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Showing 61 to 75 of 194 results Save | Export
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Walijarvi, Corrine M.; Weiss, Ann H.; Weinman, Maxine L. – Death Studies, 2012
This article describes an 8-week, curriculum-based traumatic death support group program that is offered at Bo's Place, a grief and bereavement center in Houston, Texas. The program was implemented in 2006 in an effort to help family members who had experienced a death in the family by suicide, murder, accident, or sudden medical problem. The…
Descriptors: Accidents, Social Support Groups, Grief, Age
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Yeager, David Scott; Trzesniewski, Kali H.; Dweck, Carol S. – Child Development, 2013
Adolescents are often resistant to interventions that reduce aggression in children. At the same time, they are developing stronger beliefs in the fixed nature of personal characteristics, particularly aggression. The present intervention addressed these beliefs. A randomized field experiment with a diverse sample of Grades 9 and 10 students (ages…
Descriptors: Adolescents, Aggression, Intervention, Personality Theories
Mercado-Garcia, Diana; Manship, Karen; Quick, Heather E.; Holod, Aleksandra – American Institutes for Research, 2014
In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law. The law changed the kindergarten entry cutoff so that children must turn five by September 1 to enter kindergarten. The law also established a new grade level--Transitional Kindergarten (TK)--which is the first year of a two-year kindergarten experience for…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
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Kazakoff, Elizabeth; Bers, Marina – Journal of Educational Multimedia and Hypermedia, 2012
This paper examines the impact of computer programming of robots on sequencing ability in early childhood and the relationship between sequencing skills, class size, and teacher's comfort level and experience with technology. Fifty-eight children participated in the study, 54 of whom were included in data analysis. This study was conducted in two…
Descriptors: Kindergarten, Developmentally Appropriate Practices, Programming Languages, Sequential Approach
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Gronlund, Gaye; Stewart, Kathy – Young Children, 2011
Excellent teachers in early childhood programs are intentional in all they do with and for children. They do not assume that children's development will happen without support, encouragement, and scaffolding or without presenting appropriate challenges for the children. Intentionality is a key message in "Developmentally Appropriate Practice…
Descriptors: Nursery Schools, Preschool Education, Children, Intention
National Association of Elementary School Principals (NAESP), 2014
Leading Pre-K-3 Learning Communities embraces a vibrant vision that imagines a quality early childhood education for each and every child that is filled with play, creativity, early literacy and numeracy, music and art, physical activity and time to nurture, support and enhance each child's social and emotional growth. This approach is critical to…
Descriptors: Academic Standards, Preschool Education, Primary Education, Early Childhood Education
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Bouck, Emily C.; Maeda, Yukiko; Flanagan, Sara M. – Remedial and Special Education, 2012
Assistive technology use in secondary school and postschool has been shown to improve the educational attainment and life outcomes of students with high-incidence disabilities. This study used data from the National Longitudinal Transition Study-2--collected in the early to mid-2000s--to explore the relationship between receipt of assistive…
Descriptors: Incidence, Educational Attainment, Disabilities, Educational Technology
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Cooper, Carolyn R. – Parenting for High Potential, 2011
In this article, the author presents questions that can help parents determine: (1) whether or not their child's school has a special program for gifted and talented (GT) students; (2) how valid it is; and (3) whether or not it's appropriate for their high-potential child. Each question is direct, to the point, and intended to help parents find…
Descriptors: Special Programs, Gifted, Parents, Academically Gifted
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Bers, Marina Umaschi; Seddighin, Safoura; Sullivan, Amanda – Journal of Technology and Teacher Education, 2013
Prior work has shown that early childhood educators demonstrate a lack of knowledge and understanding about technology and engineering, and about developmentally appropriate pedagogical approaches to bring those disciplines into the classrooms. This paper reports a study in which 32 early childhood educators participated in an intensive three-day…
Descriptors: STEM Education, Early Childhood Education, Knowledge Base for Teaching, Developmentally Appropriate Practices
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Bailet, Laura Lyons; Repper, Karla; Murphy, Suzanne; Piasta, Shayne; Zettler-Greeley, Cynthia – Journal of Learning Disabilities, 2013
This research examined the effectiveness of an emergent literacy intervention for prekindergarten children at risk for reading failure, to replicate and improve on significant findings from Year 1 of the study. Data are reported for 266 children in 72 child care and preschool sites in Year 2 of the study and for 374 children at 102 sites in Year…
Descriptors: Emergent Literacy, Intervention, Preschool Children, Preschool Education
Manship, Karen; Holod, Aleksandra; Quick, Heather; Ogut, Burhan; de los Reyes, Iliana Brodziak; Anthony, Jennifer; Chernoff, Jodi Jacobson; Hauser, Alison; Martin, Alejandra; Keuter, Shannon; Vontsolos, Emily; Rein, Elena; Anderson, Emily – American Institutes for Research, 2017
California's Kindergarten Readiness Act of 2010 established transitional kindergarten (TK), the first year of a two-year kindergarten program for students affected by the change in the birthdate cutoff for entry into kindergarten from December 2 to September 1. This final report from the program's evaluation focuses on results from a five-year…
Descriptors: Kindergarten, School Entrance Age, School Readiness, Transitional Programs
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Sandall, Susan R.; Ashmun, Julie W.; Schwartz, Ilene S.; Davis, Carol Ann; Williams, Penny; Leon-Guerrero, RinaMarie; Boulware, Gusty-Lee; McBride, Bonnie J. – Topics in Early Childhood Special Education, 2011
Differential outcome and differential response to research-based interventions are challenging issues for researchers, teachers, and families of young children with autism spectrum disorder (ASD). In this article, the authors present information on responders to an early education program, Project DATA (Developmentally Appropriate Treatment for…
Descriptors: Autism, Young Children, Teaching Methods, Outcomes of Education
Feathers, Rebecca Zarzycki – ProQuest LLC, 2012
The purpose of this study was to identify the impact the Girls on the Run (GOTR) program had on the New Castle County, Delaware, third, fourth, and fifth grade girls who participated in the spring 2011 season. Specifically, this study examined short-term changes in the participants as they related to self-esteem, body image, physical activity…
Descriptors: Females, Grade 3, Grade 4, Grade 5
Mattern, Krista; Burrus, Jeremy; Camara, Wayne; O'Connor, Ryan; Hansen, Mary Ann; Gambrell, James; Casillas, Alex; Bobek, Becky – ACT, Inc., 2014
A hallmark of the US education system is the opportunity afforded to students to pursue education and career paths of their own choosing. This flexibility and autonomy, however, has drawbacks. Students must navigate a series of complex and often disconnected environments, as well as numerous decision points, before they attain a fulfilling career.…
Descriptors: Definitions, Career Readiness, College Readiness, Holistic Approach
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Lambie, Ian; Seymour, Fred; Popaduk, Tanya – Evaluation and Program Planning, 2012
A significant number of children and adolescents engage in deliberate fire setting, beyond the scope of curiosity and experimentation. Interventions developed to respond to the needs of such fire setters generally involve educational and/or psychosocial approaches. Research evaluating the effectiveness of these interventions is dominated by…
Descriptors: Qualitative Research, Recidivism, Intervention, Caregivers
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