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How Are Motor Skills Linked to Children's School Performance and Academic Achievement?

Child development perspectives, 2016-06, Vol.10 (2), p.93-98

2016

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Choosing Immediate Over Delayed Gratification Correlates With Better School-Related Outcomes in a Sample of Children of Color From Low-Income Families

Developmental psychology, 2020-06, Vol.56 (6), p.1107-1120

2020

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Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading

Journal of educational psychology, 2015-08, Vol.107 (3), p.789-804

2015

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Family Stress Processes and Children's Self‐Regulation

Child development, 2020-03, Vol.91 (2), p.577-595

2020

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Visuomotor Integration and Inhibitory Control Compensate for Each Other in School Readiness

Developmental psychology, 2015-11, Vol.51 (11), p.1529-1543

2015

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The development of theory of mind: predictors and moderators of improvement in kindergarten

Early child development and care, 2019-10, Vol.189 (12), p.1914-1924

2019

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Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Psychology in the schools, 2019-02, Vol.56 (2), p.176-193

2019

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Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample

Mind, brain and education, 2018-03, Vol.12 (1), p.23-27

2018

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An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

International journal of behavioral development, 2018-09, Vol.42 (5), p.474-484

2018

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Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms

Journal of psychoeducational assessment, 2019-12, Vol.37 (8), p.935-956

2019

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Improving Student Achievement: What State NAEP Test Scores Tell Us

1, 2000

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Improving Student Achievement: What State NAEP Test Scores Tell Us

2000

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What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Early education and development, 2016-10, Vol.27 (7), p.976-1003

2016

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Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills

Child development, 2018-03, Vol.89 (2), p.476-494

2018

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Focusing on Short-term Achievement Gains Fails to Produce Long-term Gains

Education policy analysis archives, 2014-02, Vol.22 (5), p.5

2014

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Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content

Learning environments research, 2014-04, Vol.17 (1), p.127-138

2014

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What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment

Economics of education review, 2011-04, Vol.30 (2), p.269-279

2011

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Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure

School science and mathematics, 2013-11, Vol.113 (7), p.345-355

2013

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Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students

Early childhood research quarterly, 2016-01, Vol.36, p.379-390

2016

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THE CONTINUING USE AND MISUSE OF SAT SCORES

Psychology, public policy, and law, 2000-03, Vol.6 (1), p.223-232

Grissmer, David

2000

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Searching for Indirect Evidence for the Effects of Statewide Reforms

Brookings papers on education policy, 2001, Vol.2001 (1), p.181-229

2001

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Sources of Teacher Supply: Some New Evidence From Indiana

Educational evaluation and policy analysis, 1991-09, Vol.13 (3), p.256-268

1991

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Comment

Brookings papers on education policy, 2002, Vol.2002, p.269-272

Grissmer, David W. (David Waltz)

2002

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Comment

Brookings papers on education policy, 2002, Vol.2002 (1), p.269-272

Grissmer, David W. (David Waltz)

2002

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Teacher supply, demand, and quality: Policy issues, models, and data bases. Proceedings of a conference

National Research Council. Committee on National Statistics

1992

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How Are Motor Skills Linked to Children's School Performance and Academic Achievement?

Choosing Immediate Over Delayed Gratification Correlates With Better School-Related Outcomes in a Sample of Children of Color From Low-Income Families

Nonlinear Gompertz Curve Models of Achievement Gaps in Mathematics and Reading

Family Stress Processes and Children's Self‐Regulation

Visuomotor Integration and Inhibitory Control Compensate for Each Other in School Readiness

The development of theory of mind: predictors and moderators of improvement in kindergarten

Theory of mind, directly and indirectly, facilitates kindergarten adjustment via verbal ability, executive function, and emotion knowledge

Longitudinal Associations Among Executive Function, Visuomotor Integration, and Achievement in a High‐Risk Sample

An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior

Using an Individualized Observational Measure to Understand Children’s Interactions in Underserved Kindergarten Classrooms

Improving Student Achievement: What State NAEP Test Scores Tell Us

Improving Student Achievement: What State NAEP Test Scores Tell Us

What Preschool Classroom Experiences Are Associated With Whether Children Improve in Visuomotor Integration?

Developmental Relations Among Motor and Cognitive Processes and Mathematics Skills

Focusing on Short-term Achievement Gains Fails to Produce Long-term Gains

Evaluating the structure of the Mathematics Teacher Questionnaire: A measure of exposure to mathematics instructional practices and content

What a difference a day makes: Estimating daily learning gains during kindergarten and first grade using a natural experiment

Increasing Equity and Achievement in Fifth Grade Mathematics: The Contribution of Content Exposure

Unique contributions of attentional control and visuomotor integration on concurrent teacher-reported classroom functioning in early elementary students

THE CONTINUING USE AND MISUSE OF SAT SCORES

Searching for Indirect Evidence for the Effects of Statewide Reforms

Sources of Teacher Supply: Some New Evidence From Indiana

Comment

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Teacher supply, demand, and quality: Policy issues, models, and data bases. Proceedings of a conference

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