The authors' purpose was to examine the degree to which low achievement is related to ontogenetic factors (i.e., personal psychological traits expressed as attention and depression) or microsystemic factors (i.e., socioeconomic status, parenting, relationship with peers and teachers), using a total of 721 middle school students in South Korea.…

The authors explored the moderating effect of teachers' expectancies and general sense of efficacy on the relationship between students' achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students…

The authors investigated whether age at kindergarten entry was associated with early literacy achievement gaps and if these gaps persisted over time. Using the kindergarten age eligibility cutoff date, they created 2 groups of students who represented the oldest and youngest children in a cohort of students in high-poverty, low-performing schools.…

Two types of instructional adaptation were explored: routine adaptation (the extent to which teachers establish initial routines to facilitate ongoing adaptation) and specialized adaptation (how teachers modify instructional plans in light of student difficulty). Participants were 110 general educators. (Author/SM)