Values education within the school context is, among other elements, shaped by a value-related school climate as well as teachers' value-related educational goals. This longitudinal study investigated the interplay between these two elements over fifteen months, starting in March 2021, and including four points of measurement (t1 - t4). The sample…

Early mathematics knowledge is a strong predictor of later academic achievement, but children from low-income families enter school with weak mathematics knowledge. An early math trajectories model is proposed and evaluated within a longitudinal study of 517 low-income American children from ages 4 to 11. This model includes a broad range of math…

There is considerable variation in state policies related to the certification required for teachers in kindergarten and first grade, and relatively little is known about these policies' effects on student learning. This study considers whether children who have kindergarten and first-grade teachers with certification in early childhood education…

Recent evidence suggests that early natural number knowledge is a predictor of later rational number conceptual knowledge, even though students' difficulties with rational numbers have also been explained by the overuse of natural number concepts--often referred to as the natural number bias. Hannula and Lehtinen ("Learn Instr"…

The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…

This study considers whether children who have kindergarten and first grade teachers with certification in early childhood education experience greater gains in reading and math achievement compared to children whose teachers have only elementary education certification. Using data from the Early Childhood Longitudinal Study (ECLS-K), the study…

This article focuses on the use of a value-added approach for promoting school improvement. It presents yearly value-added estimates, analyses their stability over time, and discusses the contribution of this methodological approach for promoting school improvement programmes in the Portuguese system of evaluation. The value-added model is applied…

The purpose of this longitudinal case study was to develop a process and structure for adopting and leading critical school reform initiatives within a rural North Dakota pre-kindergarten through fourth grade elementary school. Elementary principals can use this process and structure to benefit staff, and ultimately, to improve student academic…

This paper reports the findings of a longitudinal childhood resilience study which investigated the relationship between resilience-related beliefs and positive child development. Three waves of data collection (T1, T2, and T3) were completed in January 2005, July 2005, and January 2006 with a sample of 843 grade 4 pupils, drawn from six primary…

This report provides new evidence into the factors that predict school drop out for children in Bangladesh. It also examines similarities and differences between children who enter late into primary schooling, those who are permanently excluded and those who drop out. Our results show that the relationship of the child within the household and the…

This study evaluated the extent to which a range of risk factors (e.g., gender, race/ethnicity, low socioeconomic status) predicted kindergarten children's likelihood of later displaying recurring psychopathology. It used multilevel logistic regression to analyze teacher ratings of frequent and recurring externalizing and internalizing problem…

This longitudinal study followed students (n = 265) from kindergarten through seventh grade and examined early social and academic predictors of school performance at two normative school transitions. Questions addressed include: (a) are there changes in students' school performance over time, especially at school transition points; (b) are…

Reports the findings of a follow-up study of children who participated in a longitudinal study of phonological and literacy development. Finds measures of phoneme awareness to be better predictors of spelling than measures of rime awareness. Supports the view that awareness of grammatical rules is important in determining orthographic proficiency…

A longitudinal study was conducted to determine how a comprehensive battery of tests administered in kindergarten predicted reading achievement in Grades 1-6. The test variables were reduced to six predictive factors by factor analysis that, combined with the child's sex and the parent's language, had multiple correlations with reading…

Used a longitudinal sample to examine the relation of 8- to 10-year olds' teacher-reported dispositional sympathy to regulation and emotionality. Found that sympathy correlated with adults' reports of regulation and low negative emotionality contemporaneously and, to some degree, two and four years prior. The pattern of correlations changed little…