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From Hands to Mind: How Gesture, Emotional Valence, and Individual Differences Impact Narrative Recall Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-24 Kavya Thakore, Trisha Das, Shamma Jahan, Naomi Sweller
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Cognate beginnings to bilingual lexical acquisition Child Dev. (IF 3.9) Pub Date : 2024-09-23 Gonzalo Garcia-Castro, Daniela S. Avila-Varela, Ignacio Castillejo, Nuria Sebastian-Galles
Recent studies suggest that cognateness boosts bilingual lexical acquisition. This study proposes an account in which language co-activation accelerates accumulation of word-learning instances across languages. This account predicts a larger cognate facilitation for words in the lower-exposure language than in the higher-exposure language, as the former receive co-activation from their translations
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Doing more than expected: The role of the recipient's neediness in children's perception of their relative prosociality Child Dev. (IF 3.9) Pub Date : 2024-09-20 Bar Levy-Friedman, Tehila Kogut
This study examined children's self-assessment of their prosociality, relative to average peers, in situations where the recipient is described as “needy” versus “not needy” (at a school of average socioeconomic level in south Israel; N = 158; aged 6–12 years; 51% males, December–May 2021). The results show that older children exhibited the better-than-average (BTA) effect by seeing themselves as more
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The role of focused attention in learning from early childhood to late adolescence: Implications of neonatal brainstem compromise following preterm birth Child Dev. (IF 3.9) Pub Date : 2024-09-19 Or Burstein, Maya Sabag, Lea Kurtzman, Ronny Geva
This comprehensive longitudinal study explored for the first time the interrelations between neonatal brainstem abnormalities, focused attention (FA), and learning—following a preterm cohort (N = 175; 46.3% female; predominantly White) from birth (2003–2006) to 17 years. The findings indicated that FA during early childhood was associated with language outcomes in toddlerhood (n = 131) and academic
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Finger counting training enhances addition performance in kindergarteners Child Dev. (IF 3.9) Pub Date : 2024-09-18 Céline Poletti, Marie Krenger, Marie Létang, Brune Hennequin, Catherine Thevenot
Our study on 328 five‐ to six‐year‐old kindergarteners (mainly White European living in France, 152 girls) shows that children who do not count on their fingers and undergo finger counting training exhibit drastic improvement in their addition skills from pre‐test to post‐test (i.e., accuracy from 37.3% to 77.1%) compared to a passive control group (39.6% to 47.8%) (p < .001, = .15). This result was
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Measuring Mathematical Skills in Early Childhood: a Systematic Review of the Psychometric Properties of Early Maths Assessments and Screeners Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-17 Laura A. Outhwaite, Pirjo Aunio, Jaimie Ka Yu Leung, Jo Van Herwegen
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Correction to Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability Child Dev. (IF 3.9) Pub Date : 2024-09-17
Cyr, E. N., Kroeper, K. M., Bergsieker, H. B., Dennehy, T. C., Logel, C., Steele, J. R., … Spencer, S. J. (2024). Girls are good at STEM: Opening minds and providing evidence reduces boys' stereotyping of girls' STEM ability. Child Development, 95(2), 636–647. In Table 2, two non-focal covariate labels (“Site” and “Year”) were reversed. Row 3 should say “Year” and Row 4 should say “Site (F)”. No intervention-related
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Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-17 Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz
Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension
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A Meta-Analysis of the Relations Between Achievement Goals and Internalizing Problems Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-16 Loredana R. Diaconu-Gherasim, Andrew J. Elliot, Alexandra S. Zancu, Laura E. Brumariu, Cornelia Măirean, Cristian Opariuc‑Dan, Irina Crumpei-Tanasă
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Improving global and math-specific teacher–toddler interactions through an intervention for early childcare teachers: The role of activity settings Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-14 Franka Baron, Anja Linberg, Dorothea Dornheim, Simone Lehrl
This study is part of the ‘EarlyMath’ project, in which two teacher trainings, identical in terms of method and scope, but different in terms of focus and content, were developed to enhance global and math-specific teacher–toddler interactions in early childhood education and care (ECEC). We aimed to answer two questions: (1) Do teacher trainings improve global and math-specific interactions and (2)
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Participation in Social and Leisure Activities After High School for Autistic Young Adults Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-14 Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer
The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating
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Identifying Dual Sensory Loss Among Students With Extensive Support Needs The Journal of Special Education (IF 1.4) Pub Date : 2024-09-14 Meagan Karvonen, Karen A. Erickson, Julie A. Durando, Brianna Beitling, Samuel L. Morgan, Elizabeth Kavitsky
Very little is known about how unidentified dual sensory loss (DSL) may affect education and academic outcomes for students with extensive support needs (ESN). We used data from a teacher survey on over 100,000 students with ESN who take statewide alternate assessments to identify the number of students with known and suspected DSL and the differences in characteristics between those groups. Students
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Equitable use of subsidized child care in Georgia Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-13 Thomas Goldring, David C. Ribar
High-quality childcare services are vital to children's development and family wellbeing but are not equitably accessed by all children. In the United States, programs supported by the Child Care and Development Fund (CCDF) have the potential to reduce these inequities. Economically eligible Black children use CCDF-supported services at higher rates than other children, but less is known about disparities
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Infant and early childhood mental health consultation: evaluating change in classroom climate and teaching practices by dosage of program exposure Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-13 E. Mathis, K. Hartz, M. Berkowitz, A. Carlson, R. Kimport, C. Brown, M.G. Biel, C.E. Domitrovich
This study evaluated the effects of infant and early childhood mental health consultation dosage (IECMHC) on observations of classroom climate and teacher behavior management practices in seven schools from a charter school network. Classrooms were prioritized for consultation based on indicators collected during observations and either received no consultation, one cycle, or two or more cycles, each
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Evaluation is Creation: Self and Social Judgments of Creativity Across the Four-C Model Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-12 Denis Dumas, James C. Kaufman
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What Does Research Say About the Science of Reading for K-5 Multilingual Learners? A Systematic Review of Systematic Reviews Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-12 Jonathan M. Kittle, Steven J. Amendum, Christina M. Budde
The science of reading (SOR) refers to the sum of what we know about how people learn to read based on empirical studies across multiple disciplines. The purpose of this review was to identify research evidence to inform the SOR for multilingual learners (MLs). We reviewed 30 systematic reviews related to reading and reading instruction for MLs conducted primarily in K-5 U.S. classrooms. Results identified
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Learning with visualizations helps: A meta-analysis of visualization interventions in mathematics education Educ. Res. Rev. (IF 9.6) Pub Date : 2024-09-12 Johanna Schoenherr, Anselm R. Strohmaier, Stanislaw Schukajlow
Visualization has a long tradition in mathematics education and research on this topic has become more widespread in recent decades. In a meta-analysis (41 studies, N = 10,562), we aimed to synthesize the effects of learning with external visualizations on mathematics outcomes. We analyzed intervention, learner, and outcome characteristics as moderators. Overall, results of a random-effects model indicated
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Emotion Regulation and Academic Burnout Among Youth: a Quantitative Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-10 Ioana Alexandra Iuga, Oana Alexandra David
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Evidence-based educational interventions to reduce intergroup bias among young children in conflict zones Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-11 Meytal Nasie
Biases towards conflict out-groups pose significant barriers for conflict resolution. These biases can perpetuate social divisions, hinder positive intergroup relations, and impede long-term peacebuilding efforts. Therefore, intervening early, before biases are fully formed, is necessary. This article reviews existing knowledge and presents a research synthesis of effective educational interventions
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The relationship between teacher talk and students’ academic achievement: A meta-analysis Educ. Res. Rev. (IF 9.6) Pub Date : 2024-09-10 Yang Tao, Gaowei Chen
Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations)
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Are food and nutrition assistance programs fostering an equitable early care and education (ECE) food environment? A systematic review utilizing the RE-AIM framework Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-10 Tirna Purkait, Dipti A. Dev, Deepa Srivastava, Lisa Franzen-Castle, Allison Magness Nitto, Erica L. Kenney
Health inequities related to poor diet, food insecurity, and obesity negatively affect children from low-income minority families. The USDA administers Food and Nutrition Assistance Programs (FNAPs) in Early Care and Education settings (ECEs) to safeguard the health of vulnerable children. However, the extent to which FNAPs provide an equitable food environment in ECEs remains unclear. Examine FNAPs’
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Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-09-10 Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer
Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin
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Teachers’ Special Education Referrals for Younger Children Does It Vary by School Type The Journal of Special Education (IF 1.4) Pub Date : 2024-09-10 Tina L. Fletcher, Phil H. Kim, Michael A. Gottfried, Vi-Nhuan Le
The prevalence of disability diagnoses among young children has risen significantly over recent decades. This growth has prompted inquiries into the identification processes, notably focusing on teachers who are the primary sources of referrals. While some studies have examined child age as a relevant predictor of disability referral, minimal attention has been paid to relative age—namely, if children
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Exploring Career Readiness Among Youths With Disabilities The Journal of Special Education (IF 1.4) Pub Date : 2024-09-10 Othelia EunKyoung Lee, Stella Y. Kim
Guided by the Social Cognitive Career Theory, this study aimed to further explore factors associated with career readiness among college students with disabilities. Through online survey, students with disabilities were assessed with the Career Futures Inventory–Revised (CFI-R), a 28-item assessment tool that evaluates various aspects of career adaptability, such as positive attitudes toward career
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The self‐memory system: Exploring developmental links between self and memory across early to late childhood Child Dev. (IF 3.9) Pub Date : 2024-09-09 Josephine Ross, Jacqui Hutchison, Sheila J. Cunningham
This study tests whether developments in self‐knowledge and autobiographical memory across early to late childhood are related. Self‐descriptions and autobiographical memory reports were collected from 379 three‐ to eleven‐year‐old predominantly white Scottish children, Mage = 90.3 months, SD = 31.1, 54% female. Episodic memory was measured in an enactment task involving recall and source monitoring
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How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-07 Julia Waldeyer, Tino Endres, Julian Roelle, Martine Baars, Alexander Renkl
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The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-07 Karen R. Harris
In this article, I provide the first publication thoroughly detailing how the theoretical foundation for the self-regulated strategy development (SRSD) instructional model was developed. I explain the development of the theoretical base for the SRSD model of instruction and the initial focus on writing instruction. I detail the reasoning and research that provided the base for the theory underlying
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The Dynamic Nature of Emotions in Language Learning Context: Theory, Method, and Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-07 Peng Wang, Lesya Ganushchak, Camille Welie, Roel van Steensel
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Bidirectional negative relation between young children's persistence and cheating Child Dev. (IF 3.9) Pub Date : 2024-09-06 Li Zhao, Junjie Peng, Kang Lee
This research examined the link between persistence and cheating in 3‐ to 6‐year‐old children (2021–2022, N = 200, 100 boys; Mage = 4.85 years; all middle‐class Han Chinese). Study 1 used a challenging game to measure whether children would cheat when they were allowed to play the game unsupervised. Results indicated that children's situational, but not trait, persistence negatively correlated with
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“I now see my toddler as a helper, not just somebody in need of help”: Raising Helpful Toddlers training Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-06 Luc Fairchild, Larissa G. Duncan
Helping other people benefits children and is fundamental to a functioning society. A novel training, Raising Helpful Toddlers (RHT), focuses on beneficial Indigenous heritage parent socialization practices previously described. RHT participants were thirty U.S. toddler parents/caregivers, aged 28–46, 26/4 female/male ratio; 73.3 % White, 13.3 % Asian, 6.7 % African or Black/African American, 3.3 %
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Impact of late to moderate preterm birth on minimal pair word‐learning Child Dev. (IF 3.9) Pub Date : 2024-09-05 Clément François, Antoni Rodriguez‐Fornells, Xim Cerda‐Company, Thaïs Agut, Laura Bosch
Little is known about language development after late‐to‐moderate premature birth, the most significant part of prematurity worldwide. We examined minimal‐pair word‐learning skills in 18 eighteen‐month‐old healthy full‐term (mean gestational age [GA] at birth = 39.6 weeks; 7 males; 100% Caucasian) and 18 healthy late‐to‐moderate preterm infants (mean GA at birth 33.7 weeks; 11 males; 100% Caucasian)
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Introduction to the Special Issue: Advancing the science of early childhood expulsion prevention Early Child. Res. Q. (IF 3.2) Pub Date : 2024-09-05 Katherine M. Zinsser, Alysse M. Loomis, Iheoma U. Iruka
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AI-Related Threats to Information Sovereignty and Challenges for Research Ethics Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-02 Alexander Skulmowski
Unnoticed by most, some technology corporations have changed their terms of service to allow user data to be transferred to clouds and even to be used to train artificial intelligence systems. As a result of these developments, remote data collection may in many cases become impossible to be conducted anonymously. Researchers need to react by reconsidering their mode of data collection, raising awareness
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Using DNA to Predict Education: a Meta-analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-09-02 Kirsty Wilding, Megan Wright, Sophie von Stumm
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Exploration in 4‐year‐old children is guided by learning progress and novelty Child Dev. (IF 3.9) Pub Date : 2024-09-03 Francesco Poli, Marlene Meyer, Rogier B. Mars, Sabine Hunnius
Humans are driven by an intrinsic motivation to learn, but the developmental origins of curiosity‐driven exploration remain unclear. We investigated the computational principles guiding 4‐year‐old children's exploration during a touchscreen game (N = 102, F = 49, M = 53, primarily white and middle‐class, data collected in the Netherlands from 2021–2023). Children guessed the location of characters
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Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-30 Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore
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Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools Except. Child. (IF 2.2) Pub Date : 2024-08-30 Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler
Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer
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Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors Except. Child. (IF 2.2) Pub Date : 2024-08-30 Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren
This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the
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Are Some People Generally More Creative Than Others? A Systematic Review of Fifty Years’ Research Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-28 Sébastien Miravete, André Tricot
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Socioeconomic Status and Student Learning: Insights from an Umbrella Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-28 Cheng Yong Tan
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The contribution of the amount of linguistic exposure to bilingual language development: Longitudinal evidence from preschool years Child Dev. (IF 3.9) Pub Date : 2024-08-28 Jose Pérez‐Navarro, Marie Lallier
This study examined the influence of linguistic input on the development of productive and receptive skills across three fundamental language domains: lexico‐semantics, syntax, and phonology. Seventy‐one (35 female) Basque‐Spanish bilingual children were assessed at three time points (Fall 2018, Summer 2019, Winter 2021), between 4 and 6 years of age, by specifically examining language knowledge and
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Examining the malleability of young children's flexible attention to numerical and spatial magnitudes Early Child. Res. Q. (IF 3.2) Pub Date : 2024-08-28 Molly K. Griffin, Marissa Brown, Kathryn White, Deja Richardson, Kamyah Summers, Mitchell Hanson, Mary C. Wagner
Math ability is critical to children's future school and career success, and prior studies show that flexible attention to magnitudes (FAM) predicts children's future math abilities over and above other early math skills. FAM broadly refers to the ability to switch flexibly between attending to different dimensions of magnitude (e.g., size and numerosity). In the current study, we created an intervention
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Service Delivery Models and Outcomes for Students With Disabilities Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-28 Lindsey Kaler, Jessica Markham, Nathan D. Jones
In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to
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Face perception and social cognitive development in early autism: A prospective longitudinal study from 3 months to 7 years of age Child Dev. (IF 3.9) Pub Date : 2024-08-22 Xiaomei Zhou, Hasan Siddiqui, M. D. Rutherford
Autism spectrum condition (ASC) is characterized by atypical attention to eyes and faces, but the onset and impact of these atypicalities remain unclear. This prospective longitudinal study examined face perception in infants who develop ASC (N = 22, female = 5, 100% White) compared with typically developing infants (N = 131, female = 65, 55.6% White), tracking social-cognitive and ASC development
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Object exploration is facilitated by the physical and social environment in center‐based child care Child Dev. (IF 3.9) Pub Date : 2024-08-27 Ine H. van Liempd, Ora Oudgenoeg‐Paz, Paul P. M. Leseman
Object exploration is considered a driver of motor, cognitive, and social development. However, little is known about how early childhood education and care settings facilitate object exploration. This study examined if children's exploration of objects during free play was facilitated by the use of particular spatial components (floor, tables, and activity centers) and types of play (solitary, social
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Religious development from adolescence to early adulthood among Muslim and Christian youth in Germany: A person‐oriented approach Child Dev. (IF 3.9) Pub Date : 2024-08-27 Olivia Spiegler, Jan O. Jonsson, Chloe Bracegirdle
Religious decline, often observed among North American Christian youth, may not apply universally. We examined this and whether religiosity is associated with well‐being, risk behavior, cultural values, and acculturation among 4080 Muslim and Christian adolescents aged 15–22 in Germany. Utilizing seven waves from the CILS4EU project and a person‐oriented analytical approach, we identified different
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Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-27 Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding
U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined
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Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support Rem. Spec. Educ. (IF 2.3) Pub Date : 2024-08-27 Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade
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Interrelations Among Achievement Goals and Achievement Emotions: A Meta-Analytic Examination Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-24 Tanja Bross, Ulrike Elisabeth Nett, Martin Daumiller
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Impact of the Chicago universal pre-kindergarten expansion: Effects on pre-kindergarten capacity and enrollment and implications for equity Early Child. Res. Q. (IF 3.2) Pub Date : 2024-08-24 Kathryn Gonzalez, Terri J. Sabol, Diane Whitmore Schanzenbach
In 2019, Chicago began transitioning from a targeted pre-K program to free, full-day universal pre-K (UPK). By design, the transition intended to expand capacity over a few years, prioritizing access in more disadvantaged areas before moving on to more advantaged areas. We analyzed the transition path, showing capacity and enrollment over time across neighborhoods categorized by poverty rates, racial
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The Relationship Between Self-Regulated Learning and Executive Functions—a Systematic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-22 Laura Dörrenbächer-Ulrich, Marius Bregulla
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Meta-analysis of Interventions for Monitoring Accuracy in Problem Solving Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-22 Noortje Janssen, Ard W. Lazonder
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How smart is my child? The judgment accuracy of parents regarding their children's cognitive ability Child Dev. (IF 3.9) Pub Date : 2024-08-22 Elena Mack, Vsevolod Scherrer, Franzis Preckel
Parents' judgment of their children's cognitive ability is important for providing adequate learning environments. This study examined parents' judgment accuracy with 2346 children (M = 8.94 years; 48.3% girls) and their parents (1283 mothers, 426 fathers, and 637 parental pairs). The data were collected between September 2012 and February 2014 in Germany. Latent regression analyses were conducted
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Connecting the tots: Strong looking‐pointing correlations in preschoolers' word learning and implications for continuity in language development Child Dev. (IF 3.9) Pub Date : 2024-08-22 Sarah C. Creel
How does one assess developmental change when the measures themselves change with development? Most developmental studies of word learning use either looking (infants) or pointing (preschoolers and older). With little empirical evidence of the relationship between the two measures, developmental change is difficult to assess. This paper analyzes 914 pointing, looking children (451 female, varied ethnicities
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The Associations Between Parenting Self-Efficacy and Parents’ Contributions to the Home-School Partnership Among Parents of Primary School Students: a Multilevel Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-20 Tianyi Ma, Cassandra L. Tellegen, Julie Hodges, Matthew R. Sanders
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Identifying the Most Cited Articles and Authors in Educational Psychology Journals from 1988 to 2023 Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-08-21 Waseem Hassan, Amedee Marchand Martella, Daniel H. Robinson
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Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children Except. Child. (IF 2.2) Pub Date : 2024-08-21 Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson
Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the
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Teacher Attitudes Toward Gifted Students and Gifted Education: The Typologies of Attitudes and Their Predictors Except. Child. (IF 2.2) Pub Date : 2024-08-21 Jae Yup Jung, Jihyun Lee
This study investigated the typologies of teacher attitudes toward gifted students and gifted education, along with the predictors of such attitudes. For this purpose, surveys were administered to 339 teachers employed in a large faith-based school system in Australia. Analyses including factor analysis and latent profile analysis were performed on the data. In the end, four distinct profiles of teacher