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Full-Text Articles in Education
The Relationship Of Mobility, Child Characteristics And School Characteristics To The Academic Achievement Of Third Grade Students In A Predominantly Latino District, John Christopher Hicks
The Relationship Of Mobility, Child Characteristics And School Characteristics To The Academic Achievement Of Third Grade Students In A Predominantly Latino District, John Christopher Hicks
Theses and Dissertations in Early Childhood Education
The high rates of mobility in the U.S. can produce negative consequences for children's academic achievement. The purpose of this study was to determine relationships among math and reading academic achievement, mobility characteristics, student characteristics, and school characteristics in order to develop a model to predict achievement using these variables. Using such a model, educational stakeholders could identify students that are at risk for academic failure. The study included 523 third grade students from a high poverty, predominantly Latino, suburban district. Correlation analyses, factor analyses, ordered linear regression, and forward regression analyses were used to determine the relationships among variables …
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Gender Processes In School Functioning And The Mediating Role Of Cognitive Self-Regulation, Jamaal Matthews, Loren M. Marulis, Amanda P. Williford
Department of Educational Foundations Scholarship and Creative Works
The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' …
The Disconnect Between College And Reality, Janice Bell Underwood, Elizabeth Burns
The Disconnect Between College And Reality, Janice Bell Underwood, Elizabeth Burns
STEMPS Faculty Publications
With formative assessments, teachers can more accurately determine student interests and aptitudes and drive achievement.