These tools will no longer be maintained as of December 31, 2024. Archived website can be found here. PubMed4Hh GitHub repository can be found here. Contact NLM Customer Service if you have questions.


BIOMARKERS

Molecular Biopsy of Human Tumors

- a resource for Precision Medicine *

117 related articles for article (PubMed ID: 20428465)

  • 1. The Longitudinal Relations of Teacher Expectations to Achievement in the Early School Years.
    Hinnant JB; O'Brien M; Ghazarian SR
    J Educ Psychol; 2009 Jan; 101(3):662-670. PubMed ID: 20428465
    [TBL] [Abstract][Full Text] [Related]  

  • 2. Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences.
    Hajovsky DB; Mason BA; McCune LA
    J Sch Psychol; 2017 Aug; 63():119-133. PubMed ID: 28633935
    [TBL] [Abstract][Full Text] [Related]  

  • 3. Academic Resilience Despite Early Academic Adversity: A Three-Wave Longitudinal Study on Regulation-Related Resiliency, Interpersonal Relationships, and Achievement in First to Third Grade.
    Liew J; Cao Q; Hughes JN; Deutz MHF
    Early Educ Dev; 2018; 29(5):762-779. PubMed ID: 30197488
    [TBL] [Abstract][Full Text] [Related]  

  • 4. Teacher literacy expectations for kindergarten children with cerebral palsy in special education.
    Peeters M; Verhoeven L; de Moor J
    Int J Rehabil Res; 2009 Sep; 32(3):251-9. PubMed ID: 19436217
    [TBL] [Abstract][Full Text] [Related]  

  • 5. Executive Function Buffers the Association between Early Math and Later Academic Skills.
    Ribner AD; Willoughby MT; Blair CB;
    Front Psychol; 2017; 8():869. PubMed ID: 28611712
    [TBL] [Abstract][Full Text] [Related]  

  • 6. Teacher-child relationships and academic achievement: a multilevel propensity score model approach.
    McCormick MP; O'Connor EE; Cappella E; McClowry SG
    J Sch Psychol; 2013 Oct; 51(5):611-24. PubMed ID: 24060063
    [TBL] [Abstract][Full Text] [Related]  

  • 7. Can teacher-child relationships alter the effects of early socioeconomic status on achievement in middle childhood?
    McCormick MP; O'Connor EE; Parham Horn E
    J Sch Psychol; 2017 Oct; 64():76-92. PubMed ID: 28735609
    [TBL] [Abstract][Full Text] [Related]  

  • 8. Relationship among school socioeconomic status, teacher-student relationship, and middle school students' academic achievement in China: Using the multilevel mediation model.
    Xuan X; Xue Y; Zhang C; Luo Y; Jiang W; Qi M; Wang Y
    PLoS One; 2019; 14(3):e0213783. PubMed ID: 30893361
    [TBL] [Abstract][Full Text] [Related]  

  • 9. Preschool predictors of school-age academic achievement in autism spectrum disorder.
    Miller LE; Burke JD; Troyb E; Knoch K; Herlihy LE; Fein DA
    Clin Neuropsychol; 2017 Feb; 31(2):382-403. PubMed ID: 27705180
    [TBL] [Abstract][Full Text] [Related]  

  • 10. Expecting the best for students: teacher expectations and academic outcomes.
    Rubie-Davies C; Hattie J; Hamilton R
    Br J Educ Psychol; 2006 Sep; 76(Pt 3):429-44. PubMed ID: 16953955
    [TBL] [Abstract][Full Text] [Related]  

  • 11. School readiness and later achievement: replication and extension using a nationwide Canadian survey.
    Romano E; Babchishin L; Pagani LS; Kohen D
    Dev Psychol; 2010 Sep; 46(5):995-1007. PubMed ID: 20822218
    [TBL] [Abstract][Full Text] [Related]  

  • 12. Parent involvement in the academic adjustment of Latino middle and high school youth: teacher expectations and school belonging as mediators.
    Kuperminc GP; Darnell AJ; Alvarez-Jimenez A
    J Adolesc; 2008 Aug; 31(4):469-83. PubMed ID: 17953983
    [TBL] [Abstract][Full Text] [Related]  

  • 13. Short-term memory, working memory, and executive functioning in preschoolers: longitudinal predictors of mathematical achievement at age 7 years.
    Bull R; Espy KA; Wiebe SA
    Dev Neuropsychol; 2008; 33(3):205-28. PubMed ID: 18473197
    [TBL] [Abstract][Full Text] [Related]  

  • 14. School readiness and later achievement.
    Duncan GJ; Dowsett CJ; Claessens A; Magnuson K; Huston AC; Klebanov P; Pagani LS; Feinstein L; Engel M; Brooks-Gunn J; Sexton H; Duckworth K; Japel C
    Dev Psychol; 2007 Nov; 43(6):1428-1446. PubMed ID: 18020822
    [TBL] [Abstract][Full Text] [Related]  

  • 15. The role of cognitive and non-cognitive factors in mathematics achievement: The importance of the quality of the student-teacher relationship in middle school.
    Semeraro C; Giofrè D; Coppola G; Lucangeli D; Cassibba R
    PLoS One; 2020; 15(4):e0231381. PubMed ID: 32310988
    [TBL] [Abstract][Full Text] [Related]  

  • 16. Teacher attitudes toward dyslexia: effects on teacher expectations and the academic achievement of students with dyslexia.
    Hornstra L; Denessen E; Bakker J; van den Bergh L; Voeten M
    J Learn Disabil; 2010; 43(6):515-29. PubMed ID: 20445201
    [TBL] [Abstract][Full Text] [Related]  

  • 17. Teacher expectations in infant school: associations with attainment and progress, curriculum coverage and classroom interaction.
    Blatchford P; Burke J; Farquhar C; Plewis I; Tizard B
    Br J Educ Psychol; 1989 Feb; 59 ( Pt 1)():19-30. PubMed ID: 2765381
    [TBL] [Abstract][Full Text] [Related]  

  • 18. Accurate, inaccurate, or biased teacher expectations: Do Dutch teachers differ in their expectations at the end of primary education?
    Timmermans AC; Kuyper H; van der Werf G
    Br J Educ Psychol; 2015 Dec; 85(4):459-78. PubMed ID: 26179738
    [TBL] [Abstract][Full Text] [Related]  

  • 19. Learning-related skills and academic achievement in academically at-risk first graders.
    Cerda CA; Im MH; Hughes JN
    J Appl Dev Psychol; 2014; 35(5):433-443. PubMed ID: 25908886
    [TBL] [Abstract][Full Text] [Related]  

  • 20. A longitudinal study of the relationship of maternal autonomy support to children's adjustment and achievement in school.
    Joussemet M; Koestner R; Lekes N; Landry R
    J Pers; 2005 Oct; 73(5):1215-35. PubMed ID: 16138871
    [TBL] [Abstract][Full Text] [Related]  

    [Next]    [New Search]
    of 6.