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Child Care Consultation Pilot Project: Evaluation report [Executive summary]
Fung, Jennifer, June 2010
Olympia: Washington State, Department of Early Learning.

A summary of an investigation into the relationship between providers' access to children's mental health professionals and improvements in providers' knowledge and children's behavior, based on information gathered from 61 child care providers who received classroom consultation services and 6 mental health classroom consultants in King, Thurston, and Yakima Counties in Washington

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Early school transitions and the social behavior of children with disabilities: Selected findings from the the Pre-Elementary Education Longitudinal Study: Wave 3 overview report from the Pre-Elementary Education Longitudinal Study (PEELS) [Executive summary]
Carlson, Elaine, 2009
(NCSER 2009-3016). Washington, DC: National Center for Special Education Research.

A summary of findings from the Pre-Elementary Education Longitudinal Study (PEELS), a nationally representative longitudinal study of three-, four-, and five-year-old children with disabilities, their program, grade, and school transitions, and their social behavior, from the study's first, second, and third waves during the 2003-04, 2004-05, and 2005-06 school years

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Effective Pre-School and Primary Education 3-11 Project (EPPE 3-11): Influences on children’s attainment and progress in Key Stage 2: Cognitive outcomes in year 5 [Summary report]
Sammons, Pam, 2007
[Research Report No 828]. Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of the degree to which attendance at particular preschools and primary schools impact children’s cognitive and socio-behavioral development, based on study data from the end of children’s fifth year of primary school

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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 5 [Executive summary]
Sammons, Pam, 2007
(Research Report No. DCSF-RR007). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of the social and behavioral development of children in year 5 of primary school in England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

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Effective Pre-school and Primary Education 3-11 project (EPPE 3-11): Influences on children’s development and progress in Key Stage 2: Social/behavioural outcomes in year 6 [Executive summary]
Sammons, Pam, 2008
(Research Report No. DCSF-RR049). Nottingham, United Kingdom: Great Britain, Department for Children, Schools and Families.

A summary of a study of the social and behavioral development of children in year 6 of primary school in the England and their relationship to family and home learning environments and to preschool and primary school experiences, based on data from a longitudinal study of the relationship of preschool and primary school experiences to children's development

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Evaluation of the effectiveness of the Childhood Development Initiative's Mate-Tricks pro-social behaviour after-school programme [Executive summary]
O'Hare, Liam, 2012
Dublin, Ireland: Childhood Development Initiative.

A summary of an impact and process evaluation of Mate-Tricks, an after school socioemotional development program for 9- and 10-year-old children in Ireland, that examines program effects on children's pro- and anti-social behavior outcomes, as well as stakeholder perceptions of the program, based on child, parent, and teacher reports for 589 randomly-assigned children, as well as on site observations and stakeholder interviews and focus groups

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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: 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


How much is too much?: The influence of preschool centers on children's development nationwide: Summary
Loeb, Susanna, 2005
Paper presented at the meeting of the Association for Policy Analysis and Management, Washington, DC.

A summary of a study of the relationship of preschool attendance to kindergarten language, literacy, and math skills and social development, based on the nationally representative Early Childhood Longitudinal Survey, Kindergarten Cohort (ECLS-K)

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The impact of after-school programs that promote personal and social skills: Executive summary
Durlak, Joseph A., 2007
Chicago: Collaborative for the Advancement of Social and Emotional Learning.

A summary of a meta-analysis of research on the impact of after school programs that target personal and social skills on children's personal and social development

Executive Summary


An interdisciplinary evaluation report of Michigan's Childcare Expulsion Prevention (CCEP) initiative [Executive summary]
Van Egeren, Laurie A., March, 2011
East Lansing: Michigan State University.

A summary of an evaluation of Child Care Expulsion Prevention, a Michigan early childhood mental health consultation program, that examines child, family, and child care provider and program outcomes, and fidelity of the consultation process, based on a longitudinal outcome study, a quasi-experimental outcome study, and case studies

Executive Summary


Maryland's early childhood mental health consultation evaluation [Executive summary]
University of Maryland at Baltimore. School of Medicine, 31 October, 2011
Baltimore: University of Maryland at Baltimore, School of Medicine.

A summary of an evaluation of early childhood mental health consultation in Maryland that examines consultant and program characteristics, services delivered, children's socioemotional outcomes, early childhood classroom environment outcomes, and stakeholder experiences of children leaving early childhood education programs, based on administrative data and on consultant, provider, and parent surveys and interviews

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National evaluation of the Neighbourhood Nurseries Initiative: The relationship between quality and children's behavioural development [Executive summary]
Mathers, Sandra, March 2007
(Research Report SSU/2007/FR/022). Nottingham, United Kingdom: Great Britain, Department for Education and Skills.

A summary of a study of the quality of care offered through the United Kingdom's Neighbourhood Nurseries Initiative, which aimed to increase the number of child care slots and the quality of child care services in disadvantaged areas, and the relationship of child care quality to children's behavioral development, based on observations of child care settings and an assessment of children's behavior

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An outcome evaluation of the Success for Kids program [Executive summary]
Maestas, Nicole, 2010
(TR-575-1-SFK). Santa Monica, CA: Rand Corporation.

A summary of an outcome evaluation of Success for Kids (SFK), an after school program that focuses on resilience-building through accessing inner resources and building connections with others, based on comparisons of behavioral and self-perception outcomes of participants in newly implemented SFK programs with outcomes of participants in SFK programs with delayed implementation of SFK programming

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Partnerships in Early Childhood program: Final evaluation report [Executive summary]
Thomson, Cathy, November, 2010
(SPRC Report 7/10). Sydney, New South Wales, Australia: University of New South Wales, Social Policy Research Centre.

A summary of a process and outcomes evaluation of Partnerships in Early Childhood, a program in New South Wales, Australia, to support children's socioemotional development by placing child and family workers in child care centers, that examines program implementation, parent and staff views of the program, changes in children's attachment relationships and socioemotional development, and changes in parenting and community connectedness, based on longitudinal data collected through parent and staff interviews and questionnaires

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Research synthesis on effective intervention procedures: Executive summary
Dunlap, Glen, 2003
Tampa, FL: Center for Evidence-Based Practice: Young Children with Challenging Behavior.

A review of scientific studies on effective practices for dealing with the education of children with challenging behavior

Executive Summary


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Strengthening interdisciplinary partnerships in addressing children's early development: A think tank [Executive Summary]
National Resource Center for Health and Safety in Child Care (U.S.), 2006
Aurora, CO: National Resource Center for Health and Safety in Child Care

A summary of a report of a symposium on creating and maintaining partnerships among relevant disciplines in the area of young children's socioemotional health and early socioemotional development

Executive Summary


The study of promising after-school programs: Examination of intermediate outcomes in year 2 [Executive summary]
Vandell, Deborah L., 2005
Madison: Wisconsin Center for Education Research.

A summary of a study on the demographic distribution of after school programs, and the behavioral impacts of after school programs on students

Executive Summary


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Supporting social and cognitive growth among disadvantaged middle-grades students in TASC after-school projects [Executive summary]
The After-School Corporation, June, 2005
Washington, DC: Policy Studies Associates.

A summary of a study of the relationship of features of after school services, designed and implemented by The After-School Corporation (TASC) in New York City, to social and cognitive outcomes among disadvantaged elementary and middle school program participants, based on surveys of participants, site coordinators, program staff, and school principals; participant attendance and academic performance records; program observations; and TASC program cost data

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When schools stay open late: The national evaluation of the 21st Century Community Learning Centers program: Final Report [Executive summary]
National Center for Education Evaluation and Regional Assistance, 2005
Washington, DC: National Center for Education Evaluation and Regional Assistance.

An executive summary of a longitudinal evaluation of Twenty-first Century Community Learning Centers' (CCLC) impact on participating students' academic achievements, feelings of safety, socioemotional development, and classroom behavior

Executive Summary


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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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