Helenrose Fives, Ph.D.
Affiliations: | 2003 | University of Maryland, College Park, College Park, MD |
Area:
Educational Psychology Education, Administration EducationGoogle:
"Helenrose Fives"Parents
Sign in to add mentor| Patricia A. Alexander | grad student | 2003 | University of Maryland | |
| (Exploring the relationships of teachers' efficacy, knowledge, and pedagogical beliefs: A multimethod study.) | ||||
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Publications
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| Catalano CG, Fives H, McKeating E, et al. (2020) Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder Journal of Early Childhood Teacher Education. 1-27 |
| Fives H, Barnes N. (2020) Navigating the complex cognitive task of classroom assessment Teaching and Teacher Education. 92: 103063 |
| Barnes N, Fives H, Mabrouk-Hattab S, et al. (2020) Teachers’ epistemic cognition in situ: Evidence from classroom assessment Contemporary Educational Psychology. 60: 101837 |
| Barnes N, Fives H, Brighton CM, et al. (2019) Literacy Teachers’ Beliefs about Data Use at the Bookends of Elementary School Elementary School Journal. 119: 511-533 |
| Barnes N, Fives H, Matthews JS, et al. (2018) A Person-Centered Approach to Understanding Teachers' Classroom Practices and Perceived School Goal Structures The Teacher Educator. 53: 401-415 |
| Fives H, Barnes N. (2017) Informed and Uninformed Naïve Assessment Constructors’ Strategies for Item Selection: Journal of Teacher Education. 68: 85-101 |
| Fives H, Barnes N, Buehl MM, et al. (2017) Teachers' Epistemic Cognition in Classroom Assessment Educational Psychologist. 52: 270-283 |
| Barnes N, Fives H, Dacey CM. (2017) U.S. teachers' conceptions of the purposes of assessment Teaching and Teacher Education. 65: 107-116 |
| Fives H, Buehl MM. (2016) Teachers’ Beliefs, in the Context of Policy Reform Policy Insights From the Behavioral and Brain Sciences. 3: 114-121 |
| Fives H, Mills TM, Dacey CM. (2016) Cooperating Teacher Compensation and Benefits: Comparing 1957-1958 and 2012-2013 Journal of Teacher Education. 67: 105-119 |