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Direct linkMcCormick, Meghan P.; Turbeville, Ashley R.; Barnes, Sophie P.; McClowry, Sandee G. – Early Education and Development, 2014
Research Findings: Racial/ethnic minority low-income children with temperaments high in negative reactivity are at heightened risk for developing disruptive behavior problems. Teacher-child relationships characterized by high levels of closeness and low levels of conflict may protect against the development of disruptive behaviors in school. The…
Descriptors: Low Income Groups, Urban Schools, Longitudinal Studies, Personality Traits
Peer reviewedPrice, Eleanor; Rosemier, Robert – Journal of Experimental Education, 1972
There is little definitive research to support coeducational grouping as the optimal grouping pattern for first grade boys and girls. (Authors)
Descriptors: Affective Behavior, Classification, Coeducation, Cognitive Development
