Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 3 |
Descriptor
Author
| Drugli, May Britt | 1 |
| Kirkhaug, Bente | 1 |
| Klockner, Christian A. | 1 |
| Krajewski, Kristin | 1 |
| Lamitina, David | 1 |
| McKenna, Michael C. | 1 |
| Morch, Willy-Tore | 1 |
| Simanowski, Stefanie | 1 |
| Uribe-Zarain, Ximena | 1 |
| Walpole, Sharon | 1 |
Publication Type
| Journal Articles | 3 |
| Reports - Research | 2 |
| Reports - Evaluative | 1 |
Education Level
| Elementary Education | 3 |
| Grade 1 | 3 |
| Grade 2 | 3 |
| Grade 3 | 2 |
| Primary Education | 2 |
| Early Childhood Education | 1 |
| Kindergarten | 1 |
Audience
Location
| Norway | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkSimanowski, Stefanie; Krajewski, Kristin – Child Development, 2019
This study assessed the extent to which executive functions (EF), according to their factor structure in 5-year-olds (N = 244), influenced early quantity-number competencies, arithmetic fluency, and mathematics school achievement throughout first and second grades. A confirmatory factor analysis resulted in updating as a first, and inhibition and…
Descriptors: Preschool Children, Executive Function, Mathematics Skills, Cognitive Processes
Kirkhaug, Bente; Drugli, May Britt; Klockner, Christian A.; Morch, Willy-Tore – Educational Research and Evaluation, 2013
The present study examined the factor structure of the Teacher Involvement Questionnaire (Involve-T) by means of exploratory factor analysis and examined the association between children's socio-emotional and behavioural problems and teacher-reported parental involvement in school, using structural equation modelling. The study was conducted with…
Descriptors: Factor Analysis, Emotional Intelligence, Measures (Individuals), Factor Structure
Walpole, Sharon; McKenna, Michael C.; Uribe-Zarain, Ximena; Lamitina, David – Elementary School Journal, 2010
In this study of 116 high-poverty schools, we explored teaching and coaching in grades K-3. We developed and validated observation protocols for both coaching and teaching. Exploratory and confirmatory factor analyses were computed to identify and confirm factors that explained the protocol data. Three coaching factors were identified in both…
Descriptors: Poverty, Reading Aloud to Others, Structural Equation Models, Factor Structure
