Abstract: The current study investigated developmental trajectories of teacher - reported aggressive behavior and whether these trajectories are associated with social - cognitive development (i.e., aggressive problem - solving) across the first three elementary
grades in a large sample from Switzerland (N = 1,146).
The current study investigated developmental trajectories of teacher - reported aggressive behavior and whether these trajectories are associated with social - cognitive development (i.e., aggressive problem - solving) across the first three elementary
grades in a large sample from Switzerland (N = 1,146
Not exact matches
The article reported results from a
large (nearly 16,000 respondents) representative
sample of students
in grades 6 through 10; the authors were associated with the National Institute of Child Health and Human Development (which supported the survey).
Each country administered the test to a nationally representative
sample of middle - school students, defined as those students enrolled
in the two adjacent
grades that contained the
largest proportion of 13 - year - old students at the time of testing (
grades 7 and 8
in most countries).
After analyzing the content of
samples from local wells for a project about the quality of drinking water, fifth - and sixth -
grade students at Shutesbury Elementary School display their information on a
large map of the town and look for patterns
in the data.
The effects of service learning on social responsibility and academic success were investigated among a
large, racially and socioeconomically diverse
sample of students
in grades 6 - 8
in three middle schools.
Recent data from a study we are doing here at Wellesley Centers for Women with a
large, racially diverse
sample of low - income students
in a
large urban school district found that 95 percent of students, both boys and girls, aspired to attend college when asked
in 9th and 10th
grade.
Next let's look at statewide charter sectors - these are the states with charter sectors
large enough to make the
sample in both 2009 and 2017
in 8th
grade reading:
I do this by looking at the
sample of students who are continuously enrolled
in a district school between
grades 3 and 5
in order to exclude students coming from and going to other schools; their results are nearly identical to, if not slightly
larger than, the effects on the full
sample.
«It would be difficult to see how the range of teacher effects on the 8th
grade Reading test would be considered substantively meaningful if this result holds up
in a
larger and random
sample.
Using five annual waves of data from a
large national U.S.
sample spanning 8th — 12th
grades, our study describes civic engagement typologies and transitions
in and out of typologies across adolescence.
The effects of service learning on social responsibility and academic success were investigated among a
large, racially and socioeconomically diverse
sample of students
in grades 6 - 8
in three middle schools.
The
sample was also stratified by geographic region and counties» metropolitan statistical area status (
largest urban areas / not
largest urban areas) with probability proportional to total enrollment
in eligible
grades of the primary
sampling units.