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Showing 16 to 30 of 78 results Save | Export
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Kiuru, Noona; Laursen, Brett; Aunola, Kaisa; Zhang, Xia; Lerkkanen, Marja-Kristiina – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2016
This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2.…
Descriptors: Student Adjustment, Elementary School Students, Elementary School Teachers, Teacher Student Relationship
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Shanley, Lina – Educational Researcher, 2016
Accurately measuring and modeling academic achievement growth is critical to support educational policy and practice. Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and…
Descriptors: Mathematics Achievement, Achievement Gains, Longitudinal Studies, Academic Achievement
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Lucero, Audrey – Child Development, 2015
This study investigated relations among microlevel and macrolevel domains of oral narrative retells within and across the languages of Spanish-speaking bilingual children. Fifty-six first and second graders (M[subscript age] = 7 years, 3 months) were assessed on a retell task in Spanish and English. Two statistical analyses were conducted: (a)…
Descriptors: Spanish Speaking, Bilingualism, Grade 1, Grade 2
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Puccioni, Jaime – Journal of Educational Research, 2015
The author empirically tests the conceptual model of academic socialization, which suggests that parental cognitions about schooling influence parenting practices and child outcomes during the transition to school (Taylor, Clayton, & Rowley, 2004). More specifically, the author examines associations among parents' conceptions of school…
Descriptors: Academic Achievement, Parent Attitudes, Parents, Socialization
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Kikas, Eve; Silinskas, Gintautas; Soodla, Piret – International Journal of Behavioral Development, 2015
This study examined the effects of children's reading skills and interest in reading-related tasks on teacher perceptions of children's literacy skills (reading and spelling) and the respective individualized support for children during the first two years of formal schooling. The participants were 334 children and their classroom teachers.…
Descriptors: Foreign Countries, Reading Skills, Reading Interests, Teacher Attitudes
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Silinskas, Gintautas; Dietrich, Julia; Pakarinen, Eija; Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Hirvonen, Riikka; Muotka, Joona; Nurmi, Jari-Erik – International Journal of Behavioral Development, 2015
In the present study, we examined the extent to which the responses of teachers and mothers toward a particular child are similar in respect to their instructional support and affect, and whether child characteristics predict these responses. The data of 373 Finnish child-teacher-mother triads (178 girls, 195 boys) were analysed. Teachers and…
Descriptors: Foreign Countries, Elementary School Students, Elementary School Teachers, Mothers
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Guo, Ying; Sun, Shuyan; Breit-Smith, Allison; Morrison, Frederick J.; Connor, Carol McDonald – Journal of Educational Psychology, 2015
Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, this study examined the cross-lagged relations between behavioral engagement and reading achievement in elementary school and whether these cross-lagged relations differed between low-socioeconomic status (SES) and mid-…
Descriptors: Elementary School Students, Learner Engagement, Student Behavior, Reading Achievement
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Foorman, Barbara R.; Herrera, Sarah; Petscher, Yaacov; Mitchell, Alison; Truckenmiller, Adrea – Reading and Writing: An Interdisciplinary Journal, 2015
This study examined the structure of oral language and reading and their relation to comprehension from a latent variable modeling perspective in Kindergarten, Grade 1, and Grade 2. Participants were students in Kindergarten (n = 218), Grade 1 (n = 372), and Grade 2 (n = 273), attending Title 1 schools. Students were administered phonological…
Descriptors: Oral Language, Oral Reading, Correlation, Reading Comprehension
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Friedman, Sarah L.; Scholnick, Ellin K.; Bender, Randall H.; Vandergrift, Nathan; Spieker, Susan; Pasek, Kathy Hirsh; Keating, Daniel P.; Park, Yoonjung – Child Development, 2014
Data from 1,364 children and families who participated in the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development were analyzed to track the early correlates and later academic outcomes of planning during middle childhood. Maternal education, through its effect on parenting quality when…
Descriptors: Planning, Children, Family (Sociological Unit), Correlation
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Swanson, Jodi; Valiente, Carlos; Lemery-Chalfant, Kathryn; Bradley, Robert H.; Eggum-Wilkens, Natalie D. – Child Development, 2014
Panel mediation models and fixed-effects models were used to explore longitudinal relations among parents' reactions to children's displays of negative emotions, children's effortful control (EC), and children's math achievement (N = 291; M age in fall of kindergarten = 5.66 years, SD = 0.39 year) across kindergarten through…
Descriptors: Longitudinal Studies, Parent Attitudes, Emotional Response, Child Behavior
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Juul, Holger; Poulsen, Mads; Elbro, Carsten – Journal of Educational Psychology, 2014
Phoneme awareness, letter knowledge, and rapid automatized naming (RAN) are well-known kindergarten predictors of later word recognition skills, but it is not clear whether they predict developments in accuracy or speed, or both. The present longitudinal study of 172 Danish beginning readers found that speed of word recognition mainly developed…
Descriptors: Predictor Variables, Beginning Reading, Reading Rate, Word Recognition
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Montgomery, Angela; Mirenda, Pat – Exceptionality Education International, 2014
This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…
Descriptors: Teacher Effectiveness, Self Efficacy, Inclusion, Teaching Methods
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Upadyaya, Katja; Eccles, Jacquelynne S. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2014
The present study investigated to what extent teachers' beliefs about children's achievement contribute to the development of children's math interest. In addition, the extent to which other possible predictors, such as performance in math, gender, and race/ethnicity would contribute to the development of children's math interest was examined.…
Descriptors: Teacher Attitudes, Mathematics Achievement, Gender Differences, Racial Differences
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Watts, Tyler W.; Duncan, Greg J.; Siegler, Robert S.; Davis-Kean, Pamela E. – Society for Research on Educational Effectiveness, 2014
A number of studies, both small scale and of nationally-representative student samples, have reported substantial associations between school entry math ability and later elementary school achievement. However, questions remain regarding the persistence of the association between early growth in math ability and later math achievement due to the…
Descriptors: Mathematics Skills, Academic Ability, Correlation, Elementary School Students
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Greulich, Luana; Al Otaiba, Stephanie; Schatschneider, Christopher; Wanzek, Jeanne; Ortiz, Miriam; Wagner, Richard K. – Learning Disability Quarterly, 2014
The purpose of this study was to use a mixed methods approach to learn about inadequate response to a year-long multi-tier response to intervention (RTI) model that allowed first-grade students to move up and down tiers. Participants were 156 students who received supplemental intervention services during a larger multi-tier RTI study involving…
Descriptors: Response to Intervention, Elementary School Students, Mixed Methods Research, Regression (Statistics)
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