| 来源类型 | Publication |
| Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition | |
| Annie Georges; Jeanne Brooks-Gunn; and Lizabeth M. Malone | |
| 发表日期 | 2011-12-30 |
| 出版者 | American Behavioral Scientist |
| 出版年 | 2011 |
| 语种 | 英语 |
| 概述 | This article examines the association between attentive and aggressive behavior (at the child- and class-level) and individual child achievement. Children with low attention, alone or in combination with aggressive behavior, made fewer gains in test scores during kindergarten.", |
| 摘要 | This article examines the association between attentive and aggressive behavior (at the child- and class-level) and individual child achievement. Children with low attention, alone or in combination with aggressive behavior, made fewer gains in test scores during kindergarten. Additionally, having more children in the classroom with low attention was linked with lower achievement gains, even for children who did not themselves demonstrate problem behaviors. |
| URL | https://www.mathematica.org/our-publications-and-findings/publications/links-between-young-childrens-behavior-and-achievement-the-role-of-social-class-and-classroom-composition |
| 来源智库 | Mathematica Policy Research (United States) |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/487008 |
| 推荐引用方式 GB/T 7714 | Annie Georges,Jeanne Brooks-Gunn,and Lizabeth M. Malone. Links Between Young Children's Behavior and Achievement: The Role of Social Class and Classroom Composition. 2011. |
| 条目包含的文件 | 条目无相关文件。 | |||||
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