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Gottfried, Michael A. – American Educational Research Journal, 2010
Researchers, policymakers, practitioners, and parents have assumed a positive relationship between school attendance and academic success. And yet, among the vast body of empirical research examining how input factors relate to academic outcomes, few investigations have honed in on the precision of the relationship between individual attendance…
Descriptors: Middle School Students, Quasiexperimental Design, Middle Schools, Grade Point Average
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Gersten, Russell; Dimino, Joseph; Jayanthi, Madhavi; Kim, James S.; Santoro, Lana Edwards – American Educational Research Journal, 2010
Randomized field trials were used to examine the impact of the Teacher Study Group (TSG), a professional development model, on first grade teachers' reading comprehension and vocabulary instruction, their knowledge of these areas, and the comprehension and vocabulary achievement of their students. The multisite study was conducted in three large…
Descriptors: Elementary School Teachers, Faculty Development, Grade 1, Reading Instruction
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Pianta, Robert C.; Belsky, Jay; Vandergrift, Nathan; Houts, Renate; Morrison, Fred J. – American Educational Research Journal, 2008
This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected…
Descriptors: Mathematics Achievement, Elementary School Students, Longitudinal Studies, Literacy