Acceso usuarios
Ethnic/Racial Discrimination, School Cultural Socialization, and Negative Affect: Daily Diaries Reveal African American, Asian American, and Latinx Adolescents’ Resilience
Juan del Toro, Annabelle Atkin, Alexandrea R. Golden, Ka I. Ip, Ming-Te Wang
págs. 1301-1316
Mediators that matter: Psychological distress, developmental assets, and educational outcomes among Black youth
Theda Rose, Sean Joe, Gregory R. Hancock
págs. 1317-1332
A web-based intelligent tutoring system for reading comprehension delivered to fifth-grade students attending high-poverty schools: Results from a replication efficacy study
Kausalai K. Wijekumar, Puiwa Lei, Marianne Rice, Andrea Beerwinkle, Shuai Zhang, Bonnie J. F. Meyer
págs. 1333-1351
Promoting Effective Teaching and Learning Through a Professional Development Program: A Randomized Controlled Trial
Runze Huang, Iram Siraj-Blatchford, Edward Melhuish
págs. 1352-1367
Estimating the Effect of Intervention Compliance on Long-Term Outcome Trajectories: Application of the Latent Adherence Growth Curve Model in a Cluster-Randomized Trial of the Good Behavior Game
Patricio Eduardo Troncoso Ruiz, Margarita Panayiotou, Neil Humphrey
págs. 1368-1382
How the Predictors of Math Achievement Change Over Time: A Longitudinal Machine Learning Approach
Rosa Lavelle Hill, Anne C. Frenzel, Thomas Goetz, Stephanie Lichtenfeld, Herbert W. Marsh, Reinhard Pekrun, Michiko Sakaki, Gavin Smith, Kou Murayama
págs. 1383-1403
Mature number sense predicts middle school students’ mathematics achievement
Sean D. Kirkland, Claire Guang, Ying Cheng, Nicole M. McNeil
págs. 1404-1420
Sirui Wan, Fani Lauermann, Noah Greifer, Su Jiang, Drew H. Bailey, Jacquelynne S. Eccles
págs. 1421-1436
Gender cognitions before and after graduating from single-sex versus coeducational high schools: A longitudinal study using propensity score matching
Sylvia Yun Shi, Gu Li, Lynn S. Liben, Zhansheng Chen, Wang Ivy Wong
págs. 1437-1454
Improving concept learning in education via category construction
John D. Patterson, Sean Snoddy, Garrett Honke, Joshua Premo, Daniel Silliman, Andy R. Cavagnetto, Kenneth J. Kurtz
págs. 1455-1478
Preparation for Future Conceptual Learning: Content-Specific Long-Term Effects of Early Physics Instruction
Peter A. Edelsbrunner, Ralph Schumacher, Brigitte Hänger Surer, Lennart Schalk, Elsbeth Stern
págs. 1479-1499
A process-oriented analysis of speech and silent intervals in responses to serial naming tasks
Athanassios Protopapas, Katerina Katopodi, Angeliki Altani, Iliana Kolotoura, Laoura Ziaka, George K. Georgiou
págs. 1500-1528
