supported in part by a grant to jan n. Evidence of convergent and divergent validity of child, teacher, and peer reports of teacher-student relationship support. Child and teacher reports of teacher-student relationships: concordance of perspectives and associations with school adjustment in urban kindergarten classrooms.