Education in Sub-Saharan Africa is increasingly viewed as a means of emancipation and a transformative project for social mobility. Developing nations have pursued policies such as universal or free primary education to increase access to education and improve student outcomes. In this study, direct and indirect precursors to primary school…

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a…

Background: Many contributing factors, both domain specific and domain general, influence children's performance in school achievement. Aims: This research aims to verify the importance of kindergarten measures of cognitive abilities and numerical competence in the role of predicting mathematical school achievement at the end of first grade.…

This study examined the relationship of holistic scoring with handwriting legibility, spelling accuracy and number of T-units within compositions written by children in grades 3 through 6 using path analysis. A sample of 223 compositions was rated for handwriting legibility and composition quality, and coded for number of T-units and percentage of…

A model of relationships among the cognitive components of working memory, representation, metacognition, and performance implicated in the acquisition and transfer of the LOGO computer language was developed and tested with 48 second graders. The respective contributions of each component vary with the transfer task. (SLD)

Genetic and environmental etiologies of individual differences in tests of intelligence and school achievement were investigated in a study from the Colorado Adoption Project. A multivariate conditional path model was fitted to general cognitive ability and reading performance data from 119 adoptive and 120 nonadoptive families. (SLD)

Effects of the involvement, classroom structure, and autonomy support of 14 teachers on the behavioral and emotional engagement of 144 third through fifth graders were studied across a school year. Results suggest that behaviorally disengaged students receive teacher responses that should further undermine motivation. (SLD)