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De Lisle, Jerome; Seunarinesingh, Krishna; Mohammed, Rhoda; Lee-Piggott, Rinnelle – School Effectiveness and School Improvement, 2017
In this study, methodology and theory were linked to explicate the nature of education practice within schools facing exceptionally challenging circumstances (SFECC) in Trinidad and Tobago. The research design was an iterative quan>QUAL-quan>qual multi-method research programme, consisting of 3 independent projects linked together by overall…
Descriptors: Foreign Countries, Mixed Methods Research, Research Design, Low Achievement
Wang, Yi; Zhang, Liwei; Zhai, Fuhua – Infant and Child Development, 2023
Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of…
Descriptors: Punishment, Negative Reinforcement, Verbal Communication, Aggression
Gottfried, Michael A.; Sublett, Cameron – Teachers College Record, 2019
Background/Context: The age at which children can enter kindergarten continues to be discussed in both educational research and practice, and the debate for whether to increase kindergarten entry age remains active on both sides. A critical oversight has been the lack of attention paid towards entry age for those students who begin school with a…
Descriptors: School Entrance Age, Kindergarten, Disabilities, Children
Angela G. M. Klinger – ProQuest LLC, 2022
The problem of disproportionality in special education is complex and requires an investigation of multiple factors related to racial, ethnic, linguistic, and socioeconomic backgrounds, school context, and family characteristics. Researchers have debated whether language minority (LM) students are under or overrepresented in special education, but…
Descriptors: Special Education, Disproportionate Representation, Disability Identification, Children
Vaughn, Margaret; Premo, Joshua; Erickson, Danielle; McManus, Christine – Reading Psychology, 2020
There have been recent calls to support student agency in the field of literacy. Agency, which we define in the context of schooling, is a multidimensional construct where individuals exert influence and create opportunities in the learning context through intentions, decisions, and actions. We propose highlighting agency as an interconnected…
Descriptors: Personal Autonomy, Literacy, Elementary School Students, Student Surveys
Todhunter-Reid, Abigail – Arts Education Policy Review, 2019
The aim of this study was to estimate the within-child associations of in-school arts education and achievement in reading and mathematics, using four waves of data (kindergarten, 1st-grade, 3rd-grade, and 5th-grade) from the Early Childhood Longitudinal Study. Fixed effects techniques were applied to adjust for the confounding effects of all…
Descriptors: Art, Art Education, Academic Achievement, Kindergarten
Dicke, Theresa; Marsh, Herbert W.; Parker, Philip D.; Pekrun, Reinhard; Guo, Jiesi; Televantou, Ioulia – Journal of Educational Psychology, 2018
School-average achievement is often reported to have positive effects on individual achievement (peer spillover effect). However, it is well established that school-average achievement has negative effects on academic self-concept (big-fish-little-pond effect [BFLPE]) and that academic self-concept and achievement are positively correlated and…
Descriptors: Academic Achievement, Self Concept, Peer Influence, Children
Buttaro, Anthony, Jr.; Catsambis, Sophia – Teachers College Record, 2019
Background: Ability grouping has resurged in U.S. schools despite long-standing debates over its consequences for educational equity. Proponents argue that it is the best response to variation in academic skills because it allows teachers to customize the content and pace of instruction to students' diverse needs. Critics answer that this practice…
Descriptors: Ability Grouping, Equal Education, Reading Instruction, Primary Education
Palacios, Natalia – Journal of Research in Childhood Education, 2017
This study uses the Early Childhood Longitudinal Study-Kindergarten Cohort to examine the influence that teachers and classrooms have on children's short- and long-term reading achievement trajectories throughout the elementary school years. The analytic sample in the 1st grade is 16,604 children nested within 5,029 teachers, the 3rd-grade sample…
Descriptors: Reading Achievement, Children, Longitudinal Studies, Surveys
Ansari, Arya – Grantee Submission, 2018
Using data from the Early Childhood Longitudinal Study Kindergarten Cohort of 1998 (n = 15,070), this study used propensity scores to examine the short- and long-term academic and psychosocial benefits of preschool education for a diverse sample of middle-class children. Compared with children who attended informal care at age 4, preschool…
Descriptors: Preschool Education, Educational Benefits, Middle Class, Preschool Children
Wei, Tianlan; Liu, Xun; Barnard-Brak, Lucy – Research in Education, 2015
This study examined children's trajectories of mathematics and reading achievements from kindergarten to eighth grade along with the gender differences in these trajectories. A total of 8503 participants drawn from the Early Childhood Longitudinal Study-Kindergarten Cohort (ECLS-K) formed the sample of the study. The results of the latent growth…
Descriptors: Mathematics Achievement, Reading Achievement, Gender Differences, Correlation
Tichenor, Mercedes; Welsh, Alyssa; Corcoran, Carol; Piechura, Kathy; Heins, Elizabeth – Education, 2016
By the time girls are second graders, they may be exhibiting negative attitudes toward math (Cvencek, Meltzoff, & Greenwald, 2011). McFarland, Benson and McFarland (2011) examined girls' math achievement in single-gender and mixed-gender classrooms and suggest that single-gendered formats can help females. In this study, we compare the math…
Descriptors: Single Sex Classes, Females, Mathematics Instruction, Coeducation
Madill, Rebecca; Zadzora, Kathleen; Gest, Scott D. – Society for Research on Educational Effectiveness, 2016
Educational researchers have long recognized that teachers have an "invisible hand" with which they can subtly shape students' relationships. Through seating arrangements, instructional groups, and general classroom management strategies, teachers have many opportunities to shape friendships and status dynamics in the classroom. The…
Descriptors: Teacher Role, Friendship, Peer Relationship, Victims
Abry, Tashia; Bryce, Crystal I.; Swanson, Jodi; Bradley, Robert H.; Fabes, Richard A.; Corwyn, Robert F. – Developmental Psychology, 2017
Concerns regarding the social-behavioral maladjustment of U.S. youth have spurred efforts among educators and policymakers to identify and remedy educational contexts that exacerbate children's anxiety, depression, aggression, and misconduct. However, investigations of the influence of collective classroom student characteristics on individuals'…
Descriptors: Elementary School Students, Student Behavior, Antisocial Behavior, Self Destructive Behavior
Geary, David C.; Nicholas, Alan; Li, Yaoran; Sun, Jianguo – Journal of Educational Psychology, 2017
The contributions of domain-general abilities and domain-specific knowledge to subsequent mathematics achievement were longitudinally assessed (n = 167) through 8th grade. First grade intelligence and working memory and prior grade reading achievement indexed domain-general effects, and domain-specific effects were indexed by prior grade…
Descriptors: Longitudinal Studies, Mathematics Achievement, Knowledge Level, Developmental Stages