do instructional practices contribute to inequality in achievement?

By Katerina Bodovski, George Farkas. 2007

89 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/45ab8a2a44a7e0c41fa51c647ee5a4078bdb12e4

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In Education

Citations in the corpus

The Impact of a Comprehensive Tier I Core Kindergarten Program on the Achievement of Students at Risk in Mathematics (2011, background): “Evidence is clear that students who start poorly in mathematics during kindergarten and first grade are likely to continue struggling with mathematics in third and fourth grade (Bodovski & Farkas, 2007; Duncan et al., 2007; Hanich, Jordan, Kaplan, & Dick, 2001; Morgan, Farkas, & Wu, 2009).”
Universal Screening in Mathematics for the Primary Grades: Beginnings of a Research Base (2012, background): “Bodovski and Farkas (2007) examined the growth rates from the fall of kindergarten to the spring of third grade with a nationally representative sample of 13,043 students. ECLS–K measured student engagement by asking teachers to complete a six-item survey rating each student’s attention, persistence”
“When” Students Miss School: The Role of Timing of Absenteeism on Students’ Test Performance (2017, methodology): “For instance, using national data, Bodovski and Farkas (2007) and Georges (2009) illustrate that greater time spent on mathematics instruction is linked to higher math performance.”
Mathematical Problem Solving Among Latina/o Kindergartners: An Analysis of Opportunities to Learn (2011, background): “For example, kindergarten classrooms focusing primarily on basic mathematics skills such as number and shape recognition demonstrate decreased achievement gains ( Bodovski & Farkas, 2007a ; Entwistle & Alexander, 1999 ).”
Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement (2015, background): “Bodovski and Farkas (2007) found that the Black–White mathematics achievement gap was smaller in full- than half-day kindergarten classes.”
Academic Content, Student Learning, and the Persistence of Preschool Effects (2014, background): “…the effects of reading and mathematics instructional practices and content in the earliest years of Academic Content and Student Achievement school (Bodovski & Farkas, 2007; Byrnes & Wasik, 2009; Engel, Claessens, & Finch, 2013; Guarino, Hamilton, Lockwood, Rathbun, & Hausken, 2006; Xue & Meisels,…”