Learning-related behaviors, cognitive skills, and ability grouping when schooling begins
By Laura Tach, George Farkas. 2006
157 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/e2d182d81a2da9039505ab0a2185c4961cf2487f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Seán Kelly
- Jessica Calarco
- Adam Gamoran
- John P. Robinson
- Douglas D. Ready
- David Wright
- Paul L. Morgan
- George Farkas
In Education
- S. Lubienski
- Douglas D. Ready
- David Wright
- Jessica Calarco
- Adam Gamoran
- Seán Kelly
- John P. Robinson
- Paul L. Morgan
Citations in the corpus
- The Development of Gender Achievement Gaps in Mathematics and Reading During Elementary and Middle School (2011, background): “More recently, Tach and Farkas (2006) examined ECLS-K data and found that being placed into a higher-ability reading group was positively related to learning behaviors and achievement.”
- Accuracy and Inaccuracy in Teachers’ Perceptions of Young Children’s Cognitive Abilities (2011, background): “For example, lower-socioeconomic-status (SES) children are more likely to be retained in kindergarten (Burkam et al., 2007) and placed into lower-level ability groups, even after controlling for sociodemographic background and measured academic ability (Tach & Farkas, 2006).”
- Science Achievement Gaps Begin Very Early, Persist, and Are Largely Explained by Modifiable Factors (2016, background): “Controlling for prior achievement, these behaviors best predict children’s later achievement (Duncan et al., 2007; Tach & Farkas, 2006).”
- What Types of Students' Effort Are Rewarded with High Marks? (2008, background): “Low-ability group placements in elementary school (Tach and Farkas 2006) and track placements in high school (Carbonaro 2005) are associated with reduced levels of effort.”
- Coached for the Classroom (2014, background): “We know from prior research that children’s activation of class-based strategies can generate stratified profits in the classroom (Calarco 2011; Farkas 1996; Streib 2011), and those profits result from teachers’ responses to particular behaviors (Mehan 1980; Tach and Farkas 2006; Wren 1999).”
- Tracking and Inequality: New Directions for Research and Practice (2009, background): “However, recent analyses of data from a national sample of children who entered kindergarten in 1998 have confirmed the pattern of widening gaps for within-class reading groups in kindergarten (Tach & Farkas, 2006).”