NotesFAQContact Us
Collection
Advanced
Search Tips
Showing 61 to 75 of 678 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Mattison, Amira; Raffaele Mendez, Linda M.; Dedrick, Robert; Dickinson, Sarah; Wingate, Emily; Hanks, Camille – Psychology in the Schools, 2018
Our goals in this study were to examine (a) the degree to which teacher perceptions of children's behavior in kindergarten (averaged across fall and spring for each child) predict retention by Grade 5 and (b) whether these relationships are moderated by student race, gender, or socioeconomic status (SES). Data from the Early Childhood Longitudinal…
Descriptors: Preschool Teachers, Teacher Attitudes, Kindergarten, Predictor Variables
Peer reviewed Peer reviewed
Direct linkDirect link
Dumas, Denis G.; McNeish, Daniel M. – Educational Researcher, 2018
Dynamic measurement modeling (DMM) has been shown to improve the consequential validity of longitudinal mathematics assessment in the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) database. Here, the authors demonstrate the capability of DMM to similarly improve the consequential validity of ECLS-K reading assessment through the…
Descriptors: Measurement Techniques, Student Evaluation, Alternative Assessment, Evaluation Methods
Reid, Tingting – ProQuest LLC, 2018
Previous research examining the reading achievement of immigrant children has often grouped English learners into one broad category, referred to as ELs, thereby creating an "either-or" dichotomy regarding whether or not these students need school language supports. The present study examined the theoretical contention regarding the…
Descriptors: Reading Achievement, Achievement Gains, Family Environment, Literacy Education
Peer reviewed Peer reviewed
Direct linkDirect link
Navarro, Monica Gabriel; Bachman, Heather J. – AERA Online Paper Repository, 2018
The present study examined the association between a state's Language Instructional Educational Program (LIEP) policy and Latino children's early childhood mathematical achievement. Using a nationally representative sample of Latino children (n=3,820) from the Early Childhood Longitudinal Study-Kindergarten 2010-2011 cohort (ECLS-K: 2011), the…
Descriptors: Language of Instruction, Hispanic American Students, Educational Policy, State Policy
Johnson, Deborah, Ed. – Institute for Research on Poverty, 2018
In the first decade of the twenty-first century, the proportion of Americans living in moderate- and high-poverty neighborhoods increased. This trend was most pronounced among families with children. Numerous studies have linked higher rates of neighborhood poverty with less favorable outcomes, including low "school readiness," defined…
Descriptors: Poverty, Neighborhoods, School Readiness, Correlation
Peer reviewed Peer reviewed
Direct linkDirect link
Zimmermann, Calvin Rashaud – Journal of Negro Education, 2018
The term the "female advantage" is commonly used to describe gender inequalities in education, including in early childhood. This study seeks to problematize this idea by including the intersection of children's race and gender. This article examines race and gender disparities in teachers' perceptions of children's problem behaviors and…
Descriptors: Females, African American Students, Kindergarten, Preschool Teachers
Peer reviewed Peer reviewed
Direct linkDirect link
Gottfried, Michael A. – Teachers College Record, 2017
Background/Context: Families have been increasingly utilizing center-based care both during prekindergarten as well as before/after school during kindergarten (CBC-K), and the literature has addressed the relative effectiveness of attending the former on early schooling outcomes. However, missing in the field is an analysis of the efficacy of…
Descriptors: Kindergarten, Disabilities, Social Development, Emotional Development
Peer reviewed Peer reviewed
Direct linkDirect link
Smith, Lindsey J. Wolff; Beretvas, S. Natasha – Journal of Experimental Education, 2017
Conventional multilevel modeling works well with purely hierarchical data; however, pure hierarchies rarely exist in real datasets. Applied researchers employ ad hoc procedures to create purely hierarchical data. For example, applied educational researchers either delete mobile participants' data from the analysis or identify the student only with…
Descriptors: Student Mobility, Academic Achievement, Simulation, Influences
Peer reviewed Peer reviewed
Direct linkDirect link
Park, Sira; Holloway, Susan D. – Journal of Educational Research, 2017
Policymakers view parental involvement (PI) as a crucial component of school reform efforts, but evidence of its effect on student achievement is equivocal. Using the Early Childhood Longitudinal Study-Kindergarten Cohort dataset, we examined the long-term impact on student- and school-level achievement of three types of school-based PI: PI to…
Descriptors: Longitudinal Studies, Parent Participation, Hierarchical Linear Modeling, Reading Achievement
Peer reviewed Peer reviewed
Direct linkDirect link
Palacios, Natalia – Journal of Research in Childhood Education, 2017
This study uses the Early Childhood Longitudinal Study-Kindergarten Cohort to examine the influence that teachers and classrooms have on children's short- and long-term reading achievement trajectories throughout the elementary school years. The analytic sample in the 1st grade is 16,604 children nested within 5,029 teachers, the 3rd-grade sample…
Descriptors: Reading Achievement, Children, Longitudinal Studies, Surveys
Peer reviewed Peer reviewed
Direct linkDirect link
Gershenson, Seth; Jacknowitz, Alison; Brannegan, Andrew – Education Finance and Policy, 2017
Student absences are a potentially important, yet understudied, input in the educational process. Using longitudinal data from a nationally representative survey and rich administrative records from North Carolina, we investigate the relationship between student absences and academic performance. Generally, student absences are associated with…
Descriptors: Attendance Patterns, Kindergarten, Elementary School Students, Early Childhood Education
Peer reviewed Peer reviewed
Direct linkDirect link
Li, Xiuhong; Eiden, Rina D.; Epstein, Leonard H.; Shenassa, Edmond D.; Xie, Chuanbo; Wen, Xiaozhong – Journal of Child Psychology and Psychiatry, 2017
Background: To examine whether different dimensions of parenting at different ages help small-for-gestational-age (SGA) children "catch-up" the normal children in cognition and psychomotor. Methods: We analyzed data of 800 children born SGA and 3,000 children born appropriate-for-gestational-age (AGA) from the Early Childhood…
Descriptors: Parenting Styles, Psychomotor Skills, Correlation, Scores
Peer reviewed Peer reviewed
Direct linkDirect link
Ferretti, Larissa K.; Bub, Kristen L. – Early Education and Development, 2017
Research Findings: Using data from 3,250 participants in the Early Childhood Longitudinal Study, Birth Cohort, we used structural equation modeling to investigate whether family routines (e.g., bedtime routine, reading routine) established in preschool predict children's school readiness (i.e., academic skills, social-emotional skills, and…
Descriptors: Kindergarten, School Readiness, Family Environment, Structural Equation Models
Peer reviewed Peer reviewed
Direct linkDirect link
Gottfried, Michael A. – Educational Policy, 2017
The increased utilization of non-parental pre-kindergarten care has spurred interest by both researchers and policy makers as to what types of care might be effective at boosting school readiness. Under-developed in the research has been an assessment of the influence of pre-kindergarten care on school readiness for English Language Learners…
Descriptors: English Language Learners, Preschool Children, School Readiness, Disadvantaged
Peer reviewed Peer reviewed
Direct linkDirect link
Hall, Gordon Emmett; DiPerna, James Clyde – Journal of Early Adolescence, 2017
The present study used multiple regression analyses to examine the relationships between fifth-grade social skills and eighth-grade academic achievement. Data were drawn from the Early Childhood Longitudinal Study-Kindergarten Class of 1998-1999 (ECLS-K). Results indicated no relationship between positive or negative social behavior in fifth grade…
Descriptors: Kindergarten, Interpersonal Competence, Elementary School Students, Middle School Students
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  46