Understanding Schooling Effects on Early Literacy: A Working Research Strategy.

By F. Morrison, Carol McDonald Connor. 2002

106 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0395205a0ff8ab1570a76567fdc17a11661e3904

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In Education

Citations in the corpus

Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “These explanations are based on research on reading (Connor et al., 2004; Morrison & Connor, 2002); future research should investigate similar aspects of math learning and instruction.”
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “…instructional practices and relationships with students to student achievement gains in a given year (e.g., Cameron, Connor, & Morrison, 2005; Morrison & Connor, 2002; McCaslin et al., 2006; National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network…”
Measuring the Quality of Teacher–Child Interactions in Toddler Child Care (2009, background): “Currently, the link between positive teacher–child relationships in preschool and early elementary school and positive developmental outcomes for children is well established in the literature (Hamre & Pianta, 2005; Morrison & Connor, 2002; Rutter & Maughan, 2002).”
Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. (2010, unknown): “…are the primary mechanisms promoting positive student development and learning (Cameron, Connor, & Morrison, 2005; Emmer & Stough, 2001; Greenberg, Domitrovich, & Bumbarger, 2001; Hamre & Pianta, 2001; Howes et al., 2008; Morrison & Connor, 2002; NICHD ECCRN, 2003; Rutter & Maughan, 2002).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, methodology): “…of the developmental needs of children vis-à-vis experiences in school (e.g., Reid, Patterson, & Snyder, 2002) and parallel efforts to understand and measure developmentally relevant assets in school environments (see Morrison & Connor, 2002; Rimm Kaufman et al., 2002 as recent examples).”
Academic and Cognitive Functioning in First Grade: Associations with Earlier Home and Child Care Predictors and with Concurrent Home and Classroom Experiences (2006, result): “These findings provide evidence that children’s exposure to instruction at school does seem to make a difference in their enhanced development of some academic and cognitive skills and is consistent with other findings from these data and other studies (Juel & Minden-Cupp, 2000; Morrison & Connor, ”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “Typically, this work emphasizes academic performance, not behavioral engagement, as an outcome (Connor, Morrison, & Petrella, 2004; Hamre & Pianta, 2005; Morrison & Connor, 2002).”
Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies (2007, background): “Morrison and Connor (2002) argued that effects of schooling on development must be examined at the level of specific types of input that are matched to specific child skills, abilities, and needs.”
Social Relationships and School Readiness (2006, background): “…instructional interactions and emotional relationships formed between teachers and children that determines the impacts of these classroom environments on children’s developmental processes (Greenberg, Domitrovich, & Bumbarger, 2001; Morrison & Connor, 2002; Rutter & Maughan, 2002; Pianta, 2003).”