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School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 20, 2009 - Issue 1
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Articles

Language factors associated with achievement grouping in math classrooms: a cross-sectional and longitudinal study

Mido Chang Virginia Tech, Blacksburg, VA, USACorrespondence[email protected]
,
Kusum Singh Virginia Tech, Blacksburg, VA, USA
&
Kimberly Filer Virginia Tech, Blacksburg, VA, USA
Pages 27-45 | Received 19 Dec 2007, Accepted 07 Aug 2008, Published online: 10 Mar 2009

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Janette Patricia Pelletier & James E. Corter. (2019) A longitudinal comparison of learning outcomes in full-day and half-day kindergarten. The Journal of Educational Research 112:2, pages 192-210.
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Sehee Hong & Sukkyung You. (2012) Understanding Latino Children's Heterogeneous Academic Growth Trajectories: Latent Growth Mixture Modeling Approach. The Journal of Educational Research 105:4, pages 235-244.
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Mido Chang. (2012) Academic performance of language-minority students and all-day kindergarten: a longitudinal study. School Effectiveness and School Improvement 23:1, pages 21-48.
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Articles from other publishers (12)

Yudong Zhang, Leigha A. MacNeill, Renee C. Edwards, James L. Burns, Anne R. Zola, Roshaye B. Poleon, Amanda N. Nili, Gina M. Giase, Rachel M. Ahrenholtz, Jillian Lee Wiggins, Elizabeth S. Norton & Lauren S. Wakschlag. (2023) Developmental Trajectories of Irritability across the Transition to Toddlerhood: Associations with Effortful Control and Psychopathology. Research on Child and Adolescent Psychopathology.
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Pirjo Aunio, Johan Korhonen, Lara Ragpot, Minna Törmänen & Elizabeth Henning. (2021) An early numeracy intervention for first-graders at risk for mathematical learning difficulties. Early Childhood Research Quarterly 55, pages 252-262.
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Ngan Hoe Lee, Berinderjeet Kaur & Liyana Safii. 2021. Mathematics Instructional Practices in Singapore Secondary Schools. Mathematics Instructional Practices in Singapore Secondary Schools 183 201 .
Daniela Ender. 2020. Inklusiver Leseunterricht. Inklusiver Leseunterricht 47 71 .
Pirjo Aunio, Johan Korhonen, Lara Ragpot, Minna Törmänen, Riikka Mononen & Elizabeth Henning. (2019) Multi-factorial approach to early numeracy—The effects of cognitive skills, language factors and kindergarten attendance on early numeracy performance of South African first graders. International Journal of Educational Research 97, pages 65-76.
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Benjamin Master, Susanna Loeb & James Wyckoff. (2017) More Than Content: The Persistent Cross-Subject Effects of English Language Arts Teachers’ Instruction. Educational Evaluation and Policy Analysis 39:3, pages 429-447.
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Fang Chen & Micheline Chalhoub-Deville. (2016) Differential and long-term language impact on math. Language Testing 33:4, pages 577-605.
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Jennifer PaetschSusanne RadmannAnja FelbrichRainer LehmannPetra Stanat. (2016) Sprachkompetenz als Prädiktor mathematischer Kompetenzentwicklung von Kindern deutscher und nicht-deutscher Familiensprache. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 48:1, pages 27-41.
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Sibel Kaya. (2015) The effect of the type of achievement grouping on students’ question generation in science. The Australian Educational Researcher 42:4, pages 429-441.
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Tacksoo Shin, Mark L. Davison, Jeffrey D. Long, Chi-Keung Chan & David Heistad. (2013) Exploring gains in reading and mathematics achievement among regular and exceptional students using growth curve modeling. Learning and Individual Differences 23, pages 92-100.
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David J. Purpura, Laura E. Hume, Darcey M. Sims & Christopher J. Lonigan. (2011) Early literacy and early numeracy: The value of including early literacy skills in the prediction of numeracy development. Journal of Experimental Child Psychology 110:4, pages 647-658.
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황여정. (2010) Impacts of Ability Grouping on Academic Achievement of Middle School Students. Korean journal of sociology of education 20:4, pages 191-222.
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