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Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic
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Hey teachers! Do not leave them kids alone! Envisioning schools during and after the coronavirus (COVID-19) pandemic (2020)Hey teachers! Do not leave them kids alon…Pandemic school closures: risks and opportunities (2020)Pandemic school closures: ris…COVID-19, school closures, and child poverty: a social crisis in the making (2020)COVID-19, school closures, an…Coronavirus Disease 2019 (COVID-19) and Mental Health for Children and Adolescents (2020)Coronavirus Disease 2019 (COV…Considering inequalities in the school closure response to COVID-19 (2020)Considering inequalities in t…A meta‐analysis of the relationship between socioeconomic status and executive function performance among children (2017)A meta‐analysis of the relati…Socioeconomic Gaps in Early Childhood Experiences (2016)Socioeconomic Gaps in Early C…Is Kindergarten the New First Grade? (2016)Is Kindergarten the New First…Executive functioning predicts reading, mathematics, and theory of mind during the elementary years (2016)Executive functioning predict…Socioeconomic status and executive function: developmental trajectories and mediation (2015)Socioeconomic status and exec…Do the short-term effects of a high-quality preschool program persist? (2015)Do the short-term effects of …Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not (2015)Conclusions about interventio…Phonological skills and their role in learning to read: A meta-analytic review. (2012)Phonological skills and their…Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old (2011)Interventions Shown to Aid Ex…Expanding the Acculturation Gap-Distress Model: An Integrative Review of Research (2010)Expanding the Acculturation G…Lasting Consequences of the Summer Learning Gap (2007)Lasting Consequences of the S…The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review (1996)The Effects of Summer Vacatio…The CES-D Scale (1977)The theory of planned behavior (1991)Socioeconomic Status and Child Development (2002)Executive function and academic achievement: Longitudinal relations from early childhood to adolescence. 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References

  • 2011Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old2,897 cited
  • 2020COVID-19, school closures, and child poverty: a social crisis in the making1,412 cited
  • 2012Phonological skills and their role in learning to read: A meta-analytic review.1,300 cited
  • 2015Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not1,173 cited
  • 2020Coronavirus Disease 2019 (COVID-19) and Mental Health for Children and Adolescents1,140 cited
  • 1996The Effects of Summer Vacation on Achievement Test Scores: A Narrative and Meta-Analytic Review990 cited
  • 2007Lasting Consequences of the Summer Learning Gap761 cited
  • 2015Socioeconomic status and executive function: developmental trajectories and mediation685 cited
  • 2016Is Kindergarten the New First Grade?582 cited
  • 2017A meta‐analysis of the relationship between socioeconomic status and executive function performance among children554 cited
  • 2010Expanding the Acculturation Gap-Distress Model: An Integrative Review of Research332 cited
  • 2020Considering inequalities in the school closure response to COVID-19311 cited
  • 2016Socioeconomic Gaps in Early Childhood Experiences179 cited
  • 2016Executive functioning predicts reading, mathematics, and theory of mind during the elementary years

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149 cited
  • 2020Pandemic school closures: risks and opportunities136 cited
  • 2015Do the short-term effects of a high-quality preschool program persist?102 cited
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