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Can We Measure the Transition to Reading? - General Outcome Measures and Early Literacy Development From Preschool to Early Elementary Grades
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Socioeconomic Gaps in Early Childhood Experiences: 1998 to 2010
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Supporting Common Core Instruction With Literacy Design Collaborative - A Tale of Two Studies
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Changes in Income-Based Gaps in Parent Activities With Young Children From 1988 to 2012
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When the Going Gets Tough - Implications of Reactance for Interpretations of Experienced Difficulty in the Classroom
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Recent Trends in Income, Racial, and Ethnic School Readiness Gaps at Kindergarten Entry
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Facilitating the Transition to Kindergarten: What ECLS-K Data Tell Us about School Practices Then and Now
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A Randomized Experiment Testing the Efficacy of a Scheduling Nudge in a Massive Open Online Course (MOOC) - read online
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Expectancy-Value Beliefs of Early-Adolescent Hispanic and Non-Hispanic Youth: Predictors of Mathematics Achievement and Enrollment
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Exploring Issues of Implementation, Equity, and Student Achievement With Educational Software in the DC Public Schools
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AERA Open - January-March 2017, Vol. 3, No. 1 - Mathematics Curriculum Effects on Student Achievement in California
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Patterns of Cross-National Variation in the Association Between Income and Academic Achievement - Research Findings and Multivariate Analysis
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Estimating the Consequences of Norway’s National Scale-Up of Early Childhood Education and Care (Beginning in Infancy) for Early Language Skills
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AERA Open - If Mobilizing Educational Research Is the Answer, Who Can Afford to Ask the Question? - An Analysis of Faculty Perspectives on Knowledge Mobilization for Scholarship in Education
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New Findings on Impact Variation From the Head Start Impact Study - Informing the Scale-Up of Early Childhood Programs
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