Citations (15)
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Maria Adamuti-Trache & Robert Sweet. (2014) Science, Technology, Engineering and Math Readiness: Ethno-linguistic and gender differences in high-school course selection patterns. International Journal of Science Education 36:4, pages 610-634.
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Max Strandberg. (2013) Homework – is there a connection with classroom assessment? A review from Sweden. Educational Research 55:4, pages 325-346.
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Robert
Dean Hobbs. (2012) Diverse multilingual researchers contribute language acquisition components to an integrated model of education. International Journal of Multilingualism 9:3, pages 204-234.
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Hee Jin Bang. (2011) Newcomer Immigrant Students’ Perspectives on What Affects Their Homework Experiences. The Journal of Educational Research 104:6, pages 408-419.
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Articles from other publishers (11)
Trish Morita‐Mullaney, Jennifer Renn & Ming Ming CHIU. (2020) Obscuring Equity in Dual Language Bilingual Education: A Longitudinal Study of Emergent Bilingual Achievement, Course Placements, and Grades. TESOL Quarterly 54:3, pages 685-718.
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Avary Carhill-Poza & Timothy P. Williams. (2020) Learning “Anytime, Anywhere”? The Imperfect Alignment of Immigrant Students’ Experiences and School-Based Technologies in an Urban US High School. Comparative Education Review 64:3, pages 428-450.
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Tonya R. Moon, Catherine M. Brighton & Carol A. TomlinsonTonya R. Moon, Catherine M. Brighton & Carol A. Tomlinson. 2020. Using Differentiated Classroom Assessment to Enhance Student Learning. Using Differentiated Classroom Assessment to Enhance Student Learning
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Jennifer Cunha, Pedro Rosário, José Carlos Núñez, Ana Rita Nunes, Tânia Moreira & Tânia Nunes. (2018) “Homework Feedback Is…”: Elementary and Middle School Teachers’ Conceptions of Homework Feedback. Frontiers in Psychology 9.
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Diane Sookyoung Lee, Tina G. Dang, Jennifer Ulibas-Pascual, Kimberly A. Gordon Biddle, Brian Heller de Leon, Deborah Elliott & Josiah Gorter. (2017) Exploring the Influence of Efficacy Beliefs and Homework Help in Predicting Reading Achievement Among Underserved Children in an Afterschool Program. The Urban Review 49:5, pages 707-728.
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Avary Carhill-Poza. (2017) Re-examining English language teaching and learning for adolescents through technology. System 67, pages 111-120.
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Natalia Suárez, Bibiana Regueiro, Joyce L. Epstein, Isabel Piñeiro, Sara M. Díaz & Antonio Valle. (2016) Homework Involvement and Academic Achievement of Native and Immigrant Students. Frontiers in Psychology 7.
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Mariëlle J. L. Prevoo, Maike Malda, Judi Mesman & Marinus H. van IJzendoorn. (2016) Within- and Cross-Language Relations Between Oral Language Proficiency and School Outcomes in Bilingual Children With an Immigrant Background. Review of Educational Research 86:1, pages 237-276.
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AVARY CARHILL-POZA. (2015) Opportunities and Outcomes: The Role of Peers in Developing the Oral Academic English Proficiency of Adolescent English Learners. The Modern Language Journal 99:4, pages 678-695.
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Hee Jin Bang, Carola Suárez-Orozco & Erin O’Connor. (2011) Immigrant Students’ Homework: Ecological Perspective on Facilitators and Impediments to Task Completion. American Journal of Education 118:1, pages 25-55.
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Robert Lucio, Lisa Rapp-Paglicci & William Rowe. (2010) Developing an Additive Risk Model for Predicting Academic Index: School Factors and Academic Achievement. Child and Adolescent Social Work Journal 28:2, pages 153-173.
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