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Gottfried, Michael A. – Elementary School Journal, 2014
Recent federal, state, and district policies that have mainstreamed English language learner (ELL) students into general, English-only elementary school classrooms have raised questions among educational stakeholders about the widespread effects of these policies. Most research has focused on the outcomes of ELL students; almost nothing is known…
Descriptors: Student Diversity, Peer Influence, English Language Learners, Social Development
Gottfried, Michael A.; Harven, Aletha – Journal of Educational Research, 2015
The authors explored how classroom gender composition moderated the relationship between having classmates with emotional and behavioral disorders (EBD) and peers' academic achievement in both kindergarten and Grade 1 classrooms. Given the behavioral and social-cognitive styles of girls, it was hypothesized that classrooms with a higher percentage…
Descriptors: Classroom Environment, Gender Issues, Peer Relationship, Emotional Disturbances
Gottfried, Michael A.; Kirksey, J. Jacob – Exceptional Children, 2022
Student absenteeism is a barrier to learning and an issue that requires policy intervention. Students with disabilities are of particular concern, as they miss school more often than students in any other demographic group. Affecting a key attribute of school structures, policies promoting full-day kindergarten began as an effort to improve…
Descriptors: Kindergarten, Preschool Children, Students with Disabilities, Attendance
Gottfried, Michael A. – School Effectiveness and School Improvement, 2015
Empirically, the link between classmate ability and individual-level student achievement has been established. And yet, within the scope of this body of literature, there is a dearth of studies examining if a relationship also persists between classmate ability and non-achievement outcomes--that is, social skills. This article fills this research…
Descriptors: Academic Ability, Interpersonal Competence, Longitudinal Studies, Academic Achievement