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The Interplay of Cognitive Load, Learners’ Resources and Self-regulation Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-10 Tina Seufert, Verena Hamm, Andrea Vogt, Valentin Riemer
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Unleashing the Power of Positivity: How Positive Instructors Benefit Learning from Instructional Videos — A Meta-analytic Review Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-03 Fangfang Zhu, Zhongling Pi, Jiumin Yang
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Correlates of K-12 Students’ Intertextual Integration Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-07 Daniel R. Espinas, Brennan W. Chandler
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Revisiting Picture Functions in Multimedia Testing: A Systematic Narrative Review and Taxonomy Extension Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-05-07 Lauritz Schewior, Marlit Annalena Lindner
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Profiles of home language experiences of Spanish-English dual language learners in migrant and seasonal head start programs Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-06 Ye Shen, Ji-Young Choi
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Children's task persistence in first grade: The role of parent-child and teacher-child relationships Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-04 Justina Davolyte, Noona Kiuru, Saule Raiziene, Gintautas Silinskas
The present study investigated the extent to which the quality of both parent-child and teacher-child relationships uniquely and interactively relates to a child's task persistence in first grade. Furthermore, the study also examined the role of a child's task persistence in the quality of their relationships with their parents and teachers after controlling for the child's gender, temperament, academic
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How does caregiver–child conversation during a scientific storybook reading impact children's mindset beliefs and persistence? Child Dev. (IF 5.661) Pub Date : 2024-05-03 Amanda S. Haber, Sona C. Kumar, Kathryn A. Leech, Kathleen H. Corriveau
This study explores how caregiver–child scientific conversation during storybook reading focusing on the challenges or achievements of famous female scientists impacts preschoolers' mindset, beliefs about success, and persistence. Caregiver–child dyads (N = 202, 100 female, 35% non‐White, aged 4–5, ƒ = .15) were assigned to one of three storybook conditions, highlighting the female scientist's achievements
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A daily diary study of discrimination and distress in Mexican‐origin adolescents: Testing mediating mechanisms Child Dev. (IF 5.661) Pub Date : 2024-05-03 Irene J. K. Park, Lijuan Wang, Ruoxuan Li, Tiffany Yip, Kristin Valentino, Mario Cruz‐Gonzalez, Natalia Giraldo‐Santiago, Kyle Lorenzo, Jenny Zhen‐Duan, Kiara Alvarez, Margarita Alegría
The present 21‐day daily diary study (conducted 2021–2022) tested anger and racism‐related vigilance as potential transdiagnostic mediators linking exposure to racial and ethnic discrimination (RED) to distress (negative affect and stress, respectively). The data analytic sample included N = 317 Mexican‐origin adolescents (Mage = 13.5 years; 50.8% male, 46.7% female; 2.5% non‐binary) from the Midwestern
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Direct and interactive effects of attendance rates on growth in language, literacy and mathematics skills for children enrolled in voluntary preschool programs Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-03 Jhonelle Bailey, Mary Anne Ullery, Jenna Futterer, Casey Mullins, Christine Delgado, Stephanie Custode, Rinatte Gruen, Astrid Pena, Angelica Gonzalez, Rebecca J. Bulotsky-Shearer
Attendance plays an important role in student academic success; yet few studies examine associations between preschool attendance rates and academic skills for children enrolled in early childhood programs. To address this gap, this population-based study examined associations between preschool attendance rates and language, literacy and mathematics skill growth for a cohort of four-year-old children
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Close to home: Family-centered spatial analysis of access to early care and education Early Child. Res. Q. (IF 3.815) Pub Date : 2024-05-03 Barbara D. DeBaryshe, Seongah Im, Javzandulam Azuma, Ivette Stern, Minh Nguyen, Qi Chen
This study addresses the issue of equitable access to early care and education (ECE) taking the state of Hawaiʻi as an example. We used spatially-based measures of demand-adjusted slots, cost burden relative to family income, and quality that quantified the supply of ECE services within a five-mile drive, a ten-mile drive, and a 30-min public transit commute from a family's home. Multivariate spatial
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“She's so pretty”: The development of valuing personal attractiveness among young children Child Dev. (IF 5.661) Pub Date : 2024-04-27 May Ling D. Halim, Lyric N. Russo, Kaelyn N. Echave, Sachiko Tawa, Dylan J. Sakamoto, Miguel A. Portillo
The current study sought to understand gender differences in how much children value personal attractiveness, whether age is associated with valuing personal attractiveness, and the role of gender identity development. Three‐ to five‐year‐olds (N = 170; 89 girls, 81 boys, 0 other genders; primarily Latiné, multiethnic, and non‐Hispanic White American) were recruited from child centers across the Los
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Self-presentation and social networking online: The professional identity of PhD students in HCI Internet High. Educ. (IF 8.591) Pub Date : 2024-04-26 Chuhao Wu, John M. Carroll
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Maternal depression, parenting, and child psychological outcomes in the context of maternal pain Child Dev. (IF 5.661) Pub Date : 2024-04-26 Jacqueline R. O'Brien, Angela H. Lee, Amanda L. Stone, Nathan F. Dieckmann, Maureen Zalewski, Anna C. Wilson
Parental chronic pain is associated with adverse outcomes in children, but the mechanisms of transmission are largely untested. Mothers with chronic pain (N = 400, Mage = 40.3 years, 90.5% White) and their children (Mage = 10.33 years, 83.3% White, 50.2% female) were recruited in 2016–2018 to test longitudinal pathways of risk transmission from maternal chronic pain to children's psychological symptoms
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Contributions of shared book reading to children's learning of new semantic facts through memory integration Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-26 Hilary E. Miller-Goldwater, Bethany M. Williams, Melanie H. Hanft, Patricia J. Bauer
Young children rapidly learn facts about the world. One mechanism supporting knowledge acquisition is memory integration: derivation of new knowledge by combining separate, yet related facts accumulated over time. There are both developmental changes and individual differences in young children's learning through memory integration. However, there is little research on how everyday social interactions
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The Value of Pretend Play for Social Competence in Early Childhood: A Meta-analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-25 Mireille Smits-van der Nat, Femke van der Wilt, Martijn Meeter, Chiel van der Veen
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Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-25 Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness
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Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-25 Allison R. Lombardi, Graham G. Rifenbark, Karrie A. Shogren, Ashley Taconet, Tyler A. Hicks
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization)
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Leveraging an intensive time series of young children's movement to capture impulsive and inattentive behaviors in a preschool setting Child Dev. (IF 5.661) Pub Date : 2024-04-24 Andrew E. Koepp, Elizabeth T. Gershoff
Studying within‐person variability in children's behavior is frequently hindered by challenges collecting repeated observations. This study used wearable accelerometers to collect an intensive time series (2.7 million observations) of young children's movement at school (N = 62, Mage = 4.5 years, 54% male, 74% Non‐Hispanic White) in 2021. Machine learning analyses indicated that children's typical
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Effects of a Math Single-Case Intervention on Word Problem-Solving in Students With Learning Disabilities and Emotional and Behavioral Disorders Except. Child. (IF 4.091) Pub Date : 2024-04-24 Anne Barwasser, Sarah Schulze, Chiara Gieseler, Matthias Grünke
Word problem-solving is one major area in mathematics that has been identified as being particularly challenging for students, specifically for those with learning disabilities (LDs) and emotional and behavioral disorders (EBD). This study aims at evaluating the effects of a strategic math intervention with concept maps on the ability to solve word problems (addition and subtraction problems, number
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Exploring how early childhood exclusionary practices persist for multiply marginalized children Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Courtney E. O'Grady, Michaelene M. Ostrosky, Catherine Corr, Erica Roy
The purpose of this study was to critically examine 14 early educators’ descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and ‘soft’ expulsions. Teachers
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The link between hours of center-based childcare and child development in 3- to 6-year-olds: Evidence from Singapore Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-22 Yue Bi, Xiao Pan Ding, Wei-Jun Jean Yeung
This study examined how the number of hours of early childhood education (ECE) is associated with young children's behavior problems and early academic achievement in Singapore, a non-WEIRD (“Western, educated, industrialized, rich, democratic”) country with families using long ECE hours. We drew data from the Singapore Longitudinal Early Development Study. Participants were 3- to 6-year-old children
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Intermediate Educational Transitions, Alignment, and Inequality in U.S. Higher Education Sociol. Educ. (IF 4.619) Pub Date : 2024-04-20 Christina Ciocca Eller, Katharine Khanna, Greer Mellon
Substantial social stratification research conceptualizes education as a series of standard transitions from one stage to the next, such as from high school to college. Yet less research examines mandatory transitions within each educational stage, which we call “intermediate educational transitions.” In this article, we examine a crucial intermediate transition in U.S. higher education, shifting from
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An Evolutionary Approach to Motivation and Learning: Differentiating Biologically Primary and Secondary Knowledge Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Kate M. Xu, Sarah Coertjens, Florence Lespiau, Kim Ouwehand, Hanke Korpershoek, Fred Paas, David C. Geary
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A Theory of Knowledge Revision: The Development of the KReC Framework Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-18 Panayiota Kendeou
In this paper, I discuss the inspiration, development, and further refinement of the Knowledge Revision Components framework (KReC; Kendeou & O’Brien, 2014). In KReC, we theorize about the conditions that facilitate knowledge revision during reading, and thus successful learning in the presence of prior, often incorrect knowledge. I discuss how the inspiration and need for the framework arose, and
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A Review of U.S. Policy Guidance and Legislation on Restraint and Seclusion in Schools: Considerations for Improvement Except. Child. (IF 4.091) Pub Date : 2024-04-18 Laura Kern, Heather Peshak George, Lauren L. Evanovich, Jennifer M. Hodnett, Jennifer Freeman
Restraint and seclusion (R/S) are practices employed by schools to address severe student behavior. Although the use of R/S has been shown to have harmful impact for students, staff, and schools, there is no federal law that addresses its use in schools. A lack of a universal approach leaves each state to determine its own legislation and policy. The current study seeks to extend previous research
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Higher education teachers’ understandings of and challenges for inclusion and inclusive learning environments: A systematic literature review Educ. Res. Rev. (IF 11.7) Pub Date : 2024-04-17 Tisja Korthals Altes, Martijn Willemse, Sui Lin Goei, Melanie Ehren
Since the 1990s, there is a rise in attention to inclusion in education encompassing inclusion in Higher Education (HE), which is an important element of-/and leads to equity in society. HE-teachers are a key factor in improving inclusion in higher education, but little is known about 1) their understanding of inclusion, 2) the challenges they experience for establishing inclusion, and 3) how they
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Latent classes of early childhood development and their predictors in Low- and middle-income countries: Results from multiple indicator cluster surveys 2010 - 2020 Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-17 Jin Sun, Yudong Zhang, Qianjin Guo, Mengyuan Liang, Zeyi Li, Li Zhang
Investing in early childhood development (ECD) is critical for individual and societal development. Variable-centered research on ECD has shown that family wealth, maternal education, and parenting practices predict childhood outcomes overall. However, little is known about differences in the ECD patterns and their predictors. This study examined the latent classes of ECD using data from three waves
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Hey ChatGPT, give me a title for a paper about degree apathy and student use of AI for assignment writing Internet High. Educ. (IF 8.591) Pub Date : 2024-04-16 David Playfoot, Martyn Quigley, Andrew G. Thomas
ChatGPT could allow students to plagiarize the content of their coursework with little risk of detection. Little is known about undergraduate willingness to use AI tools. In this study, psychology undergraduates ( = 160) from the United Kingdom, indicated their willingness to use, and history of using, ChatGPT to write university assignments. Almost a third (32%) indicated that they would use such
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Capital Flight: Examining Teachers’ Socioeconomic Status and Early Career Retention Sociol. Educ. (IF 4.619) Pub Date : 2024-04-16 Andrew Brantlinger, Ashley Anne Grant
This article investigates the understudied relationship between teacher socioeconomic status (SES) and retention. Drawing on Bourdieu’s theory of social reproduction and longitudinal data from 378 mathematics teachers, we use logistic regression to examine whether teacher SES, conceptualized and measured in terms of their economic, social, and cultural capital, is associated with their school, district
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The Public Purposes of Private Education: a Civic Outcomes Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-14 M. Danish Shakeel, Patrick J. Wolf, Alison Heape Johnson, Mattie A. Harris, Sarah R. Morris
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Trajectories of digital flourishing in adolescence: The predictive roles of developmental changes and digital divide factors Child Dev. (IF 5.661) Pub Date : 2024-04-13 Jasmina Rosič, Lara Schreurs, Sophie H. Janicke‐Bowles, Laura Vandenbosch
Digital flourishing refers to the positive perceptions of digital communication use in five dimensions: connectedness, positive social comparison, authentic self‐presentation, civil participation, and self‐control. This three‐wave panel study among 1081 Slovenian adolescents (Mage = 15.34 years, 53.8% boys, 80.7% ethnic majority) explored the trajectories of their digital flourishing dimensions over
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How retributive motives shape the emergence of third‐party punishment across intergroup contexts Child Dev. (IF 5.661) Pub Date : 2024-04-13 Julia Marshall, Katherine McAuliffe
This study examines how retributive motives—the desire to punish for the purpose of inflicting harm in the absence of future benefits—shape third‐party punishment behavior across intergroup contexts. Six‐ to nine‐year‐olds (N = 151, Mage = 8.00, SDage = 1.15; 54% White, 18% mixed ethnicities, 17% Asian American; 46% female; from the USA) could punish ingroup, outgroup, or non‐group transgressors by
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This is me! Neural correlates of self‐recognition in 6‐ to 8‐month‐old infants Child Dev. (IF 5.661) Pub Date : 2024-04-13 Silvia Rigato, Rita De Sepulveda, Eleanor Richardson, Maria Laura Filippetti
Historically, evidence of self‐recognition in development has been associated with the “rouge test”; however, this has been often criticized for providing a reductionist picture of self‐conscious behavior. With two event‐related potential (ERP) experiments, this study investigated the origin of self‐recognition. Six‐ to eight‐month‐old infants (42 males and 35 females, predominately White, tested in
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Increasing access in the ECE enrollment process: Evidence from an information intervention in New Orleans Early Child. Res. Q. (IF 3.815) Pub Date : 2024-04-13 Lindsay Weixler, Jon Valant, Justin B. Doromal, Alica Gerry
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Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-13 Kaitlyn G. O’Hagan, Leanna Stiefel
Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology
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The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-12 Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski
Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore
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The Validity of Heart Rate Variability (HRV) in Educational Research and a Synthesis of Recommendations Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-11 Hyun Jin Kim, Yuyi Park, Jihyun Lee
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Emotions or cognitions first? Longitudinal relations between executive functions and emotion regulation in childhood Child Dev. (IF 5.661) Pub Date : 2024-04-09 Marte Halse, Silje Steinsbekk, Oda Bjørklund, Åsa Hammar, Lars Wichstrøm
Executive functions and emotion regulation develop from early childhood to adolescence and are predictive of important psychosocial outcomes. However, despite the correlation between the two regulatory capacities, whether they are prospectively related in school‐aged children remains unknown, and the direction of effects is uncertain. In this study, a sample drawn from two birth cohorts in Norway was
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Match Pathways and College Graduation: A Longitudinal and Multidimensional Framework for Academic Mismatch Sociol. Educ. (IF 4.619) Pub Date : 2024-04-09 Dafna Gelbgiser, Sigal Alon
Academic mismatch, the incompatibility between applicants’/students’ aptitude and their desired/current academic program, is considered a key predictor of degree attainment. Evaluations of this link tend to be cross-sectional, however, focusing on specific stages of the college pipeline and ignoring mismatch at prior or later stages and their potential outcomes. We developed and tested a longitudinal
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Disagreement reduces overconfidence and prompts exploration in young children Child Dev. (IF 5.661) Pub Date : 2024-04-08 Antonia F. Langenhoff, Mahesh Srinivasan, Jan M. Engelmann
Can the experience of disagreement lead young children to reason in more sophisticated ways? Across two preregistered studies, four‐ to six‐year‐old US children (N = 136, 50% female, mixed ethnicities, data collected 2020–2022) experienced either a disagreement or an agreement with a confederate about a causal mechanism after being presented with ambiguous evidence. We measured (1) children's confidence
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Inclusive Education in South Korea Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-08 Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek
Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according
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Opting Out as an Untapped Resource in Instructional Design: Review and Implications Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-04-06 Yael Sidi, Rakefet Ackerman
When faced with challenging thinking tasks accompanied by a feeling of uncertainty, people often prefer to opt out (e.g., replying “I don’t know”, seeking advice) over giving low-confidence responses. In professions with high-stakes decisions (e.g., judges, medical practitioners), opting out is generally seen as preferable to making unreliable decisions. Contrarily, in educational settings, despite
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Current Issues and Future Directions of Inclusive Education in Japan Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-05 Akiko Kaizu, Munehisa Tamaki
Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities.
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The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-05 Abdulaziz Alsolami
In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the
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Theoretical and Methodological Diversity of Exceptional Children Scholarship Except. Child. (IF 4.091) Pub Date : 2024-04-03 Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
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Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-04-03 Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry
We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from
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Why do students disengage from online courses? Internet High. Educ. (IF 8.591) Pub Date : 2024-04-02 Sacide Güzin Mazman Akar
One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online
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Language development beyond the here‐and‐now: Iconicity and displacement in child‐directed communication Child Dev. (IF 5.661) Pub Date : 2024-04-02 Yasamin Motamedi, Margherita Murgiano, Beata Grzyb, Yan Gu, Viktor Kewenig, Ricarda Brieke, Ed Donnellan, Chloe Marshall, Elizabeth Wonnacott, Pamela Perniss, Gabriella Vigliocco
Most language use is displaced, referring to past, future, or hypothetical events, posing the challenge of how children learn what words refer to when the referent is not physically available. One possibility is that iconic cues that imagistically evoke properties of absent referents support learning when referents are displaced. In an audio‐visual corpus of caregiver–child dyads, English‐speaking
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She made it with her friend: How social object history influences children's thinking about the value of digital objects Child Dev. (IF 5.661) Pub Date : 2024-04-02 Keiana Price, Jasmine M. DeJesus, Shaylene E. Nancekivell
Two studies examine how social object histories from collaborative experiences influenced North American children (N = 160, 5–10 years) thinking about the value of digital objects (48% male/51% female; 51% White/24% Black/11% Asian). With forced‐choice judgments, Study 1 found (moderate–large effects) that children viewed digital and physical objects with social histories as more special than objects
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“You gotta tell the camera”: Advancing children's engineering learning opportunities through tinkering and digital storytelling Child Dev. (IF 5.661) Pub Date : 2024-03-28 Lauren C. Pagano, Riley E. George, David H. Uttal, Catherine A. Haden
This study addressed whether combining tinkering with digital storytelling (i.e., narrating and reflecting about experiences to an imagined audience) can engender engineering learning opportunities. Eighty‐four families with 5‐ to 10‐year‐old (M = 7.69) children (48% female children; 57% White, 11% Asian, 6% Black) watched a video introducing a tinkering activity and were randomly assigned either to
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Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices Rem. Spec. Educ. (IF 3.25) Pub Date : 2024-03-28 Jesse I. Fleming, Sarah Emily Wilson, Daniel Espinas, Wilhelmina van Dijk, Bryan G. Cook
Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering
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The Effectiveness of Concept Maps on Students’ Achievement in Science: A Meta-Analysis Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-27 Dimitris Anastasiou, Clare Nangsin Wirngo, Pantelis Bagos
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“Some people will tell jokes to you; some people be racist:” A mixed‐method examination of racist jokes and adolescents’ well‐being Child Dev. (IF 5.661) Pub Date : 2024-03-27 Aprile D. Benner, Francheska Alers‐Rojas, Briana A. López, Shanting Chen
This study examined how adolescents make meaning of racist jokes and their impact on daily well‐being using a sequential mixed‐methods research design with interview (N = 20; 60% girls, 5% gender‐nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black)
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Children's moral evaluations of and behaviors toward people who are curious about religion and science Child Dev. (IF 5.661) Pub Date : 2024-03-27 Ariel J. Mosley, Cindel J. M. White, Larisa Heiphetz Solomon
Although children exhibit curiosity regarding science, questions remain regarding how children evaluate others' curiosity and whether evaluations differ across domains that prioritize faith (e.g., religion) versus those that value questioning (e.g., science). In Study 1 (n = 115 5‐ to 8‐year‐olds; 49% female; 66% White), children evaluated actors who were curious, ignorant and non‐curious, or knowledgeable
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Is skill heterogeneity in kindergarten classrooms associated with the persistence of pre-K gains? Evidence from the IES early learning network Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-27 Michael Little, Kevin C. Bastian, Lora Cohen-Vogel, Mary Bratsch-Hines, Peg Burchinal, Ellen Peisner-Feinberg
Students’ gains from Pre-K converge with similar students who did not attend Pre-K in elementary school. One theory for convergence is that students who attend Pre-K enter kindergarten classrooms that are skill heterogeneous, and these students are positioned near the top of the classroom skill distribution. Kindergarten teachers, however, focus their instruction on students toward the bottom of the
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Hybridizing Motivational Strains: How Integrative Models Are Crucial for Advancing Motivation Science Educ. Psychol. Rev. (IF 10.1) Pub Date : 2024-03-26 Ronnel B. King, Luke K. Fryer
This special issue was motivated by the realization that student motivation is inherently complex and no single framework can capture it in its full richness. However, the current zeitgeist in educational psychology seems to explicitly discourage attempts at integration as researchers are incentivized to stay within their own theoretical camps. In this special issue, we asked seven research teams to
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Neurodiversity and cognitive load in online learning: A systematic review with narrative synthesis Educ. Res. Rev. (IF 11.7) Pub Date : 2024-03-25 Anne-Laure Le Cunff, Vincent Giampietro, Eleanor Dommett
This systematic review with narrative synthesis aimed to examine the available evidence on the relationship between neurodiversity and cognitive load in online learning. Despite the known relationship between working memory impairments and neurodiversity, there has been a lack of systematic investigation into how cognitive load impacts neurodivergent students in online learning environments. This review
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Ownership‐attributing intuitions are cross‐culturally shared Child Dev. (IF 5.661) Pub Date : 2024-03-25 Michał Białek, Michal Mikolaj Stefanczyk, Marta Kowal, Piotr Sorokowski
This study tested intuitions about ownership in children of Dani people, an indigenous Papuan society (N = 79, Mage = 7, 49.4% females). The results show that similar to studies with children from Western societies, children infer ownership from (1) control of permission, (2) ownership of the territory the object is located in, and (3) manmade versus natural origins of the object. By contrast, they
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Quality and inequality in pre-primary and home environment inputs to early childhood development in Egypt Early Child. Res. Q. (IF 3.815) Pub Date : 2024-03-25 Caroline Krafft, Abbie Raikes, Samira Nikaein Towfighian, Rebecca Sayre Mojgani
By the time children start primary school, large socioeconomic disparities are evident in their learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in the Middle East and North Africa. This paper examines how pre-primary