Zobrazeno 1 - 10
of 185
pro vyhledávání: '"George Farkas"'
Autor:
Jonathan Guryan, Jens Ludwig, Monica P. Bhatt, Philip J. Cook, Jonathan M. V. Davis, Kenneth Dodge, George Farkas, Roland G. Fryer, Susan Mayer, Harold Pollack, Laurence Steinberg, Greg Stoddard
Publikováno v:
American Economic Review. 113:738-765
Improving academic outcomes for economically disadvantaged students has proven challenging, particularly for children at older ages. We present two large-scale randomized controlled trials of a high-dosage tutoring program delivered to secondary scho
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a1da2ed26e49ddcb8bb13052b9533cd3
https://doi.org/10.1257/aer.20210434
https://doi.org/10.1257/aer.20210434
Autor:
Paul L. Morgan, Eric Hengyu Hu, George Farkas, Marianne M. Hillemeier, Yoonkyung Oh, Cecelia A. Gloski
Publikováno v:
Gifted Child Quarterly. 67:151-172
We analyzed a population-based cohort ( N = 10,922) to investigate the onset and stability of racial and ethnic disparities in advanced (i.e., above the 90th percentile) science and mathematics achievement during elementary school as well as the ante
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2c63251e463e63d57a98bd98a7411546
https://doi.org/10.1177/00169862221128299
https://doi.org/10.1177/00169862221128299
Autor:
Emil Smith, George Farkas
Publikováno v:
Smith, E & Farkas, G 2022, ' Gender and Mathematics Achievement: The Role of Gender Stereotypical Beliefs of Classroom Peers ', European Sociological Review, vol. 39, no. 2, pp. 161-176 . https://doi.org/10.1093/esr/jcac043
We tested the relationship between gender-stereotypical beliefs (GSBs) of female and male classroom peers and female achievement in mathematics. Complete-class student survey data merged with family register data from 1,047 Danish 6th-grade students,
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b765484c46bc491a6553ff638a8e94c7
https://doi.org/10.1093/esr/jcac043
https://doi.org/10.1093/esr/jcac043
Autor:
George Farkas
Publikováno v:
A Research Agenda for Skills and Inequality ISBN: 9781800378469
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::8eea4613c8358b5444a240583801be1f
https://doi.org/10.4337/9781800378469.00009
https://doi.org/10.4337/9781800378469.00009
Does attending center-based care prior to kindergarten improve Latino children’s academic readiness?
Autor:
Melina Aurora, George Farkas
Publikováno v:
Early Child Development and Care. 192:2417-2441
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2250cb1d1fb566b89e5ebdb91c3b4d06
https://doi.org/10.1080/03004430.2021.2017907
https://doi.org/10.1080/03004430.2021.2017907
Autor:
Paul L. Morgan, George Farkas, Adrienne D. Woods, Yangyang Wang, Marianne M. Hillemeier, Yoonkyung Oh
Publikováno v:
School Ment Health
We analyzed a population-representative cohort (N=13,611; M(age) at kindergarten, first, and second grade = 67.5, 79.5, and 91.5 months, respectively) to identify kindergarten to second grade factors predictive of being bullies or victims during thir
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b8e0072a5524707b8e7049d90f645c9c
https://doi.org/10.1007/s12310-023-09571-4
https://doi.org/10.1007/s12310-023-09571-4
Autor:
James M. Kauffman, George Farkas
Publikováno v:
Exceptionality. 30:43-56
Beliefs may be described as Type A, scientific and verifiable (objective), or Type B, not verifiable and personal (subjective). Type B might be considered subjective opinion, something other than e...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::da2f8731069efe47086a74a63e6fb510
https://doi.org/10.1080/09362835.2021.1938066
https://doi.org/10.1080/09362835.2021.1938066
Autor:
Paul L. Morgan, Adrienne D. Woods, Yangyang Wang, George Farkas, Marianne M. Hillemeier, Cynthia Mitchell
Publikováno v:
Journal of learning disabilities, vol 56, iss 3
Students with disabilities (SWD) who are Black or Hispanic have been reported to be more likely to be placed primarily outside of general education classrooms while attending U.S. schools. Federal law and regulation require monitoring of special educ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::8797b927f457b44be85d2582bfd1dd33
https://pubmed.ncbi.nlm.nih.gov/35645342
https://pubmed.ncbi.nlm.nih.gov/35645342
Publikováno v:
Academic Pediatrics. 21:620-628
Objective This study investigated how caregivers’ mobile device use influenced the quality of their interactions with their children. The associations between quality of interactions and the type of activity (eg, typing/swiping, looking at screen),
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::947b7225080ca437af061da5fbbb2995
https://doi.org/10.1016/j.acap.2020.07.012
https://doi.org/10.1016/j.acap.2020.07.012
Publikováno v:
Learning Disability Quarterly. :073194872311542
The extent to which reading achievement is causally impacted by eligibility for special education services due to a learning disability (LD) or speech or language impairment (SLI) is currently unclear. In this registered report, we analyzed national
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::526b0deb99a868da4dbeaa63f2ee6978
https://doi.org/10.1177/07319487231154235
https://doi.org/10.1177/07319487231154235