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From:School Psychology Review (Vol. 42, Issue 1) Peer-ReviewedMultilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher...
From:Journal of Research in Childhood Education (Vol. 28, Issue 4) Peer-ReviewedUse of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate...
From:High School Journal (Vol. 97, Issue 3) Peer-ReviewedThe goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis...
From:Journal of Teacher Education (Vol. 70, Issue 2) Peer-ReviewedSystemic efforts to strengthen teacher preparation in Louisiana led to the first statewide value-added assessment (VAA) of teacher preparation programs (TPPs). Subsequently, a number of states have adopted VAA of TPPs....
From:The Future of Children (Vol. 27, Issue 1) Peer-ReviewedSummary There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in...
From:School Psychology Review (Vol. 45, Issue 2) Peer-ReviewedBlack students are issued school discipline sanctions at rates higher than members of other racial and ethnic groups, underscoring the need for professional development that addresses this gap. In 86 secondary school...
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