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Deborah Stipek
Stanford University
93Publications
49H-index
8,471Citations
Publications 93
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#1Deborah Stipek (Stanford University)H-Index: 49
#2Tara Chiatovich (Harvard University)H-Index: 1
The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses revealed that relatively high ratings on the reading and math instruction subscales, which were scored after a half-day observation, predicted better r...
#1Deborah Stipek (Stanford University)H-Index: 49
#2Megan L. Franke (UCLA: University of California, Los Angeles)H-Index: 28
Last.Cynthia E. Coburn (NU: Northwestern University)H-Index: 24
view all 5 authors...
AbstractThis study used ECLS-K 1998–1999 data to evaluate whether specific kindergarten teaching practices predicted school-year learning gains differently, depending on children’s ethnicity, SES, and fall test scores. Exploratory factor analyses guided the creation of four literacy and five math instruction composites from teachers’ reports of their teaching practices. The composites differentiated teaching activities that were child-centered versus skills-based and those that targeted basic ve...
#1Laura WentworthH-Index: 1
#2Richard CarranzaH-Index: 1
Last.Deborah StipekH-Index: 49
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For years, researchers have been working in school districts conducting studies that produce findings. Because educational research and the practice of education are centered in very different institutions with different expectations, incentives, and cultures, the connections have been tenuous at best. Meanwhile, there is increasing demand for data-based decision making — careful analysis of information on what works and what doesn’t. A shift toward using systematic research to guide practice re...
#1Deborah Stipek (Stanford University)H-Index: 49
#2Rachel A. Valentino (Stanford University)H-Index: 3
Longitudinal data from the children of the National Longitudinal Survey of Youth (NLSY) were used to assess how well measures of short-term and working memory and attention in early childhood predicted longitudinal growth trajectories in mathematics and reading comprehension. Analyses also examined whether changes in memory and attention were more strongly predictive of changes in academic skills in early childhood than in later childhood. All predictors were significantly associated with academ...
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