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Moon, Sung Seek; Kang, Suk-Young; An, Soonok – Journal of Research in Childhood Education, 2009
This paper examines the predictors and indicators of immigrant children's school achievement, using the two of the most predominant groups of American immigrants (103 Koreans and 100 Mexicans). Regression analyses were conducted to determine which independent variables (acculturation, parenting school involvement, parenting style, parent…
Descriptors: Family Income, School Involvement, Academic Achievement, Parenting Styles
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Wang, Chuang; Algozzine, Bob – Journal of Research in Childhood Education, 2008
Reading problems are among the most prevalent concerns in schools; poor readers in elementary school who do not receive special assistance are particularly at risk for dismal academic careers. In a large-scale project, children with serious reading problems received targeted intervention to address critical early literacy skills. The assistance…
Descriptors: Control Groups, Intervention, Academic Achievement, High Risk Students
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La Paro, Karen M.; Rimm-Kaufman, Sara E.; Pianta, Robert C. – Journal of Research in Childhood Education, 2006
This study examines the classroom experiences of 192 children followed longitudinally from kindergarten to 1st grade. Time-sampled observations of children were conducted to compare learning formats, teaching activities, and children's engagement in activities between kindergarten and 1st grade. Classroom observations also were conducted to…
Descriptors: Child Responsibility, Grade 1, Kindergarten, Longitudinal Studies
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Vespo, Jo Ellen; Capece, DeeAnn; Behforooz, Bita – Journal of Research in Childhood Education, 2006
Researchers and educators argue that social and emotional development affect academic success, and therefore should be targets for intervention. It is strongly suggested that such intervention begin during kindergarten. The purpose of this study was to evaluate the effectiveness of the Nurturing Curriculum, which is designed to improve emotional…
Descriptors: Maturity (Individuals), Kindergarten, Intervention, Prosocial Behavior
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Hendricks, Charlene; Trueblood, Linda; Pasnak, Robert – Journal of Research in Childhood Education, 2006
Seven-year-olds who had difficulty understanding 1st-grade work received one of two forms of small-group instruction. Half of the children were randomly assigned to receive four months of instruction in recognizing, comprehending, and reproducing both logical and arbitrary patterns (sequences) involving numbers, letters, shapes, colors,…
Descriptors: Small Group Instruction, Academic Achievement, Grade 1, Elementary School Students
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Lopata, Christopher; Wallace, Nancy V.; Finn, Kristin V. – Journal of Research in Childhood Education, 2005
The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended…
Descriptors: Grade 8, Grade 4, Academic Achievement, Montessori Schools
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Saam, Julie; Nowak, Jeffrey A. – Journal of Research in Childhood Education, 2005
This portion of a larger comparative study of full day kindergarten (FDK) versus half-day kindergarten (HDK) classrooms highlights the effects of FDK versus HDK on the achievement of students with low/moderate income status. Authors collected statistical and semi-structured interview data from one large and two other school corporations in the…
Descriptors: Comparative Analysis, Socioeconomic Influences, Income, Kindergarten
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Gerard, Maureen – Journal of Research in Childhood Education, 2005
Multiage settings are alternative educational groupings that promote complexity in young children's thinking. Grouping children across ages and grades encourages interconnectedness in social and intellectual development. This study compared the academic achievement of one group of multiage students to national norms on standardized achievement…
Descriptors: Children, National Norms, Intellectual Development, Academic Achievement
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Powell, Douglas R.; Peet, Susan H.; Peet, Curtis E. – Journal of Research in Childhood Education, 2002
This study examined associations between children's participation in out-of-school activities and academic achievement among 60 first-graders from low-income ethnically diverse families. Regression analyses revealed that as frequency of children's participation in out-of-school activities increased from low to moderate, grades also increased. As…
Descriptors: Academic Achievement, Activities, Comparative Analysis, Elementary School Students
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Jones, Ithel; Gullo, Dominic F. – Journal of Research in Childhood Education, 1999
Examined developmentally appropriate practices (DAP) and effects of teachers' DAP beliefs/practices on first graders' social skills and academic achievement. Found that students taught by teachers with developmentally inappropriate beliefs had higher language achievement than others. Students whose teachers' practices were neither appropriate nor…
Descriptors: Academic Achievement, Beliefs, Comparative Analysis, Developmentally Appropriate Practices
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Stallings, Jane; And Others – Journal of Research in Childhood Education, 1986
Examines the engaged rates of children in kindergarten to fourth grade for differences and makes some assessment of attention span as it relates to engaged rate and achievement. (HOD)
Descriptors: Academic Achievement, Age Differences, Attention Span, Comparative Analysis
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Gullo, Dominic F.; And Others – Journal of Research in Childhood Education, 1986
Compares the relative effects of three different kindergarten schedules (all-day, half-day, alternating day) on 216 children's end-of-the-year achievement and prosocial classroom behaviors. All-day kindergarten children scored higher on achievement than the other groups. Alternating day kindergarten children were lower on negative social behavior…
Descriptors: Academic Achievement, Comparative Analysis, Early Childhood Education, Kindergarten
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Ong, Wendy; Allison, Jeanette; Haladyna, Thomas M. – Journal of Research in Childhood Education, 2000
Compared reading, writing, and mathematics achievement of Title I and non-Title I third graders in comparable multiage and single-age classrooms in three school districts. Found higher achievement among non-Title I students in multiage settings when compared to those in a single-age setting. No setting differences were observed for Title I…
Descriptors: Ability, Academic Achievement, Classroom Environment, Comparative Analysis