Hester de Boer

TL;DR: In this paper, a meta-analysis examined which classroom management strategies and programs enhanced students' academic, behavioral, social-emotional, and motivational outcomes in primary education and found that focusing on the students' social emotional development appeared to have the largest contribution to the interventions' effectiveness.

TL;DR: In this paper, the relationship between teacher expectation bias and student characteristics, its effect on long-term student performance, and the development of this effect over time was addressed, where a multilevel model was used to estimate teacher expectations of students' future performance in secondary education.

TL;DR: The authors investigated the role of teachers' perceptions of students attributes (working habits, popularity, self-confidence, student-teacher relationships, and classroom behavior) in shaping teachers' expectations.

TL;DR: The authors found that using computerized systems as a differentiation tool and using differentiation as part of a broader program or reform had small to moderate positive effects on students' performance in primary education.

TL;DR: This article examined the influence of attributes related to the implementation of learning strategy instruction interventions on students' academic performance, and also examined how the attributes related with the method of testing the intervention effects affected the actual effects measured.