Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 1 |
| Since 2017 (last 10 years) | 6 |
Descriptor
Source
| AERA Open | 6 |
Author
| Finch, Jenna E. | 2 |
| Gee, Nancy R. | 2 |
| Carr, Alexa M. | 1 |
| Castle, Sherri | 1 |
| Garcia, Elisa B. | 1 |
| Griffin, James A. | 1 |
| Horm, Diane | 1 |
| Johnson, Anna D. | 1 |
| Little, Michael | 1 |
| McCardle, Peggy | 1 |
| Obradovic, Jelena | 1 |
| More ▼ | |
Publication Type
| Journal Articles | 6 |
| Reports - Research | 6 |
Education Level
| Elementary Education | 4 |
| Early Childhood Education | 3 |
| Primary Education | 2 |
| Grade 1 | 1 |
| Grade 3 | 1 |
| Grade 4 | 1 |
| Grade 5 | 1 |
| Higher Education | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| More ▼ | |
Audience
Laws, Policies, & Programs
Assessments and Surveys
| Early Childhood Longitudinal… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Download full textFinch, Jenna E. – AERA Open, 2019
Children's working memory (WM) skills, which support both academic and social success, continue to improve significantly through the school years. This study leverages the first nationally representative data set with direct assessments of elementary school students' WM skills to examine whether WM grows more during the school year or summer…
Descriptors: Executive Function, Short Term Memory, Elementary School Students, Low Income Students
Johnson, Anna D.; Schochet, Owen N.; Castle, Sherri; Horm, Diane; Phillips, Deborah A. – AERA Open, 2022
Exposure to teachers and teaching-related activities is vital for young children's learning. When COVID-19 closed schools, teachers responded with a mix of live- and prerecorded lessons and one-on-one communication with students, which necessitated shifts in planning time. The current study identifies pre-COVID predictors of time teachers devoted…
Descriptors: Grade 1, Elementary School Teachers, COVID-19, Pandemics
Little, Michael – AERA Open, 2021
Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive…
Descriptors: Preschool Education, Elementary Education, Preschool Children, Elementary School Students
Pendry, Patricia; Carr, Alexa M.; Vandagriff, Jaymie L.; Gee, Nancy R. – AERA Open, 2021
Implementation of university-based animal-assisted stress-prevention programs is increasing despite limited knowledge about impacts on students' academic success. This randomized trial (N = 309) examined the effects of a 4-week stress-prevention program with varying levels of human-animal interaction (HAI) and evidence-based content presentations…
Descriptors: Interaction, Animals, Executive Function, Stress Management
Gee, Nancy R.; Griffin, James A.; McCardle, Peggy – AERA Open, 2017
The involvement of animals is almost commonplace in many schools, although actual data documenting the extent and nature of human-animal interaction (HAI) in these settings are sparse. We provide an overview of the existing research and argue that the inclusion of animals in classroom settings can have an indirect effect on learning by directly…
Descriptors: Animals, Interaction, Educational Research, Social Development
Finch, Jenna E.; Garcia, Elisa B.; Sulik, Michael J.; Obradovic, Jelena – AERA Open, 2019
Students' executive functions (EFs) are linked to school success. Although school-age children spend much of their time interacting with peers, few studies have explored how children's classmates may promote EF development in elementary school. In this study, we test whether mean levels and variability in classmates' EF skills are associated with…
Descriptors: Peer Groups, Peer Relationship, Classes (Groups of Students), Executive Function
