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Showing 1 to 15 of 473 results Save | Export
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Cappella, Elise; Hwang, Sophia H. J.; Kieffer, Michael J.; Yates, Miranda – Journal of Emotional and Behavioral Disorders, 2018
Given the potential of afterschool programs to support youth in urban, low-income communities, we examined the role of afterschool classroom ecology in the academic outcomes of Latino and African American youth with and without social-behavioral risk. Using multireporter methods and multilevel analysis, we find that positive classroom ecology…
Descriptors: Urban Programs, After School Programs, Hispanic American Students, African American Students
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Christ, Tanya; Chiu, Ming Ming; Rider, Stephanie; Kitson, Deborah; Hanser, Katherine; McConnell, Elizabeth; Dipzinski, Renae; Mayernik, Heather – Literacy Research and Instruction, 2018
We explore whether (a) teacher ratings of texts' cultural relevance along various dimensions differ from those of students, (b) these ratings reflect a single construct, and (c) ratings of specific dimensions are related to specific reading outcomes. Fifty African-American students were each administered two text protocols for a total of 100…
Descriptors: Informal Reading Inventories, Cultural Relevance, African American Students, Elementary School Students
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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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Sanders, Elizabeth A.; Berninger, Virginia W.; Abbott, Robert D. – Journal of Learning Disabilities, 2018
Sequential regression was used to evaluate whether language-related working memory components uniquely predict reading and writing achievement beyond cognitive-linguistic translation for students in Grades 4 through 9 (N = 103) with specific learning disabilities (SLDs) in subword handwriting (dysgraphia, n = 25), word reading and spelling…
Descriptors: Regression (Statistics), Short Term Memory, Predictor Variables, Reading Achievement
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Madjar, Nir; Cohen, Veronique; Shoval, Gal – Educational Psychology, 2018
School transitions are important phases in students' educational experiences. The current study aimed to explore the trajectories of academic and social motivation across the transition from elementary to middle school. Participants (N = 415) were sampled from six elementary schools; 55% transitioned after sixth grade (transition) and 45% remained…
Descriptors: Elementary School Students, Middle School Students, Student Motivation, Longitudinal Studies
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Jensen, Nate; Rice, Andrew; Soland, James – Educational Evaluation and Policy Analysis, 2018
While most educators assume that not all students try their best on achievement tests, no current research examines if behaviors associated with low test effort, like rapidly guessing on test items, affect teacher value-added estimates. In this article, we examined the prevalence of rapid guessing to determine if this behavior varied by grade,…
Descriptors: Item Response Theory, Value Added Models, Achievement Tests, Test Items
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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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Buhs, Eric S.; Koziol, Natalie A.; Rudasill, Kathleen Moritz; Crockett, Lisa J. – Journal of Educational Psychology, 2018
Young children's temperament was examined as a potential predictor of early adolescent school engagement, with elementary school teacher-child and peer relationships included as potential mediators of these effects. A large national longitudinal dataset (N = 1,032) was used to estimate structural equations models that showed children's social…
Descriptors: Early Adolescents, Learner Engagement, Young Children, Predictor Variables
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Bear, George G.; Yang, Chunyan; Chen, Dandan; He, Xianyou; Xie, Jia-Shu; Huang, Xishan – School Psychology Quarterly, 2018
Objective: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Method: Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two…
Descriptors: Foreign Countries, Comparative Education, Educational Environment, Learner Engagement
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Liu, Ru-De; Zhen, Rui; Ding, Yi; Liu, Ying; Wang, Jia; Jiang, Ronghuan; Xu, Le – Educational Psychology, 2018
The current study assessed 869 elementary school students in China using self-report questionnaires, to examine the multiple mediating effects of academic self-efficacy and positive academic emotions (enjoyment and relief) in the relations between teacher support and academic engagement (cognitive, behavioural and emotional aspects) within a math…
Descriptors: Foreign Countries, Self Efficacy, Elementary School Students, Questionnaires
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Yoon, Susan A.; Anderson, Emma; Park, Miyoung; Elinich, Karen; Lin, Joyce – Research in Science & Technological Education, 2018
Background: This study builds on a series of studies that examined how augmented reality and various other learning scaffolds can promote deeper conceptual and cognitive understanding among visitors in a science museum. Purpose: We focus specifically on determining the exact affordances of different genres of scaffolds that include augmented…
Descriptors: Museums, Scaffolding (Teaching Technique), Nonschool Educational Programs, Computer Simulation
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Dwicaksono, Adenantera; Brissette, Ian; Birkhead, Guthrie S.; Bozlak, Christine T.; Martin, Erika G. – Health Education & Behavior, 2018
Objectives: One third of school-aged children in New York State (NYS) are overweight or obese, with large geographic disparities across local regions. We used NYS student obesity surveillance data to assess whether these geographical variations are attributable to the built environment. Method: We combined NYS Student Weight Status Category…
Descriptors: Obesity, Physical Environment, Geographic Regions, Differences
Yang, Chunyan; Bear, George G.; May, Henry – School Psychology Review, 2018
The concurrent associations between students' perceptions of cognitive-behavioral and emotional engagement in schools and three factors aligning with the major aims of the school-wide social-emotional learning (SEL) approach (i.e., teacher-student relationships, student-student relationships, and teaching of social and emotional competencies) were…
Descriptors: Learner Engagement, Elementary Schools, Middle Schools, High Schools
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Sang, Biao; Ding, Xuechen; Coplan, Robert J.; Liu, Junsheng; Pan, Tingting; Feng, Xingyi – Journal of Early Adolescence, 2018
The goals of the present study were to (a) develop and validate a new self-report measure of social avoidance for use among early adolescents in mainland China and (b) explore the links between subtypes of social withdrawal (i.e., shyness, unsociability, and social avoidance) and indices of socio-emotional difficulties in this cultural context.…
Descriptors: Foreign Countries, Early Adolescents, Withdrawal (Psychology), Elementary School Students
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