Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School.

@article{Crosnoe2010InstructionTR,
  title={Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School.},
  author={Robert L. Crosnoe and Frederick J. Morrison and Margaret J Burchinal and Robert C. Pianta and Daniel Keating and Sarah L. Friedman and K.Allison Clarke-Stewart},
  journal={Journal of educational psychology},
  year={2010},
  volume={102 2},
  pages={
          407-417
        }
}
Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice… CONTINUE READING
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