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Multiple Dimensions of Family Involvement and Their Relations to Behavioral and Learning Competencies for Urban, Low-Income Children
Abstract Relations between multiple dimensions of family involvement in early childhood education and classroom outcomes were examined. Participants included 144 urban, Head Start children. ParentalExpand
Effects of interparental violence on the psychological adjustment and competencies of young children.
Findings suggest a direct relationship between the nature of the conflict and residence and type and extent of adjustment problems. Expand
Peer-assisted learning interventions with elementary school students: A meta-analytic review.
A meta-analytic review of group comparison design studies evaluating peer-assisted learning (PAL) interventions with elementary school students produced positive effect sizes (ESs) indicatingExpand
A Multivariate Examination of Parent Involvement and the Social and Academic Competencies of Urban Kindergarten Children.
The primary objective of this study was to obtain a multidimensional picture of parent involvement in kindergarten. Participants in this study were 307 low-income, ethnic minority children and theirExpand
Contextually-relevant validation of peer play constructs with African American head start children: Penn interactive peer play scale
The purpose of this investigation was to evaluate the construct and concurrent validity of a modified version of the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument ofExpand
Prevalence and effects of child exposure to domestic violence.
The limitations of current databases are discussed and a promising model for the collection of reliable and valid prevalence data, the Spousal Assault Replication Program, is described, which uses data collected through collaboration between police and university researchers. Expand
Multidimensional assessment of family involvement among urban elementary students
Abstract Family involvement in children's education is fundamental for academic success. This study extended the research on the Family Involvement Questionnaire for Early Childhood (FIQ-EC) byExpand
Investigation of Dimensions of Social-Emotional Classroom Behavior and School Readiness for Low-Income Urban Preschool Children
Abstact The present study identified higher order relationships among teacher assessments of approaches to learning and emotional and behavioral adjustment constructs for low-income urban preschoolExpand
Assessment of preschool play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale
The purpose of this study was to develop and validate the Penn Interactive Peer Play Scale (PIPPS), a teacher-rating instrument of the interactive play behaviors of preschool children. The PIPPS wasExpand