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Current Filters: Author:Raver, C. Cybele [remove]; Classification:Behavior/Social & Emotional Development/Socialization [remove];

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CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism
Raver, C. Cybele, January/February 2011
Child Development, 82(1), 362-378

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
Morris, Pamela A., September, 2009
New York: MDRC.

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

Reports & Papers


Emotions matter: Making the case for the role of young children's emotional development for early school readiness
Raver, C. Cybele, 2002
Social Policy Report, 16(3)

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

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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
Morris, Pamela A., January, 2013
New York: MDRC.

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


The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers
Morris, Pamela A., November, 2010
New York: MDRC.

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


The Foundations of Learning demonstration: Making preschool more productive: How classroom management training can help teachers: Executive summary
Morris, Pamela A., November, 2010
New York: MDRC.

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
Ursache, Alexandra, June, 2012
Child Development Perspectives, 6(2), 122-128

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

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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
Raver, C. Cybele, 2002
(Promoting the Emotional Well-Being of Children and Families Policy Paper No. 3). New York: Columbia University, National Center for Children in Poverty.

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?
Raver, C. Cybele, 2007
In Pianta, R. C., Cox M. J., & Snow K. L. (2007). School readiness and the transition to kindergarten in the era of accountability (pp. 121-147). Baltimore: Paul H. Brookes

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
Raver, C. Cybele, 1997
Early Childhood Research Quarterly, 12(4), 363-385

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
Morris, Pamela A., January, 2013
New York: MDRC.

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


Young children's emotional development and school readiness
Raver, C. Cybele, 2003
(ERIC Digest No. EDO-PS-03-8). Champaign, IL: ERIC Clearinghouse on Elementary and Early Childhood Education.

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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Research Connections is supported by grant #90YE0104 from the Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the National Center for Children in Poverty and the Inter-university Consortium for Political and Social Research and do not necessarily represent the official views of the Office of Planning, Research and Evaluation, the Administration for Children and Families, or the U.S. Department of Health and Human Services.

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