Teachers "Finding Peace in a Frantic World": An Experimental Study of Self-Taught and Instructor-Led Mindfulness Program Formats on Acceptability, Effectiveness, and Mechanisms [0.03%]
《在狂躁的世界中寻找平静》：一项关于自我指导和教师指导型正念项目在可接受性、有效性及作用机制方面效果的实验研究
Jesus Montero-Marin,Laura Taylor,Catherine Crane et al.
Jesus Montero-Marin et al.
Mindfulness training (MT) is considered appropriate for school teachers and enhances well-being. Most research has investigated the efficacy of instructor-led MT. However, little is known about the benefits of using self-taught formats, nor...
In-Class Attention, Spatial Ability, and Mathematics Anxiety Predict Across-Grade Gains in Adolescents' Mathematics Achievement [0.03%]
课堂注意力、空间能力和数学焦虑预测青少年数学成绩的跨年级增长
David C Geary,Mary K Hoard,Lara Nugent et al.
David C Geary et al.
Identifying meaningful cognitive and non-cognitive predictors of mathematical competence is critical for developing targeted interventions for students struggling with mathematics. Here, 317 students' short-term verbal memory, verbal and vi...
Differential Patterns of Growth in Reading and Math Skills during Elementary School [0.03%]
小学阶段阅读和数学技能增长的分化模式
Callie W Little,Christopher J Lonigan,Beth M Phillips
Callie W Little
This study investigated developmental trajectories of reading and math using latent-growth-curve analyses across multiple academic skills, measures, and multiple time periods within a single sample. Reading-related growth was marked by sign...
College Students' Reasons for Leaving Biomedical Fields: Disenchantment with Biomedicine or Attraction to Other Fields? [0.03%]
医科专业大学生离职的原因：对生物医学的幻灭还是被其他领域所吸引？
Emily Q Rosenzweig,Judith M Harackiewicz,Cameron A Hecht et al.
Emily Q Rosenzweig et al.
This study examined whether students who left biomedical fields of study during college did so primarily because they became disenchanted with those fields or because they felt attracted to alternative fields of study. We identified 1193 st...
Closing the Word-Problem Achievement Gap in First Grade: Schema-Based Word-Problem Intervention with Embedded Language Comprehension Instruction [0.03%]
基于图式的语言嵌入型应用题干预缩小一年级学生解答应用题成绩差距
Lynn S Fuchs,Pamela M Seethaler,Sonya K Sterba et al.
Lynn S Fuchs et al.
The main purpose of this study was to test the effects of word-problem intervention, with versus without embedded language comprehension instruction, on at-risk 1st graders' word-problem performance. We also isolated the need for a structur...
Early Elementary Grade Dual Language Learners from Spanish-speaking Homes Struggling with English Reading Comprehension: The Dormant Role of Language Skills [0.03%]
来自讲西班牙语家庭的初级年级双语学习者在英语阅读理解上遇到困难：语言技能的潜在作用
Jeannette Mancilla-Martinez,Jin Kyoung Hwang,Min Hyun Oh et al.
Jeannette Mancilla-Martinez et al.
This study investigated contributors of English reading comprehension outcomes among predominantly U.S.-born first and third grade (N = 73) dual language learners (DLLs) from Spanish-speaking, low-income homes who attend English-only instru...
Examining Factors Affecting Reading and Math Growth and Achievement Gaps in Grades 1-5: A Cohort-Sequential Longitudinal Approach [0.03%]
考察1-5年级阅读和数学成长以及成绩差距的影响因素：一种基于队列的纵向分析方法
Nancy Scammacca,Anna-Mária Fall,Philip Capin et al.
Nancy Scammacca et al.
Despite focused efforts, achievement gaps remain a problem in the America's education system, especially those between students from higher and lower income families. Continued work on reducing these gaps benefits from an understanding of s...
Differential Co-Development of Vocabulary Knowledge and Reading Comprehension for Students with and without Learning Disabilities [0.03%]
学习障碍学生和非学习障碍学生的词汇知识和阅读理解的差异共同发展性研究
Jamie M Quinn,Richard K Wagner,Yaacov Petscher et al.
Jamie M Quinn et al.
In this large-scale study of students from Title 1 schools (N = 14,773), we used multiple-group latent change score (LCS) modeling to investigate the developmental relations between vocabulary knowledge and reading comprehension in students...
Cognitive Predictors of Kindergarten Achievement in African American Children [0.03%]
影响美国非裔幼儿学业成就的认知因素
A Nayena Blankson,Jessica A Gudmundson,Memuna Kondeh
A Nayena Blankson
Three aspects of cognition (fluid intelligence, executive functioning, and crystallized intelligence) in pre-K were examined as predictors of math and reading achievement in kindergarten among an economically diverse sample of 198 African A...
Promoting Persistence in the Biological and Medical Sciences: An Expectancy-Value Approach to Intervention [0.03%]
期待值方法在生物和医学科学领域促进学生坚持不懈地学习的研究
Cameron A Hecht,Judith M Harackiewicz,Stacy J Priniski et al.
Cameron A Hecht et al.
A wide range of occupations require science, technology, engineering, and mathematics (STEM) skills, yet almost half of students who intend to pursue a post-secondary STEM education abandon these plans before graduating from college. This a...