Race/Ethnicity and Early Mathematics Skills: Relations Between Home, Classroom, and Mathematics Achievement

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Decreasing the SES math achievement gap: Initial math proficiency and home learning environments (2015, background): “…practices and computation, measurement and advanced topics; 1 = never to 6 = daily) and amount of math instruction (1 = 1 to 30 minutes, 2 = 31–60 minutes, 3 = 61–90 minutes, or 4 = more than 90 minutes) as its contribution has been identified in other studies (Sonnenschein & Galindo, 2015).”
School–family relationships, school satisfaction and the academic achievement of young people (2017, unknown): “Guided by an ecological theoretical perspective (Bronfenbrenner 1979), we considered, as others have done (see for example Crosnoe 2009; Epstein 2010; Sonnenschein and Galindo 2014), the intersections between schools and families in fostering the academic well-being of young people in England.”