There is a relaonship between between Disciplinary systems and academic

There is a relaonship between between disciplinary

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- There is a rela(onship between between Disciplinary systems and academic achievement however it is across the board and not directly focused on social group or a par(cular demographic. This was explicitly stated. 3
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5. Do you know if it’s nondirec(onal or direc(onal? Explain your answer in detail: Non- direc(onal was made very clear and stated in the beginning of the ar(cle. The author felt strongly and asser(ve unveiling her findings. The ar(cle points out “there is licle evidence that these reforms have produced their intended effects.” The hypothesis does not negate the rela(onship between disciplinary systems and academic achievement but not to the extent of extended school day, school year and high structured disciplinary system. In addi(on, the ar(cle explains “no becer” results have been made evident “despite these reform efforts, racial and socioeconomic achievement gaps remain sizeable and charter schools, on average, produce no becer student achievement outcomes than do tradi(onal public schools.” C) Research Ar4cle Three: Author/s: Bethany L. Blair, Nicole B. Perry, Marion O’Brien, Susan D. Calkins, Susan P. Keane, and Lilly Shanahan Year: 2014 Title of ar4cle: The Indirect Effects of Maternal EmoBon Social on Friendship Quality in Middle Childhood Title of journal: Developmental Psychology Issue number: 2 Page numbers: 566-576 1. Descrip(on of the sample/s: 336 children (179 girls, 157 boys), their mothers, and their teachers across 3 (me points spanning from the ages 5 - 10 years. These individuals who partook in this study were 65% European American, 30% African-American and 5% other. 2. Descrip(on of how the sample was collected from the popula(on: This was a longitudinal study that selected the sample by trying to select children that were at risk for developing future externalizing behavior problems that were representa(ve of the surrounding community in terms of race and social status. Children were recruited from 4
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child day cares centers, the county health department, and the local Women, Infants, and Children (WIC Program). 3. Null hypothesis (implied or explicit): There is no rela(onship between the mothers’ suppor(ve emo(on socializa(on prac(ces and non-suppor(ve emo(on socializa(on prac(ces with the children’s friendship quality. This is implicitly stated because in the ar(cle, they believe that a rela(onship does exist.
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  • Fall '17
  • SUZANNA RAMOS

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