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Woods-Groves, Suzanne; Choi, Taehoon; Bruhn, Allison Leigh; Fernando, Josephine – Psychology in the Schools, 2019
This study examined the relationship of teachers' ratings of students' 21st century skills (i.e., persistence, curiosity, externalizing and internalizing affect, and cognition) via the Human Behavior Rating Scale: Brief (HBRS: Brief; Eaves & Woods-Groves, 2011) with student performance. Midwestern K-11 teachers (n = 96) rated students (n =…
Descriptors: Correlation, Teacher Attitudes, 21st Century Skills, Academic Achievement
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Mautone, Jennifer A.; Marcelle, Enitan; Tresco, Katy E.; Power, Thomas J. – Psychology in the Schools, 2015
Family involvement in education, including the quality of family-school communication, has been demonstrated repeatedly to have a substantial effect on child development and success in school; however, measures of this construct are limited. The purpose this study was to examine the factor structure and concurrent validity of the Quality of the…
Descriptors: Attention Deficit Hyperactivity Disorder, Parent Teacher Cooperation, Interpersonal Relationship, Family Involvement
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Baker, Claire E.; Rimm-Kaufman, Sara E. – Psychology in the Schools, 2014
Data from the Early Childhood Longitudinal Study, Kindergarten Cohort were used to examine the extent to which early parenting predicted African American children's kindergarten social-emotional functioning. Teachers rated children's classroom social-emotional functioning in four areas (i.e., approaches to learning, self-control, interpersonal…
Descriptors: Early Experience, Family Influence, Child Rearing, Predictor Variables