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Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J. – School Effectiveness and School Improvement, 2018
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…
Descriptors: Individualized Instruction, Data, Decision Making, Academic Achievement
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Wu, Jason Hsinchieh; Lin, Chunn-Ying – Asia Pacific Education Review, 2018
Research on teacher and school academic optimism has abounded ever since these two constructs were confirmed and shown to have positive effects on student achievement. However, one overlooked research question is the nested association between teacher and school academic optimism. This study intends to fill this gap by using hierarchical linear…
Descriptors: Hierarchical Linear Modeling, Elementary School Students, Elementary School Teachers, Foreign Countries
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O'Neal, Colleen R. – School Psychology International, 2018
The goal of this short-term longitudinal study was to identify how stress impacts later literacy achievement via the mediators of grit and emotional engagement. Study design included three time-points with students in 3rd through 5th grades who were low-income, dual language learners in the US (N = 142; 54% female; 75% Latina/o; M = 9.47 years…
Descriptors: Stress Variables, Literacy, Longitudinal Studies, Elementary School Students
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Sharp, Laurie A.; Tiegs, Ali – International Journal of Instruction, 2018
Learning through the fine arts possesses many benefits, yet efforts to address the arts within public schools, particularly rural schools, are insufficient. In an effort to support rural public schools in Texas, Window On a Wider World (WOWW) began providing fine arts enriched education programming in 2006 to area partner schools that serve…
Descriptors: Fine Arts, Art Education, Enrichment Activities, Public Schools
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Hughes, Kathleen; Coplan, Robert J. – School Psychology Quarterly, 2018
The goal of the current study was to examine the complex links among anxious solitude, classroom climate, engagement, achievement, and gender. In particular, drawing upon the differential susceptibility hypothesis (Belsky, 1997), we investigated if children high in anxious solitude were particularly sensitive and responsive to the classroom…
Descriptors: Classroom Environment, Anxiety, Gender Differences, Learner Engagement
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Laninga-Wijnen, Lydia; Ryan, Allison M.; Harakeh, Zeena; Shin, Huiyoung; Vollebergh, Wilma A. M. – Journal of Educational Psychology, 2018
This research investigated whether classroom-based peer norms for achievement goals moderate friendship selection, maintenance and influence processes related to academic achievement in 46 Grade 5 and Grade 6 classrooms (N = 901, 58.7% Grade 5 students, 48.5% boys). A distinction was made between peer norms for mastery (i.e., developing…
Descriptors: Grade 5, Grade 6, Social Networks, Network Analysis
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Wolf, Patrick J.; Lasserre-Cortez, Shannon – Regional Educational Laboratory Southwest, 2018
In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year--the period covered by this study--of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study…
Descriptors: Charter Schools, Institutional Characteristics, Academic Achievement, Value Added Models
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Martin, Andrew J.; Lazendic, Goran – Journal of Educational Psychology, 2018
The present study investigated the implications of computer-adaptive testing (operationalized by way of multistage adaptive testing; MAT) and "conventional" fixed order computer testing for various test-relevant outcomes in numeracy, including achievement, test-relevant motivation and engagement, and subjective test experience. It did so…
Descriptors: Computer Assisted Testing, Elementary School Students, Secondary School Students, Gender Differences
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Ishiguro, Kaoru – Journal of Education and Learning, 2018
This paper examines the determinants of learning achievements in Cambodian primary schools. Both student factors and family factors are evaluated. The student factors consist of student age, enrollment age, frequency of homework completion, and number of questions to ask in class. The family factors include the father's educational background,…
Descriptors: Foreign Countries, Elementary School Students, Academic Achievement, Age
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Leighton, Jacqueline P.; Guo, Qi; Chu, Man-Wai; Tang, Wei – Educational Assessment, 2018
Assessment of student learning outcomes is often discussed in relation to curriculum, standards and even administration practices. However, assessment of learning outcomes is rarely discussed in light of students' socio-emotional contexts, which might help or hinder learning outcomes. For example, do students' perceptions of the teacher as…
Descriptors: Teaching Methods, Academic Achievement, Structural Equation Models, Well Being
Garrett, Terry; Randall, Katie Weaver – Washington Office of Superintendent of Public Instruction, 2018
Washington state's Transitional Bilingual Instruction Program (TBIP) has existed since the passage of Senate Bill 2149 in 1979, and TBIP is codified in the Revised Code of Washington (RCW) 28A.180. The bill, called "The Transitional Bilingual Instruction Act," recognized that "classes which are taught in English are inadequate to…
Descriptors: Correlation, Language Proficiency, Language Tests, Bilingual Education Programs
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Tárraga García, Verónica; García Fernández, Beatriz; Ruiz-Gallardo, José Reyes – Educational Studies, 2018
Does home-based family involvement influence academic performance? To answer this question, a case study research was carried out with 96 children from all six levels of primary education at a public school, and their families. Data regarding home-based family involvement were collected using a questionnaire. Academic achievement was measured from…
Descriptors: Family Involvement, Academic Achievement, Elementary Education, Employed Parents
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Baird, Thomas J.; Clark, Linda E. – Professional Development in Education, 2018
Professional development is an important part of creating a culture of continuous school improvement to maximize student learning. Rarely do we measure the impact of professional development on teacher learning, implementation and student outcomes. This study describes a professional development strategy for elementary teachers to promote…
Descriptors: Faculty Development, Models, Curriculum Implementation, Educational Strategies
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Shin, Nami – Educational Evaluation and Policy Analysis, 2018
Despite federal and state laws and regulations that require states and local districts to provide English language learners (ELLs) with support services, prior research has indicated that ELLs are, in general, lagging behind non-ELLs in academic achievement. An unanswered question is whether the initial designation of students as ELL influences…
Descriptors: Classification, English Language Learners, Academic Achievement, Elementary School Students
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North, Elizabeth A.; Ryan, Allison M. – Journal of Early Adolescence, 2018
This study examines the nature and implications of peer academic reputations in math and science classes for early adolescents' achievement beliefs and behaviors. The sample was 840 students (51% girls; 36% African American, 47% European American, 7% Latino, 6% Asian American, and 3% Other). About half the sample (47%) was from 27 fifth-grade…
Descriptors: Correlation, Academic Achievement, Science Achievement, Mathematics Achievement
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