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Williford, Amanda P.; LoCasale-Crouch, Jennifer; Whittaker, Jessica Vick; DeCoster, Jamie; Hartz, Karyn A.; Carter, Lauren M.; Wolcott, Catherine Sanger; Hatfield, Bridget E. – Child Development, 2017
A randomized controlled trial was used to examine the impact of an attachment-based, teacher-child, dyadic intervention (Banking Time) to improve children's externalizing behavior. Participants included 183 teachers and 470 preschool children (3-4 years of age). Classrooms were randomly assigned to Banking Time, child time, or business as usual…
Descriptors: Randomized Controlled Trials, Attachment Behavior, Teacher Student Relationship, Student Behavior
Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail – Society for Research on Educational Effectiveness, 2016
Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…
Descriptors: Randomized Controlled Trials, Literacy, Reading Achievement, Content Area Reading
Humphrey, Neil; Barlow, Alexandra; Wigelsworth, Michael; Lendrum, Ann; Pert, Kirsty; Joyce, Craig; Stephens, Emma; Wo, Lawrence; Squires, Garry; Woods, Kevin; Calam, Rachel; Harrison, Mark; Turner, Alex; Humphrey, Neil – Education Endowment Foundation, 2015
Promoting Alternative Thinking Strategies (PATHS) is a school-based social and emotional learning (SEL) curriculum that aims to help children in primary school manage their behaviour, understand their emotions, and work well with others. PATHS consists of a series of lessons that cover topics such as identifying and labelling feelings, controlling…
Descriptors: Thinking Skills, Elementary School Students, Self Management, Student Behavior
Hall, Bruce W.; Bacon, Tina P.; Ferron, John M. – Journal of Drug Education, 2013
Sixth graders participating in the "Too Good for Drugs" (TGFD) prevention program in comparison to 6th graders not participating show different results by student risk level. Sixth graders from 20 middle schools were randomly assigned to receive the intervention and those from 20 paired middle schools assigned to serve as controls (N =…
Descriptors: Drug Education, Prevention, Adolescents, Program Effectiveness
Brian R. Flay – Society for Research on Educational Effectiveness, 2014
Several social-emotional learning (SEL) or social-emotional and character development (SECD) programs have been shown to be effective at improving SEL/SECD skills, and some have also provided evidence of effectiveness in improving student behavior and academic achievement (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Very few SEL…
Descriptors: Randomized Controlled Trials, Emotional Development, Social Development, Values Education