Browse the Collection

RC Produced by Research Connections

* Peer Reviewed Journal

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

15 results found.
[1]  
Select Citation
Result Resource Type

*

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


get fulltext

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

Fact Sheets & Briefs


get fulltext

Executive summary: Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competence
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, June, 2014
(OPRE Report 2014-44). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

The Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) demonstration tests three distinct approaches to enhancing children's social-emotional development on a large scale within the Head Start system -- the largest federally funded early-childhood education program in the United States. Conceived and sponsored by the Office of Head Start and the Office of Planning, Research and Evaluation in the Administration for Children and Families within the U.S. Department of Health and Human Services, the Head Start CARES demonstration was conducted by MDRC, a nonprofit, nonpartisan education and social policy research organization, in collaboration with MEF Associates and several academic partners. The three social-emotional approaches tested in Head Start CARES were called "enhancements" because they complemented and enriched classroom practices that already existed. The effects, or "impacts," of the enhancements were rigorously evaluated by randomly assigning approximately 100 Head Start centers to one of the three enhancements (the program group) or to a control group that continued with "business as usual." Therefore, estimated impacts should be interpreted as the effects of the enhancements over and above any effects of the existing Head Start program in these sites. As described in an earlier report on the Head Start CARES demonstration, a comprehensive professional development system for teachers -- including four to six training sessions, weekly coaching sessions in the classroom, a "real-time" management information system (MIS) to support monitoring, and technical assistance -- supported the scale-up of the enhancements around the country. The teacher training and coaching were generally implemented as intended, supporting satisfactory implementation (a rating of 3 on a scale of 1 to 5) of the social-emotional enhancements in Head Start classrooms and leading to the expected influences on teachers' practices, which are described below. Thus, it appears that the demonstration ensured a fair test of large-scale implementation of the three enhancements, providing a sound basis for evaluating their impact on children and classrooms in the Head Start system. This report presents the impacts of the three enhancements tested in the Head Start CARES demonstration. It focuses on outcomes in the spring of the preschool year for (1) teachers' practices; (2) the climate of the classroom; (3) children's behavior regulation, executive function skills, knowledge and understanding of emotions ("emotion knowledge"), and social problem-solving skills; and (4) children's learning behaviors and social behaviors. In addition to changing teachers' practices, two of the three enhancements had consistent positive impacts on a range of children's social-emotional outcomes, although not necessarily in ways that would be expected according to the theories of change that the CARES team developed. The Head Start CARES study thus demonstrates that preschool children's social-emotional outcomes can be improved when evidence-based approaches -- that is, approaches that have been shown to result in differences in children's social and emotional outcomes -- are implemented at scale with appropriate supports. The report also includes an exploratory set of findings, which have not been previously tested for these enhancements, about whether the enhancements might improve children's early academic skills in preschool and whether they have any sustained effects as preschool children make the transition to elementary school. (author abstract)

Executive Summary


get fulltext

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


Impact findings from the Head Start CARES demonstration: National evaluation of three approaches to improving preschoolers' social and emotional competence
United States. Administration for Children and Families. Office of Planning, Research and Evaluation, June, 2014
(Research Snapshot OPRE Report 2014-44). Washington, DC: U.S. Administration for Children and Families, Office of Planning, Research and Evaluation.

The Head Start CARES demonstration evaluated the effects of three distinct classroom-based approaches to enhancing children's social-emotional development on a large scale. The Incredible Years Teacher Training Program focuses on teachers' management of the classroom and of children's behavior. Preschool PATHS uses structured lessons to help children learn about emotions and interact with peers appropriately. Tools of the Mind--Play is a one-year version of the Tools curriculum that promotes children's learning through structured "make-believe" play. A comprehensive professional development package (including teacher training, ongoing coaching, and related technical assistance) supported delivery of the enhancements over the course of one year. The demonstration was conducted with 17 Head Start grantees that generally represent the diversity of Head Start settings nationally. Head Start CARES rigorously evaluated the impacts of the interventions, or "enhancements," by randomly assigning approximately 100 Head Start centers within the grantees to a program group that received one of the interventions or to a control condition without any of them. The estimated impacts should be interpreted as the effects of the enhancements beyond any effects of the existing Head Start program in these classrooms. Head Start CARES tested each enhancement's impacts on teachers' practices and on children's outcomes in the spring of the preschool year, comparing those impacts with the team's theory of change for each approach. (author abstract)

Fact Sheets & Briefs


get fulltext

*

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

Other


get fulltext

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


get fulltext

*

The role of classroom-level child behavior problems in predicting preschool teacher stress and classroom emotional climate
Friedman-Krauss, Allison, May, 2014
Early Education and Development, 25(4), 530-552

Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this question while also considering teacher stress as a mediator of the relationship between child behavior problems and classroom emotional climate. Data came from 2 low-income samples. Ordinary least squares regression revealed that higher levels of child externalizing behavior problems in the fall predicted higher teacher stress in the spring. Teacher stress was nonlinearly related to classroom emotional climate in the spring: Moderate levels of teacher stress were associated with higher (i.e., more positive) classroom emotional climates, and low and high levels of teacher stress were associated with lower classroom emotional climates. Contrary to expectations, higher levels of child externalizing behavior problems were related to higher classroom emotional climates. There was no evidence that teacher stress mediated this relationship. Practice or Policy: These results are discussed in terms of strategies to reduce the disruptive influence of child behavior problems on the classroom emotional climate as well as strategies to limit high levels of preschool teacher stress. (author abstract)

Reports & Papers


get fulltext

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


*

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


get fulltext

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


get fulltext

Select Citation
[1]  

Search Feedback


 



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.

Google Translate