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Jane Arnold Lincove; Catherine Mata; Kalena Cortes – Maryland Longitudinal Data System Center, 2024
Beginning in the fall of 2017, Maryland severely restricted the use of out-of-school suspensions in grades PK-2. The policy presented a valuable opportunity to examine the effects of state-level discipline policies. This study researched the effects of the suspension ban on student discipline outcomes (e.g., number and frequency of different…
Descriptors: State Policy, Suspension, Discipline Policy, Student Characteristics
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Zakszeski, Brittany; Hojnoski, Robin L.; Dever, Bridget V.; DuPaul, George J.; McClelland, Megan M. – School Psychology Review, 2020
Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set…
Descriptors: Self Management, Student Characteristics, Young Children, Kindergarten
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Di Maggio, Ilaria; Ginevra, Maria Cristina; Santilli, Sara; Nota, Laura – Journal of Intellectual & Developmental Disability, 2022
Background: Attitudes of classmates has been considered as one of the major problems in inclusive education, negatively influencing the participation of students with disability in school contexts. The goal of this study was to examine Italian typically developing children's attitudes towards their peers with disabilities. Method: In a sample of…
Descriptors: Elementary School Students, Student Attitudes, Students with Disabilities, Peer Relationship
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Clements, Douglas H.; Sarama, Julie; Layzer, Carolyn; Unlu, Fatih – Journal for Research in Mathematics Education, 2023
A follow-up of a cluster-randomized trial evaluated the long-term impacts of a scale-up model composed of 10 research-based guidelines grounded in learning trajectories. Two treatment groups received the intervention during the prekindergarten year, and one of these groups received follow-through support in kindergarten and first grade.…
Descriptors: Models, Early Intervention, Mathematics Achievement, Age Differences
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Kristen L. McMaster; Panayiota Kendeou; Jasmine Kim; Reese Butterfuss – Journal of Learning Disabilities, 2024
We examined the efficacy of a Technology-Based Early Language Comprehension Intervention (TeLCI) designed to teach inferencing in a non-reading context. A group of Grades 1 and 2 students from 2 elementary schools in the U.S. Midwest identified as at risk of comprehension difficulties were assigned randomly to a business-as-usual control group or…
Descriptors: Educational Technology, Early Intervention, Inferences, Grade 1
Horn, E. Parham; McCormick, Meghan P.; O'Connor, Erin E.; McClowry, Sandee G.; Hogan, Frances C. – Grantee Submission, 2021
The present study examined whether teacher-child closeness and conflict across kindergarten and first grade varied by gender and disruptive behavior at kindergarten entry within a sample of 324 predominantly Black children from low-income, urban households. Three main findings emerged from the analyses. First, contrary to findings from previous…
Descriptors: Teacher Student Relationship, Conflict, Kindergarten, Grade 1
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Dandan Yang; Zhanxia Yang; Marina Umaschi Bers – Computer Science Education, 2025
Background and context: Despite the growing importance of computer science (CS) education, high-quality CS curricula for students in kindergarten to lower elementary grades are lacking. It is also unclear how students from underrepresented groups such as female students, students from low socioeconomic status, and students with disability respond…
Descriptors: Computer Science Education, Early Childhood Education, Program Effectiveness, Programming
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Emma Degroote; Marie-Christine Brault; Mieke Van Houtte – International Journal of Inclusive Education, 2024
Teachers play a crucial role in the diagnostic process of Attention-Deficit/Hyperactivity Disorder (ADHD) in students: They are often the first to identify ADHD-related behaviors in children and to signal them to parents. Research has demonstrated that the recognition and labeling of certain behaviors as evidential for ADHD by teachers vary with…
Descriptors: Attention Deficit Hyperactivity Disorder, Student Characteristics, Cognitive Ability, Teacher Attitudes
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Youran Lin; Karen E. Pollock; Fangfang Li – Journal of Speech, Language, and Hearing Research, 2025
Purpose: This study investigates how Mandarin-English bilingual students in Canada produce Mandarin tones and how this is influenced by factors such as tone complexity, cross-linguistic influences, and speech input. Method: Participants were 82 students enrolled in a Chinese bilingual program in Western Canada. Students were recruited from Grades…
Descriptors: Speech Communication, Mandarin Chinese, Tone Languages, Elementary School Students
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Quinn, Jamie M.; Folsom, Jessica Sidler; Petscher, Yaacov – Education Sciences, 2018
Do your peers in the classroom have an effect on your vocabulary learning? The purpose of this study was to determine if group-level peer characteristics and group-level peer achievement account for individual-level differences in vocabulary achievement using a large sample of students in kindergarten through second grade (n = 389,917). We applied…
Descriptors: Peer Influence, Vocabulary Development, Student Characteristics, Achievement
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Gibson, Todd A.; Peña, Elizabeth D.; Bedore, Lisa M.; McCarter, Kevin S. – International Journal of Bilingual Education and Bilingualism, 2022
Although a "semantic receptive-expressive gap" appears to be a universal feature of early bilingualism, little is known about its development. We sought to determine if the magnitude of the discrepancy between receptive and expressive standard scores changed over time in bilingual children's two languages. In this longitudinal study,…
Descriptors: Bilingual Students, Spanish Speaking, English Language Learners, Expressive Language
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Saswati Chaudhuri; Eija Pakarinen; Heli Muhonen; Marja-Kristiina Lerkkanen – Educational Psychology, 2024
This study investigated associations between quality of the teacher-student relationship (closeness and conflict) and teachers' (N = 48) visual focus of attention in Grade 1 classrooms in fall and spring, and it explored to what extent students' (N = 650) gender and task-avoidant behaviour moderated the associations. Results showed first that…
Descriptors: Correlation, Gender Differences, Teacher Student Relationship, Attention Control
Gomez, Celia J.; Whitaker, Anamarie A.; Cannon, Jill S.; Karoly, Lynn A. – RAND Corporation, 2018
The Big Lift™ (Big Lift) is a preschool-third-grade collective impact initiative in San Mateo County, California. The initiative is a partnership of the County of San Mateo, San Mateo County Office of Education, and the Silicon Valley Community Foundation. Launched in 2012, the initiative aims to boost children's reading proficiency by third grade…
Descriptors: Kindergarten, School Readiness, Outcomes of Education, Elementary Education
Unterman, Rebecca; Weiland, Christina – MDRC, 2019
In this paper we use data from students who participated in the oversubscribed Boston Public Schools (BPS) prekindergarten program as a window into variation in the program's medium-term effects. We first examine whether, for the sample of students who applied to oversubscribed BPS prekindergarten programs, there is variation in the effects of the…
Descriptors: Preschool Education, Preschool Children, Grade Repetition, Kindergarten
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Safiya S. Bakarman; Michael Weaver; Lisa Scarton – Journal of School Nursing, 2024
School-age children with overweight or obesity continue to be problematic in the United States, and are associated with many health, social, and financial problems. Schools provide an excellent venue in which to promote healthy weight in students, and school nurses are well-positioned to play an essential role in controlling obesity. The number of…
Descriptors: Body Composition, Body Weight, Body Height, Educational Environment
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