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Robinson-Cimpian, Joseph P.; Lubienski, Sarah Theule; Ganley, Colleen M.; Copur-Gencturk, Yasemin – Developmental Psychology, 2014
A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers'…
Descriptors: Teacher Attitudes, Mathematics Skills, Gender Differences, Achievement Gap
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Coley, Rebekah Levine; Votruba-Drzal, Elizabeth; Miller, Portia L.; Koury, Amanda – Developmental Psychology, 2013
Prior research has unearthed a link between early education and care (EEC) experiences and worse behavioral functioning for children, yet the research has not clearly delineated whether this link is due to early entry into care (timing), extensive hours of care (extent), or use of center-based care (type). Using a nationally representative sample…
Descriptors: Kindergarten, Infant Behavior, Preschool Children, Child Behavior
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Roberts, Greg; Bryant, Diane – Developmental Psychology, 2011
This study used data from the Early Childhood Longitudinal Survey, Kindergarten Class of 1998-1999, to (a) estimate mathematics achievement trends through 5th grade in the population of students who are English-language proficient by the end of kindergarten, (b) compare trends across primary language groups within this English-language proficient…
Descriptors: School Readiness, Mathematics Achievement, Children, Kindergarten