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No Child Left Behind Act 20011
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Woods-Groves, Suzanne; Choi, Taehoon; Bruhn, Allison Leigh; Fernando, Josephine – Psychology in the Schools, 2019
This study examined the relationship of teachers' ratings of students' 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods-Groves, 2011) with student performance. Midwestern K-11 teachers (n = 96) rated students (n =…
Descriptors: Correlation, Teacher Attitudes, 21st Century Skills, Academic Achievement
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Gray, Sarah Anne; Dueck, Katherine; Rogers, Maria; Tannock, Rosemary – Educational Research, 2017
Background: A body of literature has emerged that links inattentive symptoms of attention deficit hyperactivity disorder (ADHD) to poor academic achievement. Major variation across studies renders conclusions about this relationship complex. Purpose: This review will provide a qualitative synthesis of these studies that (1) use community samples…
Descriptors: Qualitative Research, Academic Achievement, Attention Deficit Hyperactivity Disorder, Meta Analysis
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Warkentien, Siri; Grady, Sarah – National Center for Education Statistics, 2009
This Statistics in Brief contributes to current research by investigating the use of tutoring services among a nationally representative group of public school students enrolled in grades K-12. The report compares students in schools that have not made Adequate Yearly Progress (AYP) for 3 or more years, and were thereby enrolled in schools that…
Descriptors: Elementary Secondary Education, Educational Improvement, Federal Programs, Educational Indicators