Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Aubrey H. Wang"'
Executive functions remain one of the most investigated variables in both cognitive science and in education given its high correlation with numerous academic outcomes. Differences in executive function skills between children from higher socioeconom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::166872320fdb3ed6229628dbef574a4a
https://doi.org/10.31234/osf.io/xavbj
https://doi.org/10.31234/osf.io/xavbj
Executive functions remain one of the most investigated variables in both cognitive science and in education given its high correlation with numerous academic outcomes. Differences in executive function skills between children from higher socioeconom
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::db913cae76251bce87b1c41f649f2e12
https://doi.org/10.31234/osf.io/eu9tg
https://doi.org/10.31234/osf.io/eu9tg
Publikováno v:
Cognitive Development. 50:80-97
The Opportunity-Propensity (O-P) model was created to explain individual and group differences in achievement and cognitive development. In this paper, we continued to revise and expand the comprehensiveness and accuracy of the O-P model to better me
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5db243bf14c86d77d619ffe513251b7a
https://doi.org/10.1016/j.cogdev.2019.03.003
https://doi.org/10.1016/j.cogdev.2019.03.003
Autor:
Aubrey H. Wang, Margaret Grogan
This book explores a social change and transformational approach to leadership. As educational leaders are increasingly serving a changing demographic of students and also address persistent challenges and heightened tension around race and equity, i
Publikováno v:
Journal of Cognition and Development. 19:248-277
As the United States experiences greater income inequality, more and more students experience an early science achievement gap. This study tested several competing theoretical models of early scien...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::43a275c183e5ccea20ad89c9373610ec
https://doi.org/10.1080/15248372.2018.1470975
https://doi.org/10.1080/15248372.2018.1470975
Publikováno v:
Journal of Catholic Education. 19:142-165
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ce0a3aad16c7c19cfd6fa1b8f3d3b2f7
https://doi.org/10.15365/joce.1903082016
https://doi.org/10.15365/joce.1903082016
Publikováno v:
Early Education and Development. 27:692-713
Research Findings: The early childhood years are critical in developing early mathematics skills, but the opportunities one has to learn mathematics tend to be limited, preventing the development of significant mathematics learning. By conducting a m
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b803fe2227df81cead50ee4e60e50282
https://doi.org/10.1080/10409289.2016.1116343
https://doi.org/10.1080/10409289.2016.1116343
Autor:
Aubrey H. Wang, Caroline Fitzpatrick
Publikováno v:
Journal of developmental and behavioral pediatrics : JDBP. 40(1)
We examined how empirically and theoretically important predictors help explain the development of kindergarten working memory, an understudied predictor of school readiness and adjustment to schooling in early childhood. Our specific aim was to exam
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3477dd96ff2398d608bb50ab12848b9e
https://pubmed.ncbi.nlm.nih.gov/30095561
https://pubmed.ncbi.nlm.nih.gov/30095561
Autor:
James P. Byrnes, Aubrey H. Wang
Publikováno v:
Early Mathematics Learning and Development ISBN: 9789811071515
In this chapter, we discussed how the Opportunity-Propensity (O-P) framework could be used to conceptualize and test the effects that children’s (0–8 years) background, mathematics learning opportunities, self-regulation, and prior achievement ha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::88f291aaca438a72ff77eaeae8845ee8
https://doi.org/10.1007/978-981-10-7153-9_12
https://doi.org/10.1007/978-981-10-7153-9_12
Publikováno v:
Contemporary Educational Psychology. 38:259-270
Prior studies have shown that the variables described in the Opportunity–Propensity (O–P) Framework have successfully accounted for the mathematics and science achievement of students in grades 1–3 and 8–12. The two goals of the present study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6f028d4b8482cda2bdea92956e7a45b2
https://doi.org/10.1016/j.cedpsych.2013.04.004
https://doi.org/10.1016/j.cedpsych.2013.04.004