Families and Schools Together: an experimental study of multi-family support groups for children at risk [0.03%]
家庭与学校同行：儿童风险多家庭支持小组实验研究
Thomas R Kratochwill,Lynn McDonald,Joel R Levin et al.
Thomas R Kratochwill et al.
We evaluated a multi-family support group intervention program in elementary schools. Kindergarten through third-grade children at eight urban schools in a Midwestern university community were universally invited to participate in the Famil...
Randomized Controlled Trial
Journal of school psychology. 2009 Aug;47(4):245-65. DOI:10.1016/j.jsp.2009.03.001 2009
Anna-Lind Petursdottir,Kristen McMaster,Jennifer J McComas et al.
Anna-Lind Petursdottir et al.
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth sl...
Examining the core: relations among reading curricula, poverty, and first through third grade reading achievement [0.03%]
审视核心内容：阅读课程、贫困与一至三年级阅读成就之间的关系
Elizabeth Coyne Crowe,Carol McDonald Connor,Yaacov Petscher
Elizabeth Coyne Crowe
Policy changes at the federal and state level are endeavoring to improve student achievement at schools serving children from lower-SES homes. One important strategy is the focus on using evidence-based core reading curricula to provide a c...
Parental involvement in children's learning: comparing parents of children with and without Attention-Deficit/Hyperactivity Disorder (ADHD) [0.03%]
家长在儿童学习中的参与度： ADHD儿童与非ADHD儿童父母的对比分析研究
Maria A Rogers,Judith Wiener,Imola Marton et al.
Maria A Rogers et al.
The present study examined involvement in children's learning among parents of 101 children between 8 and 12 years of age (53 parents of children with ADHD, 48 parents of children without ADHD). Compared to parents of children without ADHD,...
Comparative Study
Journal of school psychology. 2009 Jun;47(3):167-85. DOI:10.1016/j.jsp.2009.02.001 2009
Examining the role of time and language type in reading development for English Language Learners [0.03%]
探究时间因素和语言类型在英语学习者阅读发展中的作用
Joseph Betts,Sara Bolt,Dawn Decker et al.
Joseph Betts et al.
The purpose of this study was to examine the development of English reading achievement among English Language Learners (ELLs) and to determine whether the time that an ELL's family was in the United States and the type of native language s...
A preliminary investigation of within-year growth patterns in reading and mathematics curriculum-based measures [0.03%]
阅读和数学基于课程测评的年内成长模式初步研究
Suzanne B Graney,Kristen N Missall,Rebecca S Martínez et al.
Suzanne B Graney et al.
This study examined patterns of growth across benchmark assessments for curriculum-based measures (CBM) over 2 academic years, with the twofold purpose of replicating earlier findings of growth patterns on R-CBM and conducting a preliminary...
Robert M Klassen,Lindsey L Krawchuk
Robert M Klassen
This study examined collective efficacy, group cohesion, and group performance in 125 randomly assigned groups of older (mean age 13.45 years) and younger (mean age 11.41 years) early adolescents working on three cooperative tasks. Collecti...
Effectiveness of school-based prevention and intervention programs for children and adolescents with emotional disturbance: a meta-analysis [0.03%]
基于学校的儿童和青少年情绪扰乱的预防和干预项目的有效性：一项.meta.分析
Linda A Reddy,Erik Newman,Courtney Anne De Thomas et al.
Linda A Reddy et al.
The present study evaluated the effectiveness of school-based prevention and intervention programs for children and adolescents at-risk for and with emotional disturbance. Published outcome studies (k=29) from December, 1988, to March, 2006...
Attachment and empathy as predictors of roles as defenders or outsiders in bullying interactions [0.03%]
依附和同理心作为欺凌互动中保卫者或局外人角色的预测指标
Amanda B Nickerson,Danielle Mele,Dana Princiotta
Amanda B Nickerson
Bullying almost always occurs in the presence of peers, most of whom do not intervene to stop it. This study examined the role of attachment, empathy, and gender in predicting the behavior of 105 middle school students who reported being ei...
Teacher preference, peer rejection, and student aggression: a prospective study of transactional influence and independent contributions to emotional adjustment and grades [0.03%]
教师偏爱、同伴排斥和学生攻击性：互惠影响及对情绪调节和成绩的独立贡献的追踪研究
Sterett H Mercer,Melissa E DeRosier
Sterett H Mercer
This study assessed the importance of teacher preference of individual students, relative to peer rejection and student aggression, as an independent predictor of children's emotional adjustment and grades. First, a longitudinal, cross-lagg...