Impact of parenting practices on adolescent achievement: Authoritative parenting, school involvement, and encouragement to succeed. Child Development. (63, 1266-1281). Trusty, J. (1996).
Wheatley, R., et al. (2009). Improving Behavior through Differential Reinforcement: A Praise Note System for Elementary School Students. Education and Treatment of Children, 32(4), 551-571.
Evaluation of a multidimensional program for sixth-graders in transition from elementary to middle school. Journal of Community Psychology, 21. Retrieved from http://web.ebscohost.com.libsrv.wku.edu Kingery, J.N., & Erdley, C.A. (2007). Peer experiences as predictors of adjustment across the middle school transition.
Children enrolled in quality preschool programs are more likely to succeed academically and socially when they are older. Many children begin school at the ages of 5 or 6, the age when a child enters kindergarten. However, children?s learning capabilities are at there peak at earlier ages than that. Alison Gopnik, a professor of psychology at the University of California at Berkeley says, ?Children learn more in their early years than they ever will again. With the dissolution of the extended family, the best way to support early learning is with publicly funded pre-K?
A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. The Elementary School Journal, 110(4), 567-584. Retrieved from Academic Search Complete database. Spilkova, V. (2001). Professional development of teachers and student teachers through reflection on practice.
2002. “Socialization Skills in Home Schooled Children Versus Conventionally Schooled Children.” Journal of Undergraduate Research 5:469-474. Lopez, Denise Haugen. 2005. “The Social Competence of Homeschooled and Conventionally Schooled Adolescents: A Preliminary Investigation.” Psy.
Merdinger, J. M., Hines, A. M., Lemon Osterling, K., & Wyatt, P. (2005). Pathways to college for former foster youth: understanding factors that contribute to educational success. Child Welfare, 84(6), 867-896. Pecora, P. J., Williams, J., Kessler, R. C., Hiripi, E., O’Brien, K., Emerson, J., Herrick, M. A., Torres, D. (August 01, 2006). Assessing the educational achievements of adults who were formerly placed in family foster care.
This is an article review of Anthony M. Denkyirah and Wilson K. Agbeke 2010, which investigated the Strategies for Transitioning Preschool with Autism Spectrum Disorder to Kindergarten. The article was published in Early Childhood Education Journal. Research (Rice and O’Brien (1990), Rule et al. (1990), and Wittmer et al. (1996) found that an Autism Spectrum Disorder (ASD) children who sustained suitable services in their preschool years, they are able to face academic challenges and try to continue developing their cognitive, living and social skills.
Inspiration to Teach - Reflections on Friedrich Froebel and Why He Counts in Early Childhood Education. YC Young Children, 65(6), 74-76. Retrieved July 7, 2011, from ProQuest Education Journals. Rettig, M. (2005). Using the Multiple Intelligences to Enhance Instruction for Young Children and Young Children with Disabilities.