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Tate, T., Collins, P., Xu, Y., Yau, J., Krishnan, J., Prado, Y., Farkas, G., & Warschauer, M. (in press). Visual-Syntactic Text Format: Improving adolescent literacy. Scientific Studies of Reading. Farkas, G. (2018). Family, schooling, and cultural capital. In B. Schneider (Ed.), Handbook of the sociology of education in the 21st century (pp. 3-38). Handbooks of Sociology and Social Research. New York: Springer Cham. Morgan, P., Farkas, G., Hillemeier, M., & Maczuga, S. (2018). Executive function deficits in kindergarten predict repeated academic difficulties across elementary school. Early Childhood Research Quarterly, 46(1). 20-32. Morgan, P., Farkas, G., Hillemeier, M., & Maczuga, S. (2018). Kindergarten children’s executive functions predict their second grade academic achievement and behavior. Child Development. Morgan, P., Farkas, G., Cook, M., Strassfield, N. M., Hillemeier, M., Wang, Y., et al. (2018). Are Hispanic, Asian, American Indian, or Language Minority Children over-represented in Special Education? Exceptional Children, 84(3), 261-279. He, W., Holton, A., & Farkas, G. (2018). Impact of partially flipped instruction on immediate and subsequent course performance in a large undergraduate chemistry course. Computers & Education, 125, 120-131. Jenkins, J., Sabol, T., & Farkas, G. (2018). Double down or switch it up? Should low income children stay in Head Start for two years or switch programs? Evaluation Review, 42(3). Gara, T., Brouillette, L., & Farkas, G. (2018). Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom? Early Childhood Research Quarterly, 45(4), 263-276. DuPaul, G. J., Morgan, P. L., Farkas, G., Hillemeier, M.M., & Maczuga, S. (2018). Eight-year latent class trajectories of academic and social functioning in children with Attention Deficit/Hyperactivity Disorder. Journal of Abnormal Child Psychology, 46, 979-992. Park, Y., Xu, Y., Collins, P., Farkas, G., & Warschauer, M. (2018). Scaffolding learning of language structures with Visual-Syntactic Text Formatting. British Journal of Educational Technology. Rutherford, T., Buschkuehl, M., Jaeggi, S. M., & Farkas, G. (2018). Links between achievement, executive functions, and self-regulated learning. Applied Cognitive Psychology, 32(6), 763-774.  Comments are closed.
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