Do Children's Executive Functions Account for Associations Between Early Autonomy-Supportive Parenting and Achievement Through High School? [0.03%]
儿童的执行功能是否解释了早期支持性教养与整个高中阶段成就之间的关系？
Samantha W Bindman,Eva M Pomerantz,Glenn I Roisman
Samantha W Bindman
This study evaluated whether the positive association between early autonomy-supportive parenting and children's subsequent achievement is mediated by children's executive functions. Using observations of mothers' parenting from the NICHD S...
CBM Reading, Mathematics, and Written Expression at the Secondary Level: Examining Latent Composite Relations Among Indices and Unique Predictions With a State Achievement Test [0.03%]
小学阅读、数学和写作的潜在综合关系及与州成就测试的独特预测研究
Robin S Codding,Yaacov Petscher,Adrea Truckenmiller
Robin S Codding
A paucity of research has examined the utility of curriculum-based measurement (CBM) for data-based decision making at the secondary level. As schools move to multitiered systems of service delivery, it is conceivable that multiple screenin...
Examining General and Specific Factors in the Dimensionality of Oral Language and Reading in 4th-10th Grades [0.03%]
四年级至十年级阅读和口语语言维度中的总因子与个别因子分析
Barbara R Foorman,Sharon Koon,Yaacov Petscher et al.
Barbara R Foorman et al.
The objective of this study was to explore dimensions of oral language and reading and their influence on reading comprehension in a relatively understudied population-adolescent readers in 4th through 10th grades. The current study employe...
How Many Letters Should Preschoolers in Public Programs Know? The Diagnostic Efficiency of Various Preschool Letter-Naming Benchmarks for Predicting First-Grade Literacy Achievement [0.03%]
公立幼儿园儿童应该认识多少字母？各种幼儿园识字标准在预测一年级学业成就方面的诊断效率如何？
Shayne B Piasta,Yaacov Petscher,Laura M Justice
Shayne B Piasta
Review of current federal and state standards indicates little consensus or empirical justification regarding appropriate goals, often referred to as benchmarks, for preschool letter-name learning. The present study investigated the diagnos...
Professional Development for Early Childhood Educators: Efforts to Improve Math and Science Learning Opportunities in Early Childhood Classrooms [0.03%]
幼儿教师的专业发展：努力改善幼儿课堂中的数学和科学学习机会
Shayne B Piasta,Jessica A R Logan,Christina Yeager Pelatti et al.
Shayne B Piasta et al.
Because recent initiatives highlight the need to better support preschool-aged children's math and science learning, the present study investigated the impact of professional development in these domains for early childhood educators. Sixty...
Value Development Underlies the Benefits of Parents' Involvement in Children's Learning: A Longitudinal Investigation in the United States and China [0.03%]
家长参与孩子学习的益处源于价值共创——美国和中国的一项追踪研究
Cecilia Sin-Sze Cheung,Eva M Pomerantz
Cecilia Sin-Sze Cheung
This research examined whether the benefits of parents' involvement in children's learning are due in part to value development among children. Four times over the seventh and eighth grades, 825 American and Chinese children (mean age = 12....
Social Consequences of Academic Teaming in Middle School: The Influence of Shared Course-Taking on Peer Victimization [0.03%]
同伴课程对欺凌行为的影响：以中学生为例
Leslie Echols
Leslie Echols
This study examined the influence of academic teaming (i.e., sharing academic classes with the same classmates) on the relationship between social preference and peer victimization among 6th grade students in middle school. Approximately 1,...
Towards an understanding of dimensions, predictors, and gender gap in written composition [0.03%]
写作教学中的维度、预测因素及性别差异研究
Young-Suk Kim,Stephanie Al Otaiba,Jeanne Wanzek et al.
Young-Suk Kim et al.
We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and...
Nancy C Jordan,Joseph Glutting,Nancy Dyson et al.
Nancy C Jordan et al.
Math achievement in elementary school is mediated by performance and growth in number sense during kindergarten. The aim of the present study was to test the effectiveness of a targeted small group number sense intervention for high-risk ki...
Does Calculation or Word-Problem Instruction Provide A Stronger Route to Pre-Algebraic Knowledge? [0.03%]
计算技能或应用题教学哪一种更有利于预代数知识的教学？
Lynn S Fuchs,Sarah R Powell,Paul T Cirino et al.
Lynn S Fuchs et al.
The focus of this study was connections among 3 aspects of mathematical cognition at 2nd grade: calculations, word problems, and pre-algebraic knowledge. We extended the literature, which is dominated by correlational work, by examining whe...