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Peer reviewed
Direct linkSoodla, Piret; Jõgi, Anna-Liisa; Kikas, Eve – European Journal of Psychology of Education, 2017
The study examined the relationships between teachers' metacognitive knowledge of reading strategies and their students' metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N = 34) and their students (N = 534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was…
Descriptors: Reading Achievement, Metacognition, Reading Strategies, Correlation
Download full textFahle, Erin M.; Reardon, Sean F. – Educational Researcher, 2018
This paper provides the first population-based evidence on how much standardized test scores vary among public school districts within each state and how segregation explains that variation. Using estimates based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8 from every U.S. public school…
Descriptors: School Districts, Scores, Academic Achievement, Population Groups
Hornstra, Lisette; Majoor, Marieke; Peetsma, Thea – British Journal of Educational Psychology, 2017
Background: The multiple goal perspective posits that certain combinations of achievement goals are more favourable than others in terms of educational outcomes. Aims: This study aimed to examine longitudinally whether students' achievement goal profiles and transitions between profiles are associated with developments in self-reported and…
Descriptors: Academic Achievement, Goal Orientation, Longitudinal Studies, Hierarchical Linear Modeling
Aske, Denise Burke; Chomitz, Virginia Rall; Liu, Xiaodong; Arsenault, Lisa; Bhalotra, Sarita; Acevedo-Garcia, Dolores – Journal of School Health, 2018
Objectives: We examined the longitudinal relationship between cardiovascular fitness (CRF) and academic performance (AP) among students in a diverse public school district. Furthermore, we determined whether the relationship between CRF and AP varied by student sociodemographic characteristics. Methods: This study used data from 2005-2006 to…
Descriptors: Correlation, Body Weight, Socioeconomic Status, Physical Fitness
Callahan, Carolyn M.; Moon, Tonya R.; Oh, Sarah; Azano, Amy P.; Hailey, Emily P. – American Educational Research Journal, 2015
The heart of effective programming for gifted students lies in the integration of advanced curricula with effective instructional strategies to develop leaning activities that will enhance student learning outcomes. However, empirical evidence of the effectiveness of units based on such curricular and instructional interventions from large-scale…
Descriptors: Gifted, Teaching Methods, Intervention, Standards
Vadasy, Patricia F.; Sanders, Elizabeth A.; Logan Herrera, Becky – Journal of Research on Educational Effectiveness, 2015
A multi-cohort cluster randomized trial was conducted to estimate effects of rich vocabulary classroom instruction on vocabulary and reading comprehension. A total of 1,232 fourth- and fifth-grade students from 61 classrooms in 24 schools completed the study. Students received instruction in 140 Tier Two vocabulary words featured in two…
Descriptors: Vocabulary Development, Grade 4, Grade 5, Elementary School Students
Preckel, Franzis; Lipnevich, Anastasiya A.; Boehme, Katharina; Brandner, Lena; Georgi, Karsten; Konen, Tanja; Mursin, Katharina; Roberts, Richard D. – British Journal of Educational Psychology, 2013
Background: Chronotype refers to individuals' preference for morning or evening activities. Its two dimensions (morningness and eveningness) are related to a number of academic outcomes. Aims: The main goal of the study was to investigate the incremental validity of chronotype as a predictor of academic achievement after controlling for a number…
Descriptors: High School Students, Foreign Countries, Grade 9, Grade 10
