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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
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The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-05 Guy Martin, Christopher J. Lemons, Yasmina E. Haddad
Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality
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Differential psychophysiological responses associated with decision‐making in children from different socioeconomic backgrounds Child Dev. (IF 5.661) Pub Date : 2024-03-04 Hernán Delgado, Sebastián Lipina, M. Carmen Pastor, Graciela Muniz‐Terrera, Ñeranei Menéndez, Richard Rodríguez, Alejandra Carboni
This study examined how socioeconomic status (SES) influences on decision‐making processing. The roles of anticipatory/outcome‐related cardiac activity and awareness of task contingencies were also assessed. One hundred twelve children (Mage = 5.83, SDage = 0.32; 52.7% female, 51.8% low‐SES; data collected October–December 2018 and April–December 2019) performed the Children's Gambling Task, while
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DNA methylation variation after a parenting program for child conduct problems: Findings from a randomized controlled trial Child Dev. (IF 5.661) Pub Date : 2024-03-04 Nicole Creasey, Patty Leijten, Marieke S. Tollenaar, Marco P. Boks, Geertjan Overbeek
This study investigated associations of the Incredible Years (IY) parenting program with children's DNA methylation. Participants were 289 Dutch children aged 3–9 years (75% European ancestry, 48% female) with above‐average conduct problems. Saliva was collected 2.5 years after families were randomized to IY or care as usual (CAU). Using an intention‐to‐treat approach, confirmatory multiple‐regression
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The Pandemic Experiences of Special Education Teachers in Georgia: A Mixed Methods Study The Journal of Special Education (IF 1.968) Pub Date : 2024-03-04 Karin M. Fisher, Kelly E. Standridge, Laura M. Echezabal, Edie G. Grice, Adia Greer
A sequential explanatory mixed methods study was conducted to determine Georgia special education teachers’ (SETs) pandemic experiences. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote
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Effects of Artificial Intelligence-Powered Virtual Agents on Learning Outcomes in Computer-Based Simulations: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-01
Abstract Computer-based simulations for learning offer affordances for advanced capabilities and expansive possibilities for knowledge construction and skills application. Virtual agents, when powered by artificial intelligence (AI), can be used to scaffold personalized and adaptive learning processes. However, a synthesis or a systematic evaluation of the learning effectiveness of AI-powered virtual
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The impacts of open inquiry on students’ learning in science: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-02 Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, Saripah Salbiah Syed Abdul Azziz
Open inquiry is the fourth and highest level of an inquiry-based approach in science teaching and learning. Although previous research has highlighted several benefits of open inquiry, thus far, studies have comprehensively reviewed its impacts using systematic and rigorous methodologies. Thus, the central aim of this review study was to develop a better understanding of the impacts of an open inquiry
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Children in ethnically diverse classrooms and those with cross‐ethnic friendships excel at understanding others' minds Child Dev. (IF 5.661) Pub Date : 2024-03-02 Rory T. Devine, Imogen Grumley Traynor, Luca Ronchi, Serena Lecce
This study examined the link between classroom ethnic diversity, cross‐ethnic friendships, and children's theory of mind. In total, 730 children in the United Kingdom (54.7% girls, 51.5% White) aged 8 to 13 years completed measures of theory of mind in 2019/2020. Controlling for verbal ability, executive function, peer social preference, and teacher‐reported demographic characteristics, greater classroom
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Individual differences in working memory predict the efficacy of experimenter‐manipulated gestures in first‐grade children Child Dev. (IF 5.661) Pub Date : 2024-03-01 Eliza L. Congdon
Why is instructional gesture ineffective in some contexts? And what is it about learners that predicts whether they will learn from gestures? This between‐subjects linear measurement training study compares gesture instruction to two controls—operant action and transient action—in a diverse sample of first‐grade students (N = 174, Mage = 7.01 years; Nfemale = 84; Nmale = 90, 10% Latinx‐identified;
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The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Lisette Wijnia, Gera Noordzij, Lidia R. Arends, Remigius M. J. P. Rikers, Sofie M. M. Loyens
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Learning by Doing or Doing Without Learning? The Potentials and Challenges of Activity-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28
Abstract Engaging learners in activities is an important instructional method. However, the learning-by-doing approach also poses some risks. By analyzing the differences between various types of learning activities, issues of activity-based learning are revealed and discussed. Activity-based learning can consist of relatively simple patterns of motor activity or may involve additional task-related
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The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Jessica T. DeCuir-Gunby, Paul A. Schutz
In this article, we discuss using race-focusing and reimaging as a metatheoretical approach to be used during the process of theory building, expansion, and adaptation. To do so, we demonstrate how, over the last decade, the use of race-focusing and reimaging approaches has advanced our understanding of the racialized nature of research in education psychology (DeCuir-Gunby & Schutz, 2024). In addition
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Interactive Learning Effects of Preparing to Teach and Teaching: a Meta-Analytic Approach Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Keiichi Kobayashi
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Overcoming Fragmentation in Motivation Science: Why, When, and How Should We Integrate Theories? Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-28 Reinhard Pekrun
Theories in motivation science, and in psychological science more generally, are in a state of fragmentation that impedes development of a robust body of knowledge. Furthermore, fragmentation hinders communication among scientists, with practitioners, and with policymakers and the public. Theoretical integration is needed to overcome this situation. In this commentary, I first provide an overview of
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Leveraging the Potential of Large Language Models in Education Through Playful and Game-Based Learning Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-27 Stefan E. Huber, Kristian Kiili, Steve Nebel, Richard M. Ryan, Michael Sailer, Manuel Ninaus
This perspective piece explores the transformative potential and associated challenges of large language models (LLMs) in education and how those challenges might be addressed utilizing playful and game-based learning. While providing many opportunities, the stochastic elements incorporated in how present LLMs process text, requires domain expertise for a critical evaluation and responsible use of
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Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment The Journal of Special Education (IF 1.968) Pub Date : 2024-02-26 Jessica A Bowman, Yi-Chen Wu, Shawnee Wakeman, Gail Ghere, Holly Johnson
Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment. This study extends research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy by determining (1) the percentage of separate
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Exploring the Landscape of Cognitive Load in Creative Thinking: a Systematic Literature Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-24 Ingrid P. Hernandez Sibo, David A. Gomez Celis, Shyhnan Liou
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Letter–speech sound integration in typical reading development during the first years of formal education Child Dev. (IF 5.661) Pub Date : 2024-02-24 Joanna Beck, Katarzyna Chyl, Agnieszka Dębska, Magdalena Łuniewska, Nienke van Atteveldt, Katarzyna Jednoróg
This study investigated the neural basis of letter and speech sound (LS) integration in 53 typical readers (35 girls, all White) during the first 2 years of reading education (ages 7–9). Changes in both sensory (multisensory vs unisensory) and linguistic (congruent vs incongruent) aspects of LS integration were examined. The left superior temporal cortex and bilateral inferior frontal cortex showed
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Heterogeneity in the household experiences of young children in head start and associations with absenteeism Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-24 W, e, n, d, y, , S, ., , W, e, i
Understanding who is absent and what levers may reduce absenteeism is important for promoting not only children's attendance at school but also their learning and development across the school year. The absenteeism literature has primarily focused on socioeconomic status as a key predictor of absenteeism, which ignores the heterogeneity in the lived experiences of children from low-income households
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Access to high-quality early care and education: Analysis of Australia's national integrated data Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-23 Angelina Tang, Peter Rankin, Sally Staton, Karen Thorpe
The United Nations Sustainable Development Goal (4.2) calls for all children to have access to Early Childhood Education (ECE), recognising the potential of ECE to promote children's development and ongoing national prosperity. Yet, in marketized systems both structural features (availability and affordability of services) and social factors (family knowledge and social connection) can drive inequitable
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Becoming fictional storytellers: African American children's oral narrative development in early elementary school Child Dev. (IF 5.661) Pub Date : 2024-02-21 Nicole Gardner‐Neblett
Oral storytelling skills are a complex oral discourse competency with implications for children's academic and social well‐being, yet few studies have investigated the development of these skills among typically developing African American children. The current study used longitudinal data, collected between 2012 and 2013, from 130 African American children (59–95 months old; 66 girls) to explore the
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Social Inequalities in Study Trajectories: A Comparison of the United States and Germany Sociol. Educ. (IF 4.619) Pub Date : 2024-02-21 Christina Haas, Andreas Hadjar
Social origin affects not only access to higher education but also how students proceed through higher education. Based on the argument that an advantageous family background facilitates linear study trajectories through parents’ provision of cultural and economic resources, this article investigates study trajectories in Germany and the United States, assessing the institutional structures as an intermediating
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Do reflection prompts promote children's conflict monitoring and revision of misconceptions? Child Dev. (IF 5.661) Pub Date : 2024-02-17 Maria Theobald, Joseph Colantonio, Igor Bascandziev, Elizabeth Bonawitz, Garvin Brod
We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating
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Hybridizing Psychological Theories: Weighing the Ends Against the Means Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-16 Patricia A. Alexander
In this commentary, I explore the contributions of the articles in this special issue from the vantage point of a theorist, researcher, and educator invested in student learning and academic development. First, I consider how these writings differentiate on the basis of the means authors applied to achieve the special issue goal of dismantling theoretical siloes and forwarding alternative models that
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Turning Roadblocks into Speed Bumps: A Call for Implementation Reform in Science Communication About Retrieval Practice Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-15 Megan A. Sumeracki, Cynthia L. Nebel, Althea N. Kaminske, Carolina E. Kuepper-Tetzel
The science of learning literature is filled with recommendations for strategies educators can use to increase effective and efficient learning. However, some believe that implementation has not been as robust as many have hoped. We believe more effective science communication is needed to increase the overall impact of science of learning research in education, but more data on the most effective
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Evolution of a Learning Theory: In Praise of Scientific Speculation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-14 Patricia A. Alexander, P. Karen Murphy
In 2006, after receiving the Division 15 Career Award, Alexander delivered a keynote address entitled “Evolution of a Learning Theory: A Case Study.” This presentation was a clarion call for greater respect for and attention to scientific speculation in educational psychology as a critical component in theory building. To build her case, Alexander drew on the writings of a provocative cosmologist,
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Initial validation of wearable sensors to measure social engagement of young children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-15 Sarah N. Douglas, Yan Shi, Saptarshi Das, Subir Biswas
Early childhood is a critical time for the development of social skills. However, some children struggle to develop social competence due to a variety of factors. Although supporting social development is an instructional goal for many early childhood educators it can be difficult to measure these skills objectively in order to inform instruction. This manuscript provides results from a two-phase validation
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Analysis of Literacy Content in IEPs of Students With Complex Support Needs The Journal of Special Education (IF 1.968) Pub Date : 2024-02-15 Alison L. Zagona, Kirsten R. Lansey, Jennifer A. Kurth, Roxanne Loyless, Elizabeth A. Stevens
The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements
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Emerging and Future Directions in Test-Enhanced Learning Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-12 Steven C. Pan, John Dunlosky, Kate M. Xu, Kim Ouwehand
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This too shall pass, but when? Children's and adults' beliefs about the time duration of emotions, desires, and preferences Child Dev. (IF 5.661) Pub Date : 2024-02-09 Hannah J. Kramer, Karen Hjortsvang Lara, Hyowon Gweon, Jamil Zaki, Maritza Miramontes, Kristin Hansen Lagattuta
This research investigated children's and adults' understanding of the mind by assessing beliefs about the temporal features of mental states. English-speaking North American participants, varying in socioeconomic status (Study 1: N = 50 adults; Study 2: N = 112, 8- to 10-year-olds and adults; and Study 3: N = 116, 5- to 7-year-olds and adults; tested 2017–2022), estimated the duration (seconds to
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Investigating if high-quality kindergarten teachers sustain the pre-K boost to children's emergent literacy skill development in North Carolina Child Dev. (IF 5.661) Pub Date : 2024-02-07 Robert C. Carr, Jade M. Jenkins, Tyler W. Watts, Ellen S. Peisner-Feinberg, Kenneth A. Dodge
This study tested the hypothesis that high-quality kindergarten teachers sustain and amplify the skill development of children who participated in North Carolina's NC Pre-K program during the previous year, compared to matched non-participants (N = 17,330; 42% African American, 40% Non-Hispanic White, 15% Hispanic; 51% male; Mage = 4.5 years at fall of pre-K). Kindergarten teacher quality was measured
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Implementation of a comprehensive state effort to reduce exclusionary discipline in early care and education settings: Arkansas's policy Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-12 Kirby A. Chow, Sheila Smith, Christen E. Park, Todd Grindal, Nicola A. Conners Edge
Some U.S. states have begun to implement policies and supports to prevent expulsion in early care and education (ECE) settings. Little is known about the implementation of these policies and supports within the complex landscape of state ECE systems. In this study, we investigate ECE program leaders’ and teachers’ understanding of one state's expulsion prevention policy, use of suspension and expulsion
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Screening Smarter, Not Harder: A Comparative Analysis of Machine Learning Screening Algorithms and Heuristic Stopping Criteria for Systematic Reviews in Educational Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-08
Abstract Systematic reviews and meta-analyses are crucial for advancing research, yet they are time-consuming and resource-demanding. Although machine learning and natural language processing algorithms may reduce this time and these resources, their performance has not been tested in education and educational psychology, and there is a lack of clear information on when researchers should stop the
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A Computational Model of School Achievement Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-08 Brendan A. Schuetze
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Looking for Trouble: How Teachers’ Racialized Practices Perpetuate Discipline Inequities in Early Childhood Sociol. Educ. (IF 4.619) Pub Date : 2024-02-09 Calvin Rashaud Zimmermann
Racial disproportionality in school discipline is a major U.S. educational problem. Official data show that Black boys are disciplined at the highest rates of any racial and gender subgroup. Scholars suggest the “criminal” Black male image shapes teachers’ views and treatment of their Black male students. Yet few studies examine the everyday mechanisms of racial discipline disparities, particularly
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Fostering healthy social and emotional climates in early childhood classrooms through infant and early childhood mental health consultation Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-07 Julie Spielberger, Tiffany Burkhardt, Erin D. Carreon, Elissa R. Gitlow
Through relationship building and collaboration, Infant and Early Childhood Mental Health Consultation (IECMHC) aims to increase early childhood professionals’ capacity to promote children's mental health and reduce the use of exclusionary discipline practices. We conducted a three-year pilot study of a cross-system, embedded model of IECMHC to address gaps in the literature regarding provider and
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Language brokering profiles of Mexican-origin adolescents in immigrant communities: Social-cultural contributors and developmental outcomes Child Dev. (IF 5.661) Pub Date : 2024-02-01 Su Yeong Kim, Jiaxiu Song, Wen Wen, Jinjin Yan, Hin Wing Tse, Shanting Chen, Belem G. López, Yishan Shen, Yang Hou
This study examines social-cultural contributors and developmental outcomes of language brokers. From 2012 to 2020, three waves of data were collected from 604 Mexican-origin adolescent language brokers (Mage = 12.92, SD = 0.92, 54% girls). The study (1) identified four distinct subgroups of language brokers (efficacious, conservative, nonchalant, and burdened) who translated for mothers and fathers
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Correction: Cognitive Load Theory and Its Relationships with Motivation: A Self-Determination Theory Perspective Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-06 Paul Evans, Maarten Vansteenkiste, Philip Parker, Andrew Kingsford-Smith, Sijing Zhou
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Exploration, exploitation, and development: Developmental shifts in decision-making Child Dev. (IF 5.661) Pub Date : 2024-02-05 Nathaniel J. Blanco, Vladimir M. Sloutsky
Decision-making requires balancing exploration with exploitation, yet children are highly exploratory, with exploration decreasing with development. Less is known about what drives these changes. We examined the development of decision-making in 188 three- to eight-year-old children (M = 64 months; 98 girls) and 26 adults (M = 19 years; 13 women). Children were recruited from ethnically diverse suburban
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Comments on Integration, Theory Conflicts, and Practical Implementations: Some Contrarian Ideas for Consideration Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-02-05 Richard M. Ryan
The ideal of theoretical integration in motivational approaches to education is worthy, but in this commentary, I raise some (semi)contrarian concerns about both the meaning of theoretical integration and how that occurs. Integration is more than an aggregation or combination of measures but rather involves synthesis into a framework with theoretic and meta-theoretic integrity. Across disciplines and
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Co-recovery of physical size and cognitive ability from infancy to adolescence: A twin study Child Dev. (IF 5.661) Pub Date : 2024-02-01 Sean R. Womack, Christopher R. Beam, Evan J. Giangrande, Xin Tong, Rebecca J. Scharf, Deborah Finkel, Deborah W. Davis, Eric Turkheimer
This study tested phenotypic and biometric associations between physical and cognitive catch-up growth in a community sample of twins (n = 1285, 51.8% female, 89.3% White). Height and weight were measured at up to 17 time points between birth and 15 years, and cognitive ability was assessed at up to 16 time points between 3 months and 15 years. Weight and length at birth were positively associated
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Seeing awe: How children perceive awe-inspiring visual experiences Child Dev. (IF 5.661) Pub Date : 2024-01-31 Artemisia O'bi, Fan Yang
Awe is a profound, self-transcendent emotion. To illuminate its origin, four preregistered studies examined how U.S. 4- to 9-year-old children perceive awe-inspiring stimuli (N = 444, 55% female, 58% White, tested in 2020–2023). Awe-inspiring expansive nature (Study 1) and natural disaster scenes (Study 2) evoked perceived vastness, motivation to explore, and awareness of the unknown more than everyday
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The cognitive underpinnings and early development of children's selective trust Child Dev. (IF 5.661) Pub Date : 2024-01-31 Benjamin Schmid, Natalie Bleijlevens, Nivedita Mani, Tanya Behne
Young children learn selectively from reliable over unreliable sources. However, the cognitive underpinnings of their selectivity (attentional biases or trait ascriptions) and its early ontogeny are unclear. Thus, across three studies (N = 139, monolingual German speakers, 67 female), selective-trust tasks were adapted to test both preschoolers (5-year-olds) and toddlers (24-month-olds), using eye-tracking
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Interparental conflict dimensions and children's psychological problems: Emotion recognition as a mediator Child Dev. (IF 5.661) Pub Date : 2024-01-30 Patrick T. Davies, Kassidy C. Colton, Carson Schmitz, Brandon E. Gibb
This study tested children's emotion recognition as a mediator of associations between their exposure to hostile and cooperative interparental conflict and their internalizing and externalizing symptoms. From 2018 to 2022, 238 mothers, their partners, and preschool children (Mage = 4.38, 52% female; 68% White; 18% Black; 14% Multiracial or another race; and 16% Latinx) participated in three annual
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Linking early educator wellbeing to classroom interactions and teacher turnover Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-01 Anna J. Markowitz, Deiby Mayaris Cubides Mateus, Kennedy Weisner
In the United States, caregivers and educators who work with children under 5 face low wages and limited workplace supports, creating significant challenges to their emotional and financial wellbeing. These conditions are worse for teachers of the youngest children, ages birth to two. This study uses a large (N∼ 400) sample of early educators from Louisiana to explore the link between wellbeing, defined
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Explaining disparities in absenteeism between kindergarteners with and without disabilities: A decomposition approach Early Child. Res. Q. (IF 3.815) Pub Date : 2024-02-01 Kevin A Gee, Michael A Gottfried, Jennifer A Freeman, Philip Kim
The disparity in absenteeism between kindergarteners with and without disabilities is a persistent phenomenon across schools in the United States and reflects ongoing systemic inequities that disadvantage young children with disabilities. Yet, evidence of factors underlying this disparity remains less well understood, limiting the ability for schools to transform how they support students with disabilities
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A Multilevel Meta-analysis of Language Mindsets and Language Learning Outcomes in Second Language Acquisition Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-01-31 Majid Elahi Shirvan, Esmaeel Saeedy Robat, Abdullah Alamer, Nigel Mantou Lou, Elyas Barabadi