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Produced by Research Connections
Peer Reviewed JournalCurrent Filters: Author:Raver, C. Cybele [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];
12 results found.|
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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism A study of the effects of a targeted intervention on low-income preschoolers' letter-naming, early math, and vocabulary gains, and an investigation of self-regulation as a mediator, based on data frm 602 Chicago School Readiness Project (CSRP) participants in 35 Head Start-funded classrooms |
Reports & Papers
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Can teacher training in classroom management make a difference for children's experience in preschool?: A preview of findings from the Foundations of Learning demonstration Preliminary findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on children's behavior and classroom management and instruction |
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Emotions matter: Making the case for the role of young children's emotional development for early school readiness A report considering the important of emotional development for school readiness and reviewing research on the effectiveness of interventions at affecting emotional adjustment in preschool |
Fact Sheets & Briefs
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Executive summary: Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago
A summary of findings from an evaluation of Foundations of Learning, a preschool teacher training intervention to support children's behavioral and emotional development, that examine program implementation, program impacts on classroom management and instruction and on children's behavior, and program costs and benefits, based on multiple sources of child, teacher, and classroom data collected at 71 randomly-assigned preschools in Newark, New Jersey, and Chicago, Illinois |
Executive Summary
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The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers Findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on classroom management and instruction and children's behavior |
Reports & Papers
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The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers: Executive summary A summary of findings from Newark, New Jersey, sites of an implementation and random-assignment impact evaluation of Foundations of Learning (FOL), a preschool teacher training intervention to support children's behavioral and emotional development, that examined FOL effects on classroom management and instruction and children's behavior |
Executive Summary
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The promotion of self-regulation as a means of enhancing school readiness and early achievement in children at risk for school failure A discussion of 3 programs designed to improve self-regulation--the Head Start REDI program, the Chicago School Readiness Project, and Tools of the Mind program, a description of a theoretical model of self-regulation as a bidirectional system linking emotion with cognition, and a discussion of the model's application to research on the role of self-regulation in early childhood education and academic achievement |
Other
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Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children An exploration of emerging research on the efficacy of preventive and early interventions addressing the needs of young children at risk for poor social, emotional, and behavioral development, and discussion of the kinds of research-based education and care interventions considered to be most effective |
Other
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The roles of emotion regulation and emotion knowledge for children's academic readiness: Are the links causal? An exploration of the possible causal role of emotion in children’s development and school academic readiness |
Other
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Social competence: An untapped dimension in evaluating Head Start's success A review of existing studies on children's social skills provides both a general definition of social competence and recommendations to help researchers select methods to evaluate children's social skills |
Reports & Papers
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Using classroom management to improve preschoolers' social and emotional skills: Final impact and implementation findings from the Foundations of Learning demonstration in Newark and Chicago Findings from an evaluation of Foundations of Learning, a preschool teacher training intervention to support children's behavioral and emotional development, that examine program implementation, program impacts on classroom management and instruction and on children's behavior, and program costs and benefits, based on multiple sources of child, teacher, and classroom data collected at 71 randomly-assigned preschools in Newark, New Jersey, and Chicago, Illinois |
Reports & Papers
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Young children's emotional development and school readiness A summary of longitudinal research on the relation between young children's emotional development and school readiness and early school success, and interventions designed for children entering school |
Fact Sheets & Briefs
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