NotesFAQContact Us
Collection
Advanced
Search Tips
Publication Date
In 20190
Since 20180
Since 2015 (last 5 years)2
Since 2010 (last 10 years)2
Since 2000 (last 20 years)2
Descriptor
Elementary School Students2
Grade 12
Grade 32
Grade 52
Longitudinal Studies2
Predictor Variables2
Statistical Analysis2
Achievement Gains1
Administrators1
At Risk Students1
Behavior Problems1
Check Lists1
Child Behavior1
Children1
Conflict1
Demography1
Depression (Psychology)1
Elementary School Teachers1
Family Characteristics1
Goodness of Fit1
Grade 21
Grade 41
Grade 61
Hierarchical Linear Modeling1
Institutional Characteristics1
More ▼
Source
Journal of Educational…2
Author
Collins, Brian Andrew1
Holloway, Susan D.1
O'Connor, Erin Eileen1
Park, Sira1
Shaw, Daniel S.1
Supplee, Lauren1
Publication Type
Journal Articles2
Reports - Research2
Education Level
Early Childhood Education2
Elementary Education2
Grade 12
Grade 32
Grade 52
Intermediate Grades2
Middle Schools2
Primary Education2
Grade 21
Grade 41
Grade 61
Kindergarten1
More ▼
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
Attachment Q Set1
Beck Depression Inventory1
Child Behavior Checklist1
Early Childhood Longitudinal…1
Student Teacher Relationship…1
What Works Clearinghouse Rating
Showing all 2 results Save | Export
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
Collins, Brian Andrew; O'Connor, Erin Eileen; Supplee, Lauren; Shaw, Daniel S. – Journal of Educational Research, 2017
The authors identified trajectories of teacher-child relationship conflict and closeness from Grades 1 to 6, and associations between these trajectories and externalizing and internalizing behaviors at 11¬†years old among low-income, urban boys (N = 262). There were three main findings. Nagin cluster analyses indicated five trajectories for…
Descriptors: Low Income Students, Elementary School Students, Teacher Student Relationship, Urban Youth