Over the past fifty years, extensive research has examined the influence of causal attributions on cognitions, emotions, and behaviours in educational contexts. However, these studies often relied on inferences about dimensional properties of attributions, and not on students' perceptions of them. This study innovates by directly assessing these…

State-mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-income children who are at risk for poor performance? We report on a longitudinal study of 519…

State mandated tests have taken center stage for assessing student learning and for holding teachers and students accountable for achieving adequate progress. What types of early knowledge predict performance on these tests, especially among low-income children who are at risk for poor performance? We report on a longitudinal study of 519…

School districts occupy center stage in education reform in the U.S. They manage nearly all public funding and are frequently the locus of federal and state reform initiatives, e.g., instituting meaningful teacher evaluation systems. Financial compensation for district leaders is high, with many being paid more than the chief state school officers…

This article presents an analysis of the longitudinal consequences of out-of-school science learning with a conceptual framework that connects the intentions of youth to their participation in science. The focus is on one girl's science activities in her home and hobby pursuits from fourth to seventh grade to create an empirical account of how…