Effects of First-Grade Number Knowledge Tutoring With Contrasting Forms of Practice [0.03%]
不同类型练习下一年级学生数知识辅导的效果研究
Lynn S Fuchs,David C Geary,Donald L Compton et al.
Lynn S Fuchs et al.
The purpose of this study was to investigate the effects of 1st-grade number knowledge tutoring with contrasting forms of practice. Tutoring occurred 3 times per week for 16 weeks. In each 30-min session, the major emphasis (25 min) was num...
The Longitudinal Relation Between Academic/Cognitive Skills and Externalizing Behavior Problems in Preschool Children [0.03%]
学龄前儿童学业/认知技能和外部行为问题的纵向关系研究
Lindsay A Metcalfe,Elizabeth A Harvey,Holly B Laws
Lindsay A Metcalfe
Objective: Existing research suggests that there is a relation between academic/cognitive deficits and externalizing behavior in young children, but the direction of this relation is unclear. The present study tested comp...
Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer [0.03%]
儿童第一语言的早期读写技能能促进其第二语言技能的发展吗？一项关于迁移的实证评估研究
J Marc Goodrich,Christopher J Lonigan,Joann M Farver
J Marc Goodrich
The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four chi...
Effects of Role and Assignment Rationale on Attitudes Formed During Peer Tutoring [0.03%]
辅导角色和分工理由对同学辅导时态度变化的影响
Karen Linn Bierman,Wyndol Furman
Karen Linn Bierman
This study examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. Fourth-grade children engaged in brief tutoring experiences as either a tutor or tutee. Subjects received four ra...
Longitudinal Impact of Two Universal Preventive Interventions in First Grade on Educational Outcomes in High School [0.03%]
幼儿园阶段普遍性一级预防干预对高中教育结果的纵向影响分析研究
Catherine P Bradshaw,Jessika H Zmuda,Sheppard G Kellam et al.
Catherine P Bradshaw et al.
This study examined the longitudinal effects of 2 first-grade universal preventive interventions on academic outcomes (e.g., achievement, special education service use, graduation, postsecondary education) through age 19 in a sample of 678 ...
Computer-based Learning of Neuroanatomy: A Longitudinal Study of Learning, Transfer, and Retention [0.03%]
基于计算机的神经解剖学学习：关于学习、转化和记忆的长期研究
Julia H Chariker,Farah Naaz,John R Pani
Julia H Chariker
A longitudinal experiment was conducted to evaluate the effectiveness of new methods for learning neuroanatomy with computer-based instruction. Using a 3D graphical model of the human brain, and sections derived from the model, tools for ex...
Trajectories of Math and Reading Achievement in Low Achieving Children in Elementary School: Effects of Early and Later Retention in Grade [0.03%]
小学低成就学生数学和阅读学业成就的年级留级效应轨迹分析研究
Stephanie E Moser,Stephen G West,Jan N Hughes
Stephanie E Moser
This study investigated the effects of retention or promotion in first grade on growth trajectories in mathematics and reading achievement over the elementary school years (grades 1-5). From a large multiethnic sample (n = 784) of children ...
Predicting Development of Mathematical Word Problem Solving Across the Intermediate Grades [0.03%]
中学低年级学生的数学应用题解题能力的发展预测
Tammy D Tolar,Lynn Fuchs,Paul T Cirino et al.
Tammy D Tolar et al.
This study addressed predictors of the development of word problem solving (WPS) across the intermediate grades. At beginning of 3rd grade, 4 cohorts of students (N = 261) were measured on computation, language, nonverbal reasoning skills, ...
Indirect Effects of Child Reports of Teacher-Student Relationship on Achievement [0.03%]
学生-教师关系对学生成就的间接效应
Jan N Hughes,Jiun-Yu Wu,Oi-Man Kwok et al.
Jan N Hughes et al.
The effect of student-reported teacher-student relationship quality (TSRQ) on academic motivation and achievement was investigated among a sample of 690 academically at risk elementary students (52.8% male). Measures of TSRQ, achievement, a...
Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eighth Grade? [0.03%]
入学初期参与情况的持续与变化：能否预测学童从一年级到八年级的成绩轨迹？
Gary W Ladd,Lisa M Dinella
Gary W Ladd
Premises about the effects of early engagement on achievement were investigated with 383 children who were followed from ages 5.5 to 13.5. Change and continuity in behavioral (cooperative-resistant classroom participation) and emotional (sc...