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Exploring how early childhood exclusionary practices persist for multiply marginalized children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Courtney E. O'Grady, Michaelene M. Ostrosky, Catherine Corr, Erica Roy
The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers
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The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Yue Bi, Xiao Pan Ding, Wei-Jun Jean Yeung
This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD (“Western, educated, industrialized, rich, democratic”) country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children
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Intermediate Educational Transitions, Alignment, and Inequality in U.S. Higher Education Sociol. Educ. (IF 4.619) Pub Date : 2024-04-20 Christina Ciocca Eller, Katharine Khanna, Greer Mellon
Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call “intermediate educational transitions.” In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from
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An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary
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A Theory of Knowledge Revision: the Development of the KReC Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Panayiota Kendeou
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and
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A Review of U.S. Policy Guidance and Legislation on Restraint and Seclusion in Schools: Considerations for Improvement Except. Child. (IF 4.091) Pub Date : 2024-04-18 Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman
Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy. The current study seeks to extend previous research
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Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2024-04-17 Tisja Korthals Altes, Martijn Willemse, Sui Lin Goei, Melanie Ehren
Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they
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Latent classes of early childhood development and their predictors in Low- and middle-income countries: Results from multiple indicator cluster surveys 2010 - 2020 Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-17 Jin Sun, Yudong Zhang, Qianjin Guo, Mengyuan Liang, Zeyi Li, Li Zhang
Investing in early childhood development (ECD) is critical for individual and societal development. Variable-centered research on ECD has shown that family wealth, maternal education, and parenting practices predict childhood outcomes overall. However, little is known about differences in the ECD patterns and their predictors. This study examined the latent classes of ECD using data from three waves
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The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-14 M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris
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Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing Internet High. Educ. (IF 8.591) Pub Date : 2024-04-16 David Playfoot, Martyn Quigley, Andrew G. Thomas
ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates ( = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such
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Capital Flight: Examining Teachers’ Socioeconomic Status and Early Career Retention Sociol. Educ. (IF 4.619) Pub Date : 2024-04-16 Andrew Brantlinger, Ashley Anne Grant
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu’s theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district
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Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors Child Dev. (IF 5.661) Pub Date : 2024-04-13 Jasmina Rosič, Lara Schreurs, Sophie H. Janicke‐Bowles, Laura Vandenbosch
Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over
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How retributive motives shape the emergence of third‐party punishment across intergroup contexts Child Dev. (IF 5.661) Pub Date : 2024-04-13 Julia Marshall, Katherine McAuliffe
This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by
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This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants Child Dev. (IF 5.661) Pub Date : 2024-04-13 Silvia Rigato, Rita De Sepulveda, Eleanor Richardson, Maria Laura Filippetti
Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in
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Increasing access in the ECE enrollment process: Evidence from an information intervention in New Orleans Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-13 Lindsay Weixler, Jon Valant, Justin B. Doromal, Alica Gerry
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Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-13 Kaitlyn G. O’Hagan, Leanna Stiefel
Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology
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The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-11 Hyun Jin Kim, Yuyi Park, Jihyun Lee
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The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-12 Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski
Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore
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Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood Child Dev. (IF 5.661) Pub Date : 2024-04-09 Marte Halse, Silje Steinsbekk, Oda Bjørklund, Åsa Hammar, Lars Wichstrøm
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school‐aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was
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Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch Sociol. Educ. (IF 4.619) Pub Date : 2024-04-09 Dafna Gelbgiser, Sigal Alon
Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal
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Disagreement reduces overconfidence and prompts exploration in young children Child Dev. (IF 5.661) Pub Date : 2024-04-08 Antonia F. Langenhoff, Mahesh Srinivasan, Jan M. Engelmann
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four‐ to six‐year‐old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence
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Inclusive Education in South Korea Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-08 Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek
Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according
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Opting Out as an Untapped Resource in Instructional Design: Review and Implications Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-06 Yael Sidi, Rakefet Ackerman
When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite
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Current Issues and Future Directions of Inclusive Education in Japan Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-05 Akiko Kaizu, Munehisa Tamaki
Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities.
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The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-05 Abdulaziz Alsolami
In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the
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Theoretical and Methodological Diversity of Exceptional Children Scholarship Except. Child. (IF 4.091) Pub Date : 2024-04-03 Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
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Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-03 Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry
We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from
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Why do students disengage from online courses? Internet High. Educ. (IF 8.591) Pub Date : 2024-04-02 Sacide Güzin Mazman Akar
One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online
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Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication Child Dev. (IF 5.661) Pub Date : 2024-04-02 Yasamin Motamedi, Margherita Murgiano, Beata Grzyb, Yan Gu, Viktor Kewenig, Ricarda Brieke, Ed Donnellan, Chloe Marshall, Elizabeth Wonnacott, Pamela Perniss, Gabriella Vigliocco
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking
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She made it with her friend: How social object history influences children's thinking about the value of digital objects Child Dev. (IF 5.661) Pub Date : 2024-04-02 Keiana Price, Jasmine M. DeJesus, Shaylene E. Nancekivell
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects
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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-27 Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos
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“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling Child Dev. (IF 5.661) Pub Date : 2024-03-28 Lauren C. Pagano, Riley E. George, David H. Uttal, Catherine A. Haden
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty‐four families with 5‐ to 10‐year‐old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to
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Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-28 Jesse I. Fleming, Sarah Emily Wilson, Daniel Espinas, Wilhelmina van Dijk, Bryan G. Cook
Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering
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“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being Child Dev. (IF 5.661) Pub Date : 2024-03-27 Aprile D. Benner, Francheska Alers‐Rojas, Briana A. López, Shanting Chen
This study examined how adolescents make meaning of racist jokes and their impact on daily well‐being using a sequential mixed‐methods research design with interview (N = 20; 60% girls, 5% gender‐nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black)
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Children's moral evaluations of and behaviors toward people who are curious about religion and science Child Dev. (IF 5.661) Pub Date : 2024-03-27 Ariel J. Mosley, Cindel J. M. White, Larisa Heiphetz Solomon
Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5‐ to 8‐year‐olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non‐curious, or knowledgeable
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Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-27 Michael Little, Kevin C. Bastian, Lora Cohen-Vogel, Mary Bratsch-Hines, Peg Burchinal, Ellen Peisner-Feinberg
Students’ gains from Pre-K converge with similar students who did not attend Pre-K in elementary school. One theory for convergence is that students who attend Pre-K enter kindergarten classrooms that are skill heterogeneous, and these students are positioned near the top of the classroom skill distribution. Kindergarten teachers, however, focus their instruction on students toward the bottom of the
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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-26 Ronnel B. King, Luke K. Fryer
This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to
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Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-25 Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett
This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review
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Ownership‐attributing intuitions are cross‐culturally shared Child Dev. (IF 5.661) Pub Date : 2024-03-25 Michał Białek, Michal Mikolaj Stefanczyk, Marta Kowal, Piotr Sorokowski
This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (N = 79, Mage = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they
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Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-25 Caroline Krafft, Abbie Raikes, Samira Nikaein Towfighian, Rebecca Sayre Mojgani
By the time children start primary school, large socioeconomic disparities are evident in their learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in the Middle East and North Africa. This paper examines how pre-primary
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Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-25 Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews
Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held
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Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-25 Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them
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Age differences in generalization, memory specificity, and their overnight fate in childhood Child Dev. (IF 5.661) Pub Date : 2024-03-22 Elisa S. Buchberger, Ann‐Kathrin Joechner, Chi T. Ngo, Ulman Lindenberger, Markus Werkle‐Bergner
Memory enables generalization to new situations, and memory specificity that preserves individual episodes. This study investigated generalization, memory specificity, and their overnight fate in 141 4‐ to 8‐year‐olds (computerized memory game; 71 females, tested 2020–2021 in Germany). The results replicated age effects in generalization and memory specificity, and a contingency of generalization on
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Cross-Cultural Patterns of Gender Differences in STEM: Gender Stratification, Gender Equality and Gender-Equality Paradoxes Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-19 Jiesi Guo, Herbert W. Marsh, Philip D. Parker, Xiang Hu
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Mathematic skills in low birth weight or preterm birth: A meta-analysis Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-19 Mónica Gutiérrez-Ortega, Verónica López-Fernández, Javier Tubío, Sandra Santiago-Ramajo
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Morphological assessment features and their relations to reading: A meta-analytic structural equation modeling study Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-19 Gal Kaldes, Elizabeth L. Tighe, MaryAnn Romski, Therese D. Pigott, Christina Doan Sun
Morphemes are the smallest meaningful units of language (e.g., affixes, base words) that express grammatical and semantic information. Additionally, morphological knowledge is significantly related to children's word reading and reading comprehension skills. Researchers have broadly assessed morphological knowledge by using a wide range of tasks and stimuli, which has influenced the interpretation
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Understanding the Perceptions of School Engagement of Parents of Students With Autism Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-18 Samantha E. Goldman, Maria P. Mello
Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement
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Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-13 Andreas Lachner, Leonie Sibley, Salome Wagner
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Unraveling Challenges with the Implementation of Universal Design for Learning: A Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-12 Ling Zhang, Richard Allen Carter, Jeffrey A. Greene, Matthew L. Bernacki
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Citizenship in the Elementary Classroom Through the Lens of Peer Relations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-09 Minke A. Krijnen, Bjorn G. J. Wansink, Yvonne H. M. van den Berg, Jan van Tartwijk, Tim Mainhard
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Narrowing (Achievement) Gaps in Higher Education with a Social-Belonging Intervention: A Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-08 Bartlomiej Chrobak
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Predicting child externalizing behavior ratings in Head Start: Investigating the impact of child and teacher influences Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-09 Annalee N. Kelly, Yange Xue, Dominic F. Gullo
One of the primary goals of early education is to promote overall school readiness, especially for children most at risk for educational challenges. However, there is a persistent disparity in equitable access to high quality early learning environments. This is due in part to children being suspended or expelled for displaying challenging behaviors even though for many children, some of these behaviors
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Do adolescents use choice to learn about their preferences? Development of value refinement and its associations with depressive symptoms in adolescence Child Dev. (IF 5.661) Pub Date : 2024-03-08 M. E. Moses‐Payne, D. G. Lee, J. P. Roiser
Independent decision making requires forming stable estimates of one's preferences. We assessed whether adolescents learn about their preferences through choice deliberation and whether depressive symptoms disrupt this process. Adolescents aged 11–18 (N = 214; participated 2021–22; Female: 53.9%; White/Black/Asian/Mixed/Arab or Latin American: 26/21/19/9/8%) rated multiple activities, chose between
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Parents' and classmates' influences on adolescents' ethnic prejudice: A longitudinal multi‐informant study Child Dev. (IF 5.661) Pub Date : 2024-03-08 Beatrice Bobba, Susan Branje, Elisabetta Crocetti
The family and classroom are important contexts that can contribute to the socialization of ethnic prejudice. However, less is known about their unique, relative, and synergic contributions in influencing youth's affective and cognitive prejudice. The current longitudinal study examined these processes and possible moderators among 688 Italian youth (49.13% girls; Mage = 15.61 years), their parents
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A Quantitative Systematic Literature Review of Self-Monitoring Components Within Mathematics Instruction and Intervention Except. Child. (IF 4.091) Pub Date : 2024-03-08 Marah Sutherland, Cayla Lussier, Gena Nelson, Marissa Pilger Suhr, Janice Fong, Jessica Turtura, Ben Clarke
The purpose of this quantitative systematic literature review was to identify and describe published mathematics studies from 1980 to 2021 that incorporated a self-monitoring component ( k = 22 studies; N = 1,787 students). We examined specific self-monitoring procedures, instructional contexts, implementation variables, and methodological quality. For inclusion, studies needed to (a) include self-monitoring
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The Shape of the Sieve: Which Components of the Admissions Application Matter Most in Particular Institutional Contexts? Sociol. Educ. (IF 4.619) Pub Date : 2024-03-06 Barrett J. Taylor, Kelly Rosinger, Karly S. Ford
Admission to selective colleges has grown more competitive, yielding student bodies that are unrepresentative of the U.S. population. Admission officers report using sorting (e.g., GPA, standardized tests) and concertedly cultivated (e.g., extracurricular activities) and ascriptive status (e.g., whether an applicant identifies as a member of a racially minoritized group) criteria to make decisions
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Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-06 Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading
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Parental differential treatment of siblings linked with internalizing and externalizing behavior: A meta‐analysis Child Dev. (IF 5.661) Pub Date : 2024-03-05 Alexander C. Jensen, Alexandra E. Thomsen
This meta‐analysis linked relative and absolute parental differential treatment (PDT) with internalizing and externalizing behavior of children and adolescents. Multilevel meta‐analysis data represented 26,451 participants based on 2890 effect sizes coming from 88 sources, nested within 43 samples. Participants were between 3.18 and 18.99 years of age (Mage = 12.64, SD = 3.89; 51.31% female; 82.23%
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Exploring the role of educator personality on structural and process quality in early childhood education and care settings Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-05 Samantha Burns, Zhangjing Luo, Ashley Brunsek, Calpanaa Jegatheeswaran, Michal Perlman
Given the significant time that children aged zero to six spend in early childhood education and care (ECEC) settings, it is imperative that we understand the drivers of ECEC quality. The role of educator personality in the quality of ECEC settings has received little attention from researchers. Using a sample of 595 educators from 240 infant and toddler classrooms, the present study examined (1) the