Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 1 |
| Since 2016 (last 10 years) | 2 |
| Since 2006 (last 20 years) | 2 |
Descriptor
| Academic Achievement | 2 |
| Grade 5 | 2 |
| Rating Scales | 2 |
| Adolescents | 1 |
| Adults | 1 |
| Attention Deficit… | 1 |
| Check Lists | 1 |
| Correlation | 1 |
| Elementary School Students | 1 |
| Emotional Development | 1 |
| Executive Function | 1 |
| More ▼ | |
Author
| A. Russell Localio | 1 |
| Alex Holdaway | 1 |
| Ami Patel | 1 |
| Baker, Sandra | 1 |
| Bridget Poznanski | 1 |
| Cristin Montalbano | 1 |
| Howard Abikoff | 1 |
| Jaclyn Cacia | 1 |
| Jenelle Nissley-Tsiopinis | 1 |
| Jennifer A. Mautone | 1 |
| Katie L. Tremont | 1 |
| More ▼ | |
Publication Type
| Reports - Research | 2 |
| Journal Articles | 1 |
Education Level
| Elementary Education | 2 |
| Grade 5 | 2 |
| Intermediate Grades | 2 |
| Middle Schools | 2 |
| Early Childhood Education | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 6 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
| Patterns of Adaptive Learning… | 2 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkJenelle Nissley-Tsiopinis; Thomas J. Power; Phylicia F. Fleming; Katie L. Tremont; Bridget Poznanski; Shannon Ryan; Jaclyn Cacia; Theresa Egan; Cristin Montalbano; Alex Holdaway; Ami Patel; Richard Gallagher; Howard Abikoff; A. Russell Localio; Jennifer A. Mautone – Grantee Submission, 2024
Objective: Research has demonstrated the effectiveness of interventions to reduce organizational skills deficits and homework problems, including the clinic-based Organizational Skills Training (OST-C) program (Abikoff et al., 2013). In this study, OST-C was adapted for schools as a small-group (Tier 2) intervention delivered by school partners…
Descriptors: Elementary School Students, Homework, Academic Achievement, Intervention
Wentzel, Kathryn R.; Russell, Shannon; Baker, Sandra – Journal of Educational Psychology, 2016
We examined perceived emotional support and expectations from parents, teachers, and classmates in relation to Mexican American adolescents' (n = 398) social behavior and academic functioning. Results of regression analyses indicated that direct associations between emotional support and expectations differ as a function of source and domain;…
Descriptors: Mexican Americans, Emotional Development, Expectation, Parent Role
