First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.-Reference-Cited by-同舟云学术

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First grade classroom-level adversity: Associations with teaching practices, academic skills, and executive functioning.

Published:2018-12 Issue:4 Volume:33 Page:547-560
ISSN:1939-1560
Container-title:School Psychology Quarterly
language:en
Short-container-title:School Psychology Quarterly

Author:

Abry Tashia,Granger Kristen L.,Bryce Crystal I.,Taylor Michelle^ORCID,Swanson Jodi,Bradley Robert H.

Publisher

American Psychological Association (APA)

Subject

Developmental and Educational Psychology,Education

Link

http://psycnet.apa.org/journals/spq/33/4/547.pdf

Cited by 12 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Classroom-level adversity, instructional clarity and student outcomes: A multilevel mediation model based on TIMSS 2019;Social Psychology of Education;2024-04-27

2. The Relation Between Classroom Adversity and Students’ Problem Behavior as a Function of Teachers’ Emotional Support;Behavioral Disorders;2024-02-05

3. Teacher Burnout and Supporting Teachers of Students with Emotional and Behavioral Disorders;Journal of Emotional and Behavioral Disorders;2023-02-01

4. A preliminary investigation of the role of classroom contextual effects on teaching efficacy and classroom quality;Preventing School Failure: Alternative Education for Children and Youth;2023-01-12

5. Are Observed Classroom Practices Related to Student Language/Literacy Achievement?;Review of Educational Research;2022-11-08

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