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Cameron, Claire E.; Connor, Carol McDonald; Morrison, Frederick J.; Jewkes, Abigail M. – Journal of School Psychology, 2008
Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from…
Descriptors: Teacher Associations, Classrooms, Literacy, Vocabulary Skills
Le, Vi-Nhuan; Kirby, Sheila Nataraj; Barney, Heather; Setodji, Claude Messan; Gershwin, Daniel – RAND Corporation, 2006
This study uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how children's skills and knowledge at kindergarten entry predict their achievement in later grades. It extends previous research by examining longer-term achievement outcomes, namely test scores at the end of fifth grade, and…
Descriptors: Grade 5, Kindergarten, Income, Parent Participation