Progress in Education. Volume 35

Preface

Assessing the Quality of Research on Youth Mentoring: Implications for Schools, Programs and Educational Research
(Susan P. Farruggia, Pat Bullen, Ann Dunphy, Frank Solomon, Efeso Collins, Victoria Burney, University of Illinois at Chicago, Chicago, IL, USA, and others)

Update on Response-to-Intervention in Preschool: Preliminary findings for Response-to-Intervention in Emergent Literacy Skills, Social-Emotional Skills, and Challenging Behaviors
(Cathy L. Grist, Lori A. Caudle, Department of Human Services, Western Carolina University, NC, USA)

Types of Parent Involvement as Predictors of the Postsecondary Educational Plans and Future Educational Aspirations of 7th and 9th Grade Students
(Kristin Skells, Lee Shumow, & Jennifer A. Schmidt, Northern Illinois University, IL, USA)

Underestimation Bias in Monitoring Accuracy Using the Gamma Coefficient: A Monte Carlo Study
(Gregory Schraw, Fred Kuch, Robin Roberts, Department of Educational Psychology, University of Nevada, Las Vegas, Las Vegas, NV, USA)

Training Future Physicians in Legislative Advocacy
(Kimberly Northrip, L. Curtis Cary, Assistant Professor of Pediatrics and Health Behavior, University of Kentucky Colleges of Medicine and Public Health, and other)

Assessment of the Teaching Quality of Teachers of Primary and Special Education
(África Borges, Manuela Rodríguez-Dorta, Universidad de La Laguna, Spain)

Orientating Pedagogy towards Hybrid Learning Spaces
(Guglielmo Trentin, Institute for Educational Technology, National Research Council, Genoa, Italy)

Learning, Teaching and Assessing in Portugal: Are there Differences to other European Countries?
(Patrícia Albergaria-Almeida, Betina da Silva Lopes, Mariana Martinho, University of Aveiro, Research Centre Didactics and Technology in Education of Trainers, Aveiro, Portugal)

Corpus Informed Foreign Language Vocabulary Instruction
(Ýhsan Ünaldi, Gaziantep University, Turkey)

Index