The following resources—mostly peer-reviewed journal articles—are related to the material we are covering in EDD 630/631. I will refer to many of these resources during our in-class discussions and in the presentations. I am presenting them here to make it easier for you to find them and to read further about areas you find particularly useful.
The Review sections contain any notes I made in addition to the abstract, such as links to further resources. The BibTeX section contains the code to import the article in the very off chance you want to add the article to your own BibTeX-based reference manager, such as BibBesk, Docear, JabRef, KBibTeX, or Referencer. Not very usefully, several of the URLs try to go to CSI’s search engine, which would require a password off campus.
| Author(s) | Title | Year | Journal/Proceedings | Reftype | .pdf of Article | DOI/URL |
|---|---|---|---|---|---|---|
| Ahern Nancy R., A.P. and Byers, J. | Resilience and coping strategies in adolescents | 2008 | Paediatric Nursing Vol. 20(10), pp. 32-36 |
article | Link to .pdf | |
| Abstract: Resilience has gained considerable attention over the past four decades since researchers observed that children and youth could cope and adapt in spite of adversity. Adolescence is considered to be a period of vulnerability for most individuals as they often partake in risky behaviour. Using multiple databases and inclusion criteria, a review of the literature was undertaken to determine what is known about this concept in reported studies from 2000-2008. Empirical evidence indicates that resilience is dynamic, developmental in nature, and interactive with one’s environment. A variety of variables have been studied to clarify the concept of resilience in adolescents. Although there is an abundance of literature on adolescent resilience, little is known about this process in the healthy, well-adjusted adolescent. There are gaps and inconsistencies in reported findings. Results of the review provide useful resources for application to nursing education, practice, and research. Research resources and instruments measuring resilience provide additional knowledge. Nurses are in a key position to help the adolescent minimise risky behaviors and promote positive lifestyle practices. | ||||||
BibTeX:
@article{Ahern2008,
author = {Ahern, Nancy R., Ark, Pamela, and Byers, Jacqueline},
title = {Resilience and coping strategies in adolescents},
journal = {Paediatric Nursing},
year = {2008},
volume = {20},
number = {10},
pages = {32-36},
file = {:http//www.viriya.net/jabref/Resilience_and_Coping_Strategies_in_Adolescents.pdf}
}
|
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| Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y. and Lun, J. | An interaction-based approach to enhancing secondary school instruction and student achievement | 2011 | Science Vol. 333(6045), pp. 1034-1037 |
article | Link to .pdf Link to .pdf Link to .pdf |
DOI URL |
| Abstract: Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner–Secondary—a Web-mediated approach focused on improving teacher-student interactions in the classroom—examined the efficacy of the approach in improving teacher quality and student achievement with 78 secondary school teachers and 2237 students. The intervention produced substantial gains in measured student achievement in the year following its completion, equivalent to moving the average student from the 50th to the 59th percentile in achievement test scores. Gains appeared to be mediated by changes in teacher-student interaction qualities targeted by the intervention. | ||||||
| Review: Supporting materials at: http://www.viriya.net/jabref/Allen2011_SOM.pdf The program is online at: http://www.mtpsecondary.net/ The program itself it built on: "domains [that] focus on the extent to which interactions build a positive emotional climate and demonstrate sensitivity to student needs for autonomy, an active role in their learning, and a sense of the relevance of course content to their lives. Focus is also placed on bolstering the use of varied instructional modalities and engaging students in higher-order thinking and opportunities to apply knowledge to problems. Overall, the intervention is designed to enhance the fit between teacher-student interactions and adolescents’ developmental, intellectual, and social needs in an approach that aligns closely with elements of high-quality teaching that have been identified as central to student achievement. The MTP-S intervention integrates initial workshop-based training, an annotated video library, and a year of personalized coaching followed by a brief booster workshop. During the school year, teachers send in video recordings of class sessions in which they are delivering a lesson. Trained teacher consultants review recordings that teachers submit and select brief segments that illustrate either positive teacher interactions or areas for growth in one of the dimensions in the CLASS-S. These are posted on a private, password-protected Web site, and each teacher is asked to observe his or her behavior and student reactions and to respond to consultant prompts by noting the connection between the two. This is followed by a 20- to 30-minute phone conference in which the consultant strategizes with the teacher about ways to enhance interactions using the CLASS-S system. This cycle repeats about twice a month for the duration of the school year." | ||||||
BibTeX:
@article{Allen2011,
author = {Allen, Joseph P. and Pianta, Robert C. and Gregory, Anne and Mikami, Amori Yee and Lun, Janetta},
title = {An interaction-based approach to enhancing secondary school instruction and student achievement},
journal = {Science},
year = {2011},
volume = {333},
number = {6045},
pages = {1034-1037},
file = {:http//www.viriya.net/jabref/an_interaction-based_approach_to_enhancing_secondary_school_instruction_and_student_achievement.pdf;:http//www.viriya.net/jabref/Allen2011_SOM.pdf;:http//www.mtpsecondary.net/:URL},
url = {http://www.sciencemag.org/content/333/6045/1034.abstract},
doi = {http://dx.doi.org/10.1126/science.1207998}
}
|
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| Ayduk, O., Mendoza-Denton, R., Mischel, W., Downey, G., Peake, P.K. and Rodriguez, M. | Regulating the interpersonal self: Strategic self-regulation for coping with rejection sensitivity. | 2000 | Journal of Personality and Social Psychology Vol. 79(5), pp. 776-792 |
article | Link to .pdf | DOI |
| Abstract: People high in rejection sensitivity (RS) anxiously expect rejection and are at risk for interpersonal and personal distress. Two studies examined the role of self-regulation through strategic attention deployment in moderating the link between RS and maladaptive outcomes. Self-regulation was assessed by the delay of gratification (DG) paradigm in childhood. In Study 1, preschoolers from the Stanford University community who participated in the DG paradigm were assessed 20 years later. Study 2 assessed low-income, minority middle school children on comparable measures. DG ability buffered high-RS people from interpersonal difficulties (aggression, peer rejection) and diminished well-being (e.g., low self-worth, higher drug use). The protective effect of DG ability on high-RS children's self-worth is explained by reduced interpersonal problems. Attentional mechanisms underlying the interaction between RS and strategic self-regulation are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract) | ||||||
BibTeX:
@article{Ayduk2000,
author = {Ayduk, Ozlem and Mendoza-Denton, Rodolfo and Mischel, Walter and Downey, Geraldine and Peake, Philip K. and Rodriguez, Monica},
title = {Regulating the interpersonal self: Strategic self-regulation for coping with rejection sensitivity.},
journal = {Journal of Personality and Social Psychology},
year = {2000},
volume = {79},
number = {5},
pages = {776-792},
file = {:http//www.viriya.net/jabref/regulating_the_interpersonal_self_-_strategic_self-regulation_for_coping_with_rejection_sensitivity.pdf},
doi = {http://dx.doi.org/10.1037/0022-3514.79.5.776}
}
|
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| Baldwin, A.L. | The effect of home environment on nursery school behavior. | 1949 | Child Development Vol. 20, pp. 49 - 62 |
article | Link to .pdf | DOI URL |
| Abstract: Three main syndromes, warmth, democracy and indulgence in the home and 45 variables of nursery school behavior were subjected to analyses of variance to test various hypotheses as to the relative effect of these 3 syndromes on actual behavior. Democracy, usually linked with warmth, was found to be the most important single variable in determining behavior in that it tends to encourage free and active participation, successful aggression and self-assertion as well as promoting creative and constructive behavior. Indulgence, on the other hand, tends to make the child more physically apprehensive and to inhibit the development of large muscle skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Baldwin1949,
author = {Baldwin, Alfred L.},
title = {The effect of home environment on nursery school behavior.},
journal = {Child Development},
year = {1949},
volume = {20},
pages = {49 - 62},
file = {:http//www.viriya.net/jabref/the_effect_of_home_environment_on_nursery_school_behavior.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1950-04022-001&site=ehost-live},
doi = {http://dx.doi.org/10.2307/1125606}
}
|
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| Balfanz, R. and Mac Iver, D. | Transforming high-poverty urban middle schools into strong learning institutions: Lessons from the first five years of the Talent Development Middle School. | 2000 | Journal of Education for Students Placed at Risk Vol. 5(1-2), pp. 137 - 158 |
article | Link to .pdf | URL |
| Abstract: Two developers of the Talent Development Middle School model discuss 10 lessons from implementing, refining, and evaluating this model in 5 high-poverty middle schools in Philadelphia, Pennsylvania, and describe obstacles encountered and breakthroughs experienced in developing the knowledge base, materials, and infrastructure of the model. (SLD) | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Balfanz2000a,
author = {Balfanz, Robert and Mac Iver, Doug},
title = {Transforming high-poverty urban middle schools into strong learning institutions: Lessons from the first five years of the Talent Development Middle School.},
journal = {Journal of Education for Students Placed at Risk},
year = {2000},
volume = {5},
number = {1-2},
pages = {137 - 158},
file = {:http//www.viriya.net/jabref/transforming_high-poverty_urban_middle_schools_into_strong_learning_institutions.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ602797&site=ehost-live}
}
|
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| Bartel, V.B. | Home and school factors impacting parental involvement in a Title I elementary school. | 2010 | Journal of Research in Childhood Education Vol. 24(3), pp. 209 - 228 |
article | Link to .pdf | DOI URL |
| Abstract: Before and after the interventions of summer classes for parents and an interactive homework program, parents of children in an inner-city southeastern U.S. elementary school were interviewed and teachers surveyed to determine home and school factors that impacted parental involvement in their children's education. Beliefs about roles and perceptions of life contexts consistently indicated that these mostly high-school-educated, African American parents in a Title I school were involved in the education of their elementary school-age children, at home and school. Self-reported teacher behaviors included an increase in helping parents to establish home environments more conducive to support children, more regular communication, more involvement of parents in decision-making, and more involvement in the community. Results about factors influencing involvement at home were basically the same for these Title I parents as factors more often associated with higher socioeconomic status parents. | ||||||
BibTeX:
@article{Bartel2010,
author = {Bartel, Virginia B.},
title = {Home and school factors impacting parental involvement in a Title I elementary school.},
journal = {Journal of Research in Childhood Education},
year = {2010},
volume = {24},
number = {3},
pages = {209 - 228},
file = {:http//www.viriya.net/jabref/home_and_school_factors_impacting_parental_involvement_in_a_title_i_elementary_school.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=52038324&site=ehost-live},
doi = {http://dx.doi.org/10.1080/02568543.2010.487401}
}
|
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| Barth, R. | Home-based reinforcement of school behavior: A review and analysis. | 1979 | Review of Educational Research Vol. 49(3), pp. 436 - 458 |
article | Link to .pdf | DOI URL |
| Abstract: Reviews 24 studies with particular attention given to types of consequences employed and methods of gaining parental involvement. Consumable reinforcers, earned privileges, verbal praise, and response costs were all effectively administered by parents who were informed of their children's performance via daily or weekly school notes. Parents were instructed in their role in several ways, including group and individual conferences as well as simple letters sent home. A wide range of behaviors and academic problems were remedied rapidly and with a modicum of response costs to counselors, teachers, and parents. (3 p ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Barth1979,
author = {Barth, Richard},
title = {Home-based reinforcement of school behavior: A review and analysis.},
journal = {Review of Educational Research},
year = {1979},
volume = {49},
number = {3},
pages = {436 - 458},
file = {:http//www.viriya.net/jabref/home-based_reinforcement_of_school_behavior_-_a_review_and_analysis.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1981-29067-001&site=ehost-live},
doi = {http://dx.doi.org/10.2307/1170139}
}
|
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| Baumeister, R. F., Gailliot, M., DeWall, C. N., and Oaten, M. | Self-regulation and personality: How interventions increase regulatory success, and how depletion moderates the effects of traits on behavior. | 2006 | Journal of Personality Vol. 74(6), pp. 1773-1802 |
article | Link to .pdf | DOI |
| Abstract: Self-regulation is a highly adaptive, distinctively human trait that enables people to override and alter their responses, including changing themselves so as to live up to social and other standards. Recent evidence indicates that self-regulation often consumes a limited resource, akin to energy or strength, thereby creating a temporary state of ego depletion. This article summarizes recent evidence indicating that regular exercises in self-regulation can produce broad improvements in self-regulation (like strengthening a muscle), making people less vulnerable to ego depletion. Furthermore, it shows that ego depletion moderates the effects of many traits on behavior, particularly such that wide differences in socially disapproved motivations produce greater differences in behavior when ego depletion weakens the customary inner restraints.[ABSTRACT FROM AUTHOR] | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Baumeister2006,
author = {Baumeister, Roy F.; Gailliot, Matthew; DeWall, C. Nathan; Oaten, Megan},
title = {Self-regulation and personality: How interventions increase regulatory success, and how depletion moderates the effects of traits on behavior.},
journal = {Journal of Personality},
year = {2006},
volume = {74},
number = {6},
pages = {1773-1802},
file = {:http//www.viriya.net/jabref/self-regulation_and_personality_how_interventions_increase_regulatory_success,_and_how_depletion_moderates_the_effects_of_traits_on_behavior.pdf},
doi = {http://dx.doi.org/10.1111/j.1467-6494.2006.00428.x}
}
|
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| Beaman, L., Duflo, E., Pande, R. and Topalova, P. | Female leadership raises aspirations and educational attainment for girls: A policy experiment in India | 2012 | Science Vol. 335(6068), pp. 582-586 |
article | Link to .pdf Link to .pdf |
DOI URL |
| Abstract: Exploiting a randomized natural experiment in India, we show that female leadership influences adolescent girls’ career aspirations and educational attainment. A 1993 law reserved leadership positions for women in randomly selected village councils. Using 8453 surveys of adolescents aged 11 to 15 and their parents in 495 villages, we found that, relative to villages in which such positions were never reserved, the gender gap in aspirations closed by 20% in parents and 32% in adolescents in villages assigned a female leader for two election cycles. The gender gap in adolescent educational attainment was erased, and girls spent less time on household chores. We found no evidence of changes in young women’s labor market opportunities, which suggests that the impact of women leaders primarily reflects a role model effect. | ||||||
| Review: Podcast interview: http://www.viriya.net/jabref/1212382.mp3 EDD 630/631 | ||||||
BibTeX:
@article{Beaman2012,
author = {Beaman, Lori and Duflo, Esther and Pande, Rohini and Topalova, Petia},
title = {Female leadership raises aspirations and educational attainment for girls: A policy experiment in India},
journal = {Science},
year = {2012},
volume = {335},
number = {6068},
pages = {582-586},
file = {:http//www.viriya.net/jabref/female_leadership_raises_aspirations_and_educational_attainment_for_girls_-_a_policy_experiment_in_india.pdf;:http//www.viriya.net/jabref/Beaman_SOM.pdf},
url = {http://www.sciencemag.org/content/335/6068/582.abstract},
doi = {http://dx.doi.org/10.1126/science.1212382}
}
|
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| Beard, K.Y. and Sugai, G. | First step to success: An early intervention for elementary children at risk for antisocial behavior. | 2004 | Behavioral Disorders Vol. 29(4), pp. 396 - 409 |
article | Link to .pdf | URL |
| Abstract: The increased prevalence and seriousness of antisocial behavior displayed by today's youths have become serious concerns for parents, educators, and community members. Antisocial behavior has a developmental course that starts with minor offenses in preschool (e.g., whining, teasing, noncompliance) and develops into major offenses (e.g., vandalism, stealing, assault, homicide) in older children and adolescents. Research results suggest that if interventions are implemented in the early elementary years, the likelihood of preventing future antisocial behavior is improved. Furthermore, interventions are said to be more successful if family members and teachers are involved. The purpose of this study was to examine the effects of an early intervention strategy, First Step to Success, involving (a) teacher-directed and (b) a combination of teacher- and parent-directed strategies on the behaviors of elementary school children at risk for antisocial behavior. The results suggest that interventions involving teachers and parents were associated with decreases in problem behavior in the classroom that maintained over 1 academic school year after intervention. Implications and recommendations are presented based on the outcomes and limitations of this study. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Beard2004,
author = {Beard, Kelli Y. and Sugai, George},
title = {First step to success: An early intervention for elementary children at risk for antisocial behavior.},
journal = {Behavioral Disorders},
year = {2004},
volume = {29},
number = {4},
pages = {396 - 409},
file = {:http//www.viriya.net/jabref/first_step_to_success_-_an_early_intervention_for_elementary_children_at_risk_for_antisocial_behavior.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-20660-007&site=ehost-live}
}
|
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| Broton, K. and Wilder, R. | Increasing Postsecondary Education Access and Success: Raising Achievement through Outreach Programs. Brief. | 2009 | Wilder Research | article | Link to .pdf | DOI URL |
| Abstract: The current investigation examined the differential effectiveness of PeaceBuilders, a large-scale, universal violence prevention program, on male and female youth identified as low, medium, or high risk for future violence. It included eight urban schools randomly assigned to intensive intervention and wait-list control conditions. The current sample included N = 2,380 predominantly minority children in kindergarten through fifth grade. Results indicated differential effectiveness of the intervention, by level of risk; high-risk children reported more decreases in aggression and more increases in social competence in comparison to children at medium and low levels of risk. Findings add to a growing number of promising science-based prevention efforts that seek to reduce aggression and increase social competence; they provide encouraging evidence that relatively low-cost, schoolwide efforts have the potential to save society millions in victim, adjudication, and incarceration costs. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
| Review: effective programs | ||||||
BibTeX:
@article{Broton2009,
author = {Broton, Katie and Wilder, Research},
title = {Increasing Postsecondary Education Access and Success: Raising Achievement through Outreach Programs. Brief.},
journal = {Wilder Research},
year = {2009},
file = {:http//www.viriya.net/jabref/increasing_postsecondary_education_access_and_success_-_raising_achievement_through_outreach_programs_brief.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED511600&site=ehost-live},
doi = {http://dx.doi.org/10.1177/1541204003262224}
}
|
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| Brown, R.P. and Day, E.A. | The difference isn't black and white: Stereotype threat and the race gap on Raven's Advanced Progressive Matrices. | 2006 | Journal of Applied Psychology Vol. 91(4), pp. 979-985 |
article | Link to .pdf | DOI |
| Abstract: This study addresses recent criticisms aimed at the interpretation of stereotype threat research and methodological weaknesses of previous studies that have examined race differences on Raven's Advanced Progressive Matrices (APM). African American and White undergraduates completed the APM under three conditions. In two threat conditions, participants received either standard APM instructions (standard threat) or were told that the APM was an IQ test (high threat). In a low threat condition, participants were told that the APM was a set of puzzles and that the researchers wanted their opinions of them. Results supported the stereotype threat interpretation of race differences in cognitive ability test scores. Although African American participants underperformed Whites under both standard and high threat instructions, they performed just as well as Whites did under low threat instructions. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | ||||||
| Review: Radiolab podcast: http://wesamuels.net/materials/radiolab_podcast012709_Obama_Effect_Editted_by_mp3cut.mp3 | ||||||
BibTeX:
@article{Brown2006,
author = {Brown, Ryan P. and Day, Eric Anthony},
title = {The difference isn't black and white: Stereotype threat and the race gap on Raven's Advanced Progressive Matrices.},
journal = {Journal of Applied Psychology},
year = {2006},
volume = {91},
number = {4},
pages = {979-985},
file = {:http//www.viriya.net/jabref/the_difference_isnt_black_and_white_stereotype_threat_and_the_race_gap_on_ravens_advanced_progressive_matrices.pdf},
doi = {http://dx.doi.org/10.1037/0021-9010.91.4.979}
}
|
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| Brown-Ford, C. | Examining the effect of selected risk indicators on the academic achievement of urban youth at-risk learners. | 2010 | NAAAS & Affiliates Conference Monographs, pp. 316 - 328 | article | Link to .pdf | URL |
| Abstract: By the year 2020, the majority of students in America's public schools will be living in circumstances that will categorize them as at risk of educational failure. A person's education is closely linked to the individual's life chances, income, and well being (Battle and Lewis 2002). Therefore, it is important to have a clear understanding of what hinders educational attainment. A number of indicators have been identified in the literature that influences student achievement. Goodlad (2004) reported that family environment, including socioeconomic status, played a key role in students' academic achievement and performance. The intent of the study was to present a profile on selected urban youth in inner-city communities in the West Jackson Area to determine how selected risk indicators impacted academic achievement. The profile was of youth linked to receiving interventions for at-risk behaviors. The study targeted students in the elementary and middle school to examine risk indicators of varied socialization patterns. The literature reviewed showed a body of knowledge that acknowledges the correlation between low levels of academic performance and lowered socioeconomic community levels. Additionally, this study examined family structure and its contribution to youth behavior outcomes. The researcher predicted that students exposed to negative socialization patterns in their homes and communities would have a strong possibility of developing and exhibiting those same behaviors through varied means of negative expression. These behaviors were categorized as alcohol and drug use, poor academic performance, gang activity and delinquency. Thus, predicted was that these behaviors would lead to creating an environmental climate that perpetuates a cycle of poverty and dependency that continues to plague youth in urban areas. Concentrated poverty, family instability, and early exposure to violence are but a few hardships typical of growing up in an urban environment. From an early age urban children are confronted with a series of obstacles in their attempts to meet academic, personal, and social success. The data collected was designed to identify the external factors (outside of school) and internal factors (in school) that continuously place urban children at risk for academic failure. The study focused on the following research questions. 1. Does family structure contribute to the student's at-risk behavior? 2. Does drug and alcohol use contribute to poor academic performance of students? 3. Does delinquency contribute to school failure among students? Does family employment status contribute to school failure and at-risk behavior? Through descriptive and inferential treatment of the data no significant difference was found between family structure or the employment status of the family and at-risk behavior. There were significant differences found between delinquency, the use of alcohol and drugs and at-risk behavior. [ABSTRACT FROM AUTHOR] | ||||||
BibTeX:
@article{Brown-Ford2010,
author = {Brown-Ford, Carrie},
title = {Examining the effect of selected risk indicators on the academic achievement of urban youth at-risk learners.},
journal = {NAAAS & Affiliates Conference Monographs},
year = {2010},
pages = {316 - 328},
file = {:http//www.viriya.net/jabref/examining_the_effect_of_selected_risk_indicators_on_the_academic_achievement_of_urban_youth_at-risk_learners.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=61059911&site=ehost-live}
}
|
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| Brunson, K.L., Kramàr, E., Lin, B., Chen, Y., Colgin, L.L., Yanagihara, T.K., Lynch, G. and Baram, T.Z. | Mechanisms of late-onset cognitive decline after early-life stress. | 2005 | The Journal of Neuroscience Vol. 25(41), pp. 9328 - 9338 |
article | Link to .pdf | URL |
| Abstract: Progressive cognitive deficits that emerge with aging are a result of complex interactions of genetic and environmental factors. Whereas much has been learned about the genetic underpinnings of these disorders, the nature of “acquired” contributing factors, and the mechanisms by which they promote progressive learning and memory dysfunction, remain largely unknown. Here, we demonstrate that a period of early-life “psychological” stress causes late-onset, selective deterioration of both complex behavior and synaptic plasticity: two forms of memory involving the hippocampus, were severely but selectively impaired in middle-aged, but not young adult, rats exposed to fragmented maternal care during the early postnatal period. At the cellular level, disturbances to hippocampal long-term potentiation paralleled the behavioral changes and were accompanied by dendritic atrophy and mossy fiber expansion. These findings constitute the first evidence that a short period of stress early in life can lead to delayed, progressive impairments of synaptic and behavioral measures of hippocampal function, with potential implications to the basis of age-related cognitive disorders in humans. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Brunson2005,
author = {Brunson, Kristen L. and Kramar, Eniko and Lin, Bin and Chen, Yuncai and Colgin, Laura Lee and Yanagihara, Theodore K. and Lynch, Gary and Baram, Tallie Z.},
title = {Mechanisms of late-onset cognitive decline after early-life stress.},
journal = {The Journal of Neuroscience},
year = {2005},
volume = {25},
number = {41},
pages = {9328 - 9338},
file = {:http//www.viriya.net/jabref/mechanisms_of_late-onset_cognitive_decline_after_early-life_stress.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2005-13468-001&site=ehost-live},
doi = {http://dx.doi.org/10.1523/JNEUROSCI.2281-05.2005}
}
|
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| Burchinal, M., Roberts, J.E., Zeisel, S.A., Hennon, E.A. and Hooper, S. | Social risk and protective child, parenting, and child care factors in early elementary school years. | 2006 | Parenting: Science and Practice Vol. 6(1), pp. 79 - 113 |
article | Link to .pdf | URL |
| Abstract: Objective African American children exposed to multiple social risk factors during early childhood often experience academic difficulties, so identification of protective factors is important. Design Academic and school behavior trajectories from kindergarten through third grade were studied among 75 African American children who have been followed prospectively since infancy to test hypothesized protective factors: quality of home and child care environments during early childhood, child language and social skills at entry to kindergarten, and school characteristics. Results Children exposed to multiple risks in early childhood showed lower levels of academic and social-emotional skills from kindergarten through third grade. Parenting mediated the association with risk. Children's language skills, parenting, and child care quality serve as protective factors in acquisition of mathematics skills and reduction in problem behaviors during the first 4 years of primary school for African American children facing multiple risks. Attending a school with a higher proportion of children from low-income families might predict increasing numbers of problem behaviors over time. Conclusions Exposure to social risk in early childhood negatively predicted academic achievement and adjustment during early elementary school for African American children, in part through associations between exposure to social risk and less responsive and stimulating parenting. Furthermore, the negative associations between risk and academic outcomes were substantially weaker when children had more responsive and sensitive parents or child care providers or entered school with stronger language skills. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Burchinal2006,
author = {Burchinal, Margaret and Roberts, Joanne E. and Zeisel, Susan A. and Hennon, Elizabeth A. and Hooper, Stephen},
title = {Social risk and protective child, parenting, and child care factors in early elementary school years.},
journal = {Parenting: Science and Practice},
year = {2006},
volume = {6},
number = {1},
pages = {79 - 113},
file = {:http//www.viriya.net/jabref/social_risk_and_protective_child_parenting_and_child_care_factors_in_early_elementary_school_years.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-02145-004&site=ehost-live}
}
|
||||||
| Colton, M., Heath, A. and Aldgate, J. | Factors which influence the educational attainment of children in foster family care. | 1995 | Community Alternatives: International Journal of Family Care Vol. 7(1), pp. 15 - 36 |
article | Link to .pdf | URL |
| Abstract: Explored the relationship between the educational progress of 49 foster children (ages 8–14 yrs) in long-term foster family care (mean length of placement, 6 yrs) in the UK and their histories, current home and school environments, and behavior. 58 age-matched children, who had never been in care but whose families were receiving preventive social work support, served as controls. Interviews were held with the Ss, their carers, teachers, and social workers. Results show low educational attainment among Ss in public care, which could not be easily explained. The link between low educational attainment and behavioral problems was less apparent than expected, with Ss performing below average in reading, vocabulary, and math skills, irrespective of behavioral problem histories. However, a history of child abuse or neglect before entering care seemed to have lasting effects. Results suggest that exceptional educational inputs are required. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Colton1995,
author = {Colton, Matthew and Heath, Anthony and Aldgate, Jane},
title = {Factors which influence the educational attainment of children in foster family care.},
journal = {Community Alternatives: International Journal of Family Care},
year = {1995},
volume = {7},
number = {1},
pages = {15 - 36},
file = {:http//www.viriya.net/jabref/factors_which_influence_the_educational_attainment_of_children_in_foster_family_care.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1995-45073-001&site=ehost-live}
}
|
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| Connell, J.P., Halpern-Felsher, B.L., Clifford, E. and Crichlow, W. | Hanging in there: Behavioral, psychological, and contextual factors affecting whether African-American adolescents stay in high school. | 1995 | Journal of Adolescent Research Vol. 10(1), pp. 41 - 63 |
article | Link to .pdf | URL |
| Abstract: Examined the behavioral, psychological, and contextual predictors of staying in high school for 443 urban African-American adolescents in 7thâ9th grades. Behavioral factors examined were attendance, suspensions, grades, test scores, and grade retention; psychological factors examined were students' engagement in school, their self-system processes (perceived competence, autonomy, and relatedness), and their experience of support from adults at home and in school. Neighborhood composition and family economic resources were included as contextual variables. Path analyses revealed that students who avoided risk behavior in junior high school and reported themselves as more engaged were more likely to remain in high school 3 yrs later; engaged students reported more positive perceptions of competence, autonomy, and relatedness in school; and students' reports of support from home and from school influenced the 3 self-system processes. (PsycINFO Database Record (c) 2012 APA, all rights res | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Connell1995,
author = {Connell, James Patrick and Halpern-Felsher, Bonnie L. and Clifford, Elizabeth and Crichlow, Warren},
title = {Hanging in there: Behavioral, psychological, and contextual factors affecting whether African-American adolescents stay in high school.},
journal = {Journal of Adolescent Research},
year = {1995},
volume = {10},
number = {1},
pages = {41 - 63},
file = {:http//www.viriya.net/jabref/hanging_in_there_behavioral_psychological_and_contextual_factors_affecting_whether_african-american_adolescents_stay_in_high_school.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1995-35002-001&site=ehost-live}
}
|
||||||
| Conradt, E., Measelle, J. and Ablow, J.C. | Poverty, problem behavior, and promise: Differential susceptibility among infants reared in poverty. | 2013 | Psychological Science Vol. 24(1) |
article | DOI | |
| Abstract: Do infants reared in poverty exhibit certain physiological traits that make them susceptible to the positive and negative features of their caregiving environment? Guided by theories of differential susceptibility and biological sensitivity to context, we evaluated whether high baseline respiratory sinus arrhythmia (RSA) operates as a susceptibility factor among infants reared in poverty (N = 73). Baseline RSA at 5 months, the quality of the attachment relationship at 17 months, and the interaction of these two factors were included in our models as predictors of problem behavior at 17 months. Consistent with theory, results showed no significant differences in problem behavior among infants with low baseline RSA; however, infants with high baseline RSA exhibited the lowest levels of problem behavior if reared in an environment that fostered security, and they exhibited the highest levels of problem behavior if reared in an environment that fostered disorganization. These results have important implications for the psychological health of infants living in poverty. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Conradt2013,
author = {Elisabeth Conradt and Jeffrey Measelle and Jennifer C. Ablow},
title = {Poverty, problem behavior, and promise: Differential susceptibility among infants reared in poverty.},
journal = {Psychological Science},
year = {2013},
volume = {24},
number = {1},
doi = {http://dx.doi.org/10.1177/0956797612457381}
}
|
||||||
| Daly, J.G. | Teaching values in everything we do: The Nativity experience | 1996 | NASSP Bulletin Vol. 80(579), pp. 74 |
article | Link to .pdf | URL |
| Abstract: Reports that Nativity Preparatory school teaches students to excel personally and academically. What is Nativity's approach towards education; Details about the school's academic program; Importance of prayer within the school system; Information about secondary school placements. INSET: Recommendation 1, chapter 3, `school environment'.. | ||||||
| Review: Nativity School | ||||||
BibTeX:
@article{Daly1996,
author = {Daly, Jennifer Grumha},
title = {Teaching values in everything we do: The Nativity experience},
journal = {NASSP Bulletin},
year = {1996},
volume = {80},
number = {579},
pages = {74},
file = {:http//www.viriya.net/jabref/teaching_values_in_everything_we_do_-_the_nativity_experience.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=9605284348&site=ehost-live}
}
|
||||||
| DeGarmo, D.S., Forgatch, M.S. and Martinez C R, J. | Parenting of divorced mothers as a link between social status and boys' academic outcomes: Unpacking the effects of socioeconomic status. | 1999 | Child Development Vol. 70(5), pp. 1231 - 1245 |
article | Link to .pdf | URL |
| Abstract: Socialization theories posit parenting practices as mechanisms linking socioeconomic status (SES) and children's academic outcomes. A mediational parenting model was tested examining separate effects of maternal education, occupation, and income for a sample of 238 divorced or recently separated mothers of 6- to 9-year-old sons. For the SEM path models, each indicator of SES was associated with better parenting, and parenting in turn had indirect effects on achievement through home skill-building activities and school behavior. The direct effect of maternal education on achievement was mediated by home skill-building activities, the direct effect of maternal occupation on achievement was not mediated, and income measures had no direct effects on achievement. These findings underscore the importance of unpacking the effects of SES and the relevance of effective parenting practices as a protective factor in the home and school environment for young boys' school success during postdivorce adjustment. | ||||||
BibTeX:
@article{DeGarmo1999,
author = {DeGarmo, D S and Forgatch, M S and Martinez, C R, Jr},
title = {Parenting of divorced mothers as a link between social status and boys' academic outcomes: Unpacking the effects of socioeconomic status.},
journal = {Child Development},
year = {1999},
volume = {70},
number = {5},
pages = {1231 - 1245},
file = {:http//www.viriya.net/jabref/parenting_of_divorced_mothers_as_a_link_between_social_status_and_boys_academic_outcomes.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=10546342&site=ehost-live}
}
|
||||||
| Delk, J.L. | Drop-outs from an American Indian reservation school: A possible prevention program. | 1974 | Journal of Community Psychology Vol. 2(1), pp. 15 - 17 |
article | Link to .pdf | DOI URL |
| Abstract: Studied 7 Papago Indian high school dropouts by comparing them with 7 similar students who remained in school. Characteristics of home life and school performance were investigated. Findings point to home patterns as a primary factor in the backgrounds of dropouts. Lack of parent control was found in 5 of 7 dropouts; 4 of 5 had a history of arrests for intoxication; 3 females had children born out of wedlock; 2 were married; 2 had delinquent siblings; and 1 had an alcoholic father. None of these factors was present in any of the controls. School data that best discriminated between the samples were those on truancy, mild mental retardation, desire to leave school, aggressive behavior, and withdrawal from peers. Again, none of these factors was present in controls. It was concluded that the 2 primary factors underlying dropping-out were lack of parent control and mental retardation, and a correction program was undertaken employing special education. Preliminary data after 1 yr indicate a decline in delinquent behaviors and no new dropouts. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Delk1974,
author = {Delk, John L},
title = {Drop-outs from an American Indian reservation school: A possible prevention program.},
journal = {Journal of Community Psychology},
year = {1974},
volume = {2},
number = {1},
pages = {15 - 17},
file = {:http//www.viriya.net/jabref/drop-outs_from_an_american_indian_reservation_school_-_a_possible_prevention_program.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1976-28740-001&site=ehost-live},
doi = {http://dx.doi.org/10.1002/1520-6629(197401)2:1<15::AID-JCOP2290020106>3.0.CO;2-3}
}
|
||||||
| Denrella, J. and Liu, C. | Top performers are not the most impressive when extreme performance indicates unreliability. | 2012 | Proceedings of the National Academy of Sciences Vol. 109(24) |
article | Link to .pdf | DOI URL |
| Abstract: The relationship between performance and ability is a central concern in the social sciences: Are the most successful much more able than others, and are failures unskilled? Prior research has shown that noise and self-reinforcing dynamics make performance unpredictable and lead to a weak association between ability and performance. Here we show that the same mechanisms that generate unpredictability imply that extreme performances can be relatively uninformative about ability. As a result, the highest performers may not have the highest expected ability and should not be imitated or praised. We show that whether higher performance indicates higher ability depends on whether extreme performance could be achieved by skill or requires luck. | ||||||
| Review: EDD 630/631 NY Times Article: http://www.viriya.net/jabref/nytimes_the_relationship_between_executive_function_abilities,_adaptive_behaviour,_and_academic_achievement_in_children_with_externalising_behaviour_problems.pdf Supporting information: http://www.viriya.net/jabref/top_performers_are_not_the_most_impressive_when_extreme_performance_indicates_unreliability_supporting_information.pdf | ||||||
BibTeX:
@article{Denrella2012,
author = {Jerker Denrella and Chengwei Liu},
title = {Top performers are not the most impressive when extreme performance indicates unreliability.},
journal = {Proceedings of the National Academy of Sciences},
year = {2012},
volume = {109},
number = {24},
file = {:http//www.viriya.net/jabref/top_performers_are_not_the_most_impressive_when_extreme_performance_indicates_unreliability.pdf},
url = {http://www.pnas.org/content/109/24/9331.full},
doi = {http://dx.doi.org/10.1073/pnas.1116048109}
}
|
||||||
| Deslauriers, L., Schelew, E. and Wieman, C. | Improved learning in a large-enrollment physics class. | 2011 | Science Vol. 332(6031), pp. 862-864 |
article | Link to .pdf Link to .pdf |
DOI URL |
| Abstract: We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction. | ||||||
| Review: EDD 630 EDD 631 Supplemental Materials: http://www.viriya.net/jabref/Deslauriers2011_supplemental_materials.pdf | ||||||
BibTeX:
@article{Deslauriers2011,
author = {Deslauriers, Louis and Schelew, Ellen and Wieman, Carl},
title = {Improved learning in a large-enrollment physics class.},
journal = {Science},
year = {2011},
volume = {332},
number = {6031},
pages = {862-864},
file = {:http//www.viriya.net/jabref/Deslauriers2011_supplemental_materials.pdf;:http//www.viriya.net/jabref/improved_learning_in_a_large-enrollment_physics_class.pdf},
url = {http://www.sciencemag.org/content/332/6031/862.abstract},
doi = {http://dx.doi.org/10.1126/science.1201783}
}
|
||||||
| Diamond, A. and Lee, K. | Interventions shown to aid executive function development in children 4 to 12 years old. | 2011 | Science Vol. 333, pp. 959-964 |
article | Link to .pdf | DOI URL |
| Abstract: To be successful takes creativity, flexibility, self-control, and discipline. Central to all those are executive functions, including mentally playing with ideas, giving a considered rather than an impulsive response, and staying focused. Diverse activities have been shown to improve children’s executive functions: computerized training, noncomputerized games, aerobics, martial arts, yoga, mindfulness, and school curricula. All successful programs involve repeated practice and progressively increase the challenge to executive functions. Children with worse executive functions benefit most from these activities; thus, early executive-function training may avert widening achievement gaps later. To improve executive functions, focusing narrowly on them may not be as effective as also addressing emotional and social development (as do curricula that improve executive functions) and physical development (shown by positive effects of aerobics, martial arts, and yoga). | ||||||
| Review: Additional tables at: http://www.viriya.net/jabref/diamond_2011_materials-methods_supporting_text_tables_figures_and-or_references.pdf | ||||||
BibTeX:
@article{Diamond2011,
author = {Adele Diamond and Kathleen Lee},
title = {Interventions shown to aid executive function development in children 4 to 12 years old.},
journal = {Science},
year = {2011},
volume = {333},
pages = {959-964},
file = {:http//www.viriya.net/jabref/interventions_shown_to_aid_executive_function_development_in_children_4_to_12_years_old.pdf},
url = {http://www.sciencemag.org/content/333/6045/959.full.html#related},
doi = {http://dx.doi.org/10.1126/science.1204529}
}
|
||||||
| Driscoll, K.C. and Pianta, R.C. | Banking Time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships. | 2010 | Early Education and Development Vol. 21(1), pp. 38 - 64 |
article | Link to .pdf | DOI URL |
| Abstract: Research Findings: This exploratory study encompassed a collaboration to implement and evaluate the early efficacy of Banking Time, a dyadic intervention designed to promote supportive teacher-child relationships. Banking Time is a set of one-on-one meetings between a teacher and a child consisting of child-led play and teacher facilitation techniques. The study examined Banking Time effects in relation to changes in teacher-reported relationship quality, teacher-rated child behavioral outcomes, and observer-rated teacher-child interactions during two 6-week intervention periods. Children were randomly assigned to 1 of 3 study conditions: (a) intervention, (b) within-class control, or (c) wait-list control. The sample consisted of 29 Head Start teachers and 116 children. Teachers completed ratings at pre- and posttest. Teachers and children also participated in pre- and posttest videotaped semistructured interactions that were coded on 6 teacher, child, and dyadic ratings. Overall, there were modest effects associated with the use of Banking Time. Teachers participating in Banking Time consistently reported increased perceptions of closeness with children as well as increased frustration tolerance, task orientation, and competence and decreased conduct problems. Teacher beliefs were associated with ratings of child behavior as well as teacher-child interactions. Practice or Policy: Implications for prevention in classroom settings are discussed. (Contains 4 tables.) | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Driscoll2010,
author = {Driscoll, Katherine C. and Pianta, Robert C.},
title = {Banking Time in Head Start: Early efficacy of an intervention designed to promote supportive teacher-child relationships.},
journal = {Early Education and Development},
year = {2010},
volume = {21},
number = {1},
pages = {38 - 64},
file = {:http//www.viriya.net/jabref/banking_time_in_head_start_-_early_efficacy_of_an_intervention_designed_to_promote_supportive_teacher-child_relationships.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ877204&site=ehost-live},
doi = {http://dx.doi.org/10.1080/10409280802657449}
}
|
||||||
| Duckworth, A.L. and Seligman, M.E.P. | Self-discipline outdoes IQ in predicting academic performance of adolescents. | 2005 | Psychological Science Vol. 16(12), pp. 939 - 944 |
article | Link to .pdf | URL |
| Abstract: In a longitudinal study of 140 eighth-grade students, self-discipline measured by self-report, parent report, teacher report, and monetary choice questionnaires in the fall predicted final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring. In a replication with 164 eighth graders, a behavioral delay-of-gratification task, a questionnaire on study habits, and a group-administered IQ test were added. Self-discipline measured in the fall accounted for more than twice as much variance as IQ in final grades, high school selection, school attendance, hours spent doing homework, hours spent watching television (inversely), and the time of day students began their homework. The effect of self-discipline on final grades held even when controlling for first-marking-period grades, achievement-test scores, and measured IQ. These findings suggest a major reason for students falling short of their intellectual potential: their failure to exercise self-discipline. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{AngelaL.Duckworth;MartinE.P.2005,
author = {Angela L. Duckworth and Martin E. P. Seligman},
title = {Self-discipline outdoes IQ in predicting academic performance of adolescents.},
journal = {Psychological Science},
year = {2005},
volume = {16},
number = {12},
pages = {939 - 944},
file = {:http//www.viriya.net/jabref/self-discipline_outdoes_iq_in_predicting_academic_performance_of_adolescents.pdf},
url = {http://www.jstor.org/stable/40064361}
}
|
||||||
| Eamon, M. and Altshuler, S. | Can we predict disruptive school behavior? | 2004 | Children & Schools Vol. 26(1), pp. 23 - 37 |
article | Link to .pdf | |
| Abstract: This study examined whether child, parental, and socioenvironmental factors predict disruptive school behavior two years later. Data from a sample of 10- to 12-year-old youths, including 289 African American, 183 Hispanic/Latino, and 335 non-Hispanic white youths from the National Longitudinal Survey of Youth were analyzed. Findings indicate that youths who were older, African American, male, and living in single-mother families exhibited higher levels of disruptive school behavior. In the home, lower levels of parental emotional support and supervision, low educational expectations, and physical discipline predicted disruptive school behavior. Youths' assessment of the school, grade retention, and exposure to deviant peer pressure and associations also predicted school behavior problems; but of the parenting, school, peer, and neighborhood influences, deviant peer pressure and associations had the strongest relation to disruptive school behavior. Implications for policy and practice are discussed. | ||||||
BibTeX:
@article{Eamon2004,
author = {Eamon, MK and Altshuler, SJ},
title = {Can we predict disruptive school behavior?},
journal = {Children & Schools},
year = {2004},
volume = {26},
number = {1},
pages = {23 - 37},
file = {:http//www.viriya.net/jabref/can_we_predict_disruptive_school_behavior.pdf},
url = {http://www.cinahl.com/cgi-bin/refsvc?jid=1907&accno=2004113479}
}
|
||||||
| Eamon, M.K. | Effects of poverty on mathematics and reading achievement of young adolescents. | 2002 | The Journal of Early Adolescence Vol. 22(1), pp. 49 - 74 |
article | Link to .pdf | URL |
| Abstract: Although educational attainment of poor youths has risen in recent years, aspirations still remain below those of other youths. Multiple theories have been used to understand youth aspirations, although the frameworks have not been examined concurrently. The present study used data on 11,154 low-income youths collected with the School Success profile to examine the influence of variables derived from status attainment, blocked opportunities, and social support theories on educational aspirations. Seventy-three percent of youths aspired to go to college. The final model suggested that variables from each framework--including gender, younger age, nonwhite race, stronger home academic environment, higher levels of parent--school behavior expectations, better academic performance, greater engagement in school, and higher levels of peer and parent support--are associated with higher post-high school aspirations. The analysis suggests that all three conceptual frameworks add to the understanding of what factors are related to youth aspirations. Understanding multiple mechanisms that improve aspirations can help social workers support low-income youths toward the goals that eventually lead to high educational attainment [ABSTRACT FROM AUTHOR] | ||||||
BibTeX:
@article{Eamon2002,
author = {Eamon, Mary Keegan},
title = {Effects of poverty on mathematics and reading achievement of young adolescents.},
journal = {The Journal of Early Adolescence},
year = {2002},
volume = {22},
number = {1},
pages = {49 - 74},
file = {:http//www.viriya.net/jabref/effects_of_poverty_on_mathematics_and_reading_achievement_of_young_adolescents.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-00279-003&site=ehost-live}
}
|
||||||
| Edwards, O.W. and Taub, G.E. | A conceptual pathways model to promote positive youth development in children raised by their grandparents. | 2009 | School Psychology Quarterly Vol. 24(3), pp. 160 - 172 |
article | Link to .pdf | DOI URL |
| Abstract: The numbers of children raised by their grandparents are increasing. These alternate families often emerge following negative life events that result in high risk for adverse child outcomes. Modifications in the traditional roles and relationships of grandparent and child may exacerbate stressors experienced by both parties. The phenomenon has implications for professionals working with these children because these families are increasing in prevalence and research suggests students’ success in school depends on both the home and school environments. Preventing problem behaviors associated with these families and promoting the children’s positive developmental trajectories entail understanding the family members’ unique needs and risks and identifying and accentuating their strengths, supports, and resources. In this paper, (a) the phenomenon of children raised by grandparents is reviewed, (b) positive youth development is advanced as a viable theoretical and applied developmental science framework to understand the children, and (c) a conceptual pathways model is described that can be used to promote their favorable school and life outcomes. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (from the journal abstract) | ||||||
BibTeX:
@article{Edwards2009,
author = {Edwards, Oliver W. and Taub, Gordon E.},
title = {A conceptual pathways model to promote positive youth development in children raised by their grandparents.},
journal = {School Psychology Quarterly},
year = {2009},
volume = {24},
number = {3},
pages = {160 - 172},
file = {:http//www.viriya.net/jabref/a_conceptual_pathways_model_to_promote_positive_youth_development_in_children_raised_by_their_grandparents.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=spq-24-3-160&site=ehost-live},
doi = {http://dx.doi.org/10.1037/a0016226}
}
|
||||||
| Fenzel, L.M. | Effective alternative urban middle schools: Findings from research on NativityMiguel schools. | 2009 | Middle Grades Research Journal Vol. 4(3), pp. 1-17 |
article | Link to .pdf | |
| Abstract: The purpose of the present study is to summarize the research to date and report additional findings on a successful alternative model for urban middle level education that is incorporated in NativityMiguel schools. These schools, designed particularly to meet the educational and social developmental needs of young adolescents at risk because of social and economic disadvantage, incorporate much of what is known about effective urban middle level education. Previous research has shown that students in these schools demonstrate exceptional academic gains while they develop skills of leadership and successful coping and problem solving. The present study examines particular aspects of the NativityMiguel model that are employed in a number of the schools and takes a closer look at the program at one NativityMiguel school that educates a diverse group of students, most of whom are chosen by lottery from among applicants from low-income families. Implications for a wider implementation of the model in urban schools are also discussed. | ||||||
| Review: Nativity School - Nicely descriptive, but also nice that he--here at least--hasn't done more than indicate that most of the aspects of their model (save lowly-trained vol;unteers as teachesr/staff) reflect what others have found to work. - So, his thinness in theory but [proff ofthe school's efficacy (mostly in terms of standardized tests) doesn't leave nothing undone. - At most, argues: 1. These students haven't previously (or would otherwise) be exposed to an orderly school where they are expected to behave and perform 2. The summer program greatly facilitates socialization (and maintain academic gains from the AY) 3. The energy/enthusiasm of the volunteers helps tremendously =================== | ||||||
BibTeX:
@article{Fenzel2009b,
author = {Fenzel, L. Mickey},
title = {Effective alternative urban middle schools: Findings from research on NativityMiguel schools.},
journal = {Middle Grades Research Journal},
year = {2009},
volume = {4},
number = {3},
pages = {1-17},
file = {:http//www.viriya.net/jabref/effective_alternative_urban_middle_schools_-_findings_from_research_on_nativitymiguel_schools.pdf}
}
|
||||||
| Fenzel, L.M. and Domingues, J. | Educating urban African American children placed at risk: A comparison of two types of Catholic middle schools. | 2009 | Catholic Education: A Journal of Inquiry and Practice Vol. 13(1), pp. 30 - 52 |
article | Link to .pdf | URL |
| Abstract: Although the number of urban Catholic schools has declined in recent years, Nativity model middle schools, first developed by the Jesuits over 35 years ago, have appeared throughout the nation to address the need for effective alternative education for urban children placed at risk. The present study compares the effectiveness of two types of high-poverty Catholic schools for 322 African American middle school students. Results show that Nativity schools are more successful than traditional Catholic schools in effecting student gains in standardized test score performance. Results also suggest that features such as small school and class size, small student-teacher ratios, and an extended academic day contribute to these gains. The quality of the school and classroom environment, as perceived by students, that contributed to the amount of engaged learning time also may have contributed to their stronger academic performance. Implications for urban schooling for African American middle school children placed at risk are discussed. (Contains 4 tables and 1 footnote.) | ||||||
| Review: Nativity School effective programs | ||||||
BibTeX:
@article{Fenzel2009a,
author = {Fenzel, L. Mickey and Domingues, Janine},
title = {Educating urban African American children placed at risk: A comparison of two types of Catholic middle schools.},
journal = {Catholic Education: A Journal of Inquiry and Practice},
year = {2009},
volume = {13},
number = {1},
pages = {30 - 52},
file = {:http//www.viriya.net/jabref/educating_urban_african_american_children_placed_at_risk_-_a_comparison_of_two_types_of_catholic_middle_schools.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ934030&site=ehost-live}
}
|
||||||
| Finn, J.D. and Rock, D.A. | Academic success among students at risk for school failure. | 1997 | Journal of Applied Psychology Vol. 82(2), pp. 221 - 234 |
article | Link to .pdf | URL |
| Abstract: A sample of 1,803 minority students from low-income homes was classified into 3 groups on the basis of grades, test scores, and persistence from Grade 8 through Grade 12; the classifications were academically successful school completers ("resilient" students), school completers with poorer academic performance (nonresilient completers), and noncompleters (dropouts). Groups were compared in terms of psychological characteristics and measures of "school engagement." Large, significant differences were found among groups on engagement behaviors, even after background and psychological characteristics were controlled statistically. The findings support the hypothesis that student engagement is an important component of academic resilience. Furthermore, they provide information for designing interventions to improve the educational prognoses of students at risk. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Finn1997,
author = {Finn, Jeremy D. and Rock, Donald A.},
title = {Academic success among students at risk for school failure.},
journal = {Journal of Applied Psychology},
year = {1997},
volume = {82},
number = {2},
pages = {221 - 234},
file = {:http//www.viriya.net/jabref/Academic_success_among_students_at_risk_for_school_failure.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=apl-82-2-221&site=ehost-live}
}
|
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| Flannery, D.J., Vazsonyi, A.T., Liau, A.K., Guo, S., Powell, K.E., Atha, H., Vesterdal, W. and Embry, D. | Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program. | 2003 | Developmental Psychology Vol. 39(2), pp. 292 - 308 |
article | Link to .pdf | DOI URL |
| Abstract: PeaceBuilders is a universal, elementary-school-based violence prevention program that attempts to alter the climate of a school by teaching students and staff simple rules and activities aimed at improving child social competence and reducing aggressive behavior. Eight matched schools (N > 4,000 students in Grades K-5) were randomly assigned to either immediate postbaseline intervention (PBI) or to a delayed intervention 1 year later (PBD). Hierarchical linear modeling was used to analyze results from assessments in the fall and spring of 2 consecutive school years. In Year 1, significant gains in teacher-reported social competence for students in Grades K-2, in child self-reported peace-building behavior in Grades K-5, and reductions in aggressive behavior in Grades 3-5 were found for PBI but not PBD schools. Differential effects in Year 1 were also observed for aggression and prosocial behavior. Most effects were maintained in Year 2 for PBI schools, including increases in child prosocial behavior in Grades K-2. Implications for early universal school-based prevention and challenges related to evaluating large-scale prevention trials are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (from the journal abstract) | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Flannery2003,
author = {Flannery, Daniel J. and Vazsonyi, Alexander T. and Liau, Albert K. and Guo, Shenyang and Powell, Kenneth E. and Atha, Henry and Vesterdal, Wendy and Embry, Dennis},
title = {Initial behavior outcomes for the PeaceBuilders universal school-based violence prevention program.},
journal = {Developmental Psychology},
year = {2003},
volume = {39},
number = {2},
pages = {292 - 308},
file = {:http//www.viriya.net/jabref/initial_behavior_outcomes_for_the_peacebuilders_universal_school-based_violence_prevention_program.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=dev-39-2-292&site=ehost-live},
doi = {http://dx.doi.org/10.1037/0012-1649.39.2.292}
}
|
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| Flynn, D., Kotkin, R.A., Brady, J. and Fine, A.H. | Therapist's Guide to Learning and Attention Disorders | 2003 | Therapist's guide to learning and attention disorder, pp. 211 - 235 | inbook | Link to .pdf | URL |
| Abstract: (from the chapter) Research on children's learning shows that the connection and relationship between home and school can significantly affect the child's academic and behavioral functioning (Christenson et al., 1992). This approach is variously labeled conjoint behavioral consultation (Sheridan et al., 1996) or ecobehavioral consultation (Gutkin and Curtis, 1999) as it takes into consideration the child's school and home environments that can affect behavior or achievement. Conjoint behavioral consultation with both parents and teachers has been found to be successful (Sheridan et al., 2001) in changing behavior in home and school environments in that it coordinates a unified, consistent approach to the child by both the parent and the teacher. A practitioner is in a unique position to facilitate collaboration between home and school. This type of school-home collaboration can include coordination of many collateral therapies that may impact the child's performance. This chapter reviews four areas that relate to school-home collaboration: (1) general guidelines in the development of a school and/or home behavior management program, (2) implementing a school-home behavioral report card system, (3) identifying and sharing information to accommodate a child with ADHD and/or LD, and (4) facilitating access to special education services in the public sector. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@inbook{Flynn2003,
author = {Flynn, Daniel and Kotkin, Ronald A. and Brady, John and Fine, Aubrey H.},
title = {Therapist's Guide to Learning and Attention Disorders},
booktitle = {Therapist's guide to learning and attention disorder},
publisher = {Academic Press},
year = {2003},
pages = {211 - 235},
file = {:http//www.viriya.net/jabref/implementing_school-home_collaborative_treatment_plans_best_practices_in_school-home-based_interventions.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2004-00274-007&site=ehost-live}
}
|
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| Forehand, R.e.a. | Home predictors of young adolescents' school behavior and academic performance. | 1986 | Child Development Vol. 57(6), pp. 1528 - 33 |
article | Link to .pdf | URL |
| Abstract: Results provide support for the existence of a relation between school behavior and the home environment of young adolescents, since both academic performance and externalizing problem behaviors in school were related to and predicted by the parent-adolescent relationship and/or maternal depression in the home setting. Data from mothers and, importantly, from fathers were predictors of school performance and adjustment. (RH) | ||||||
BibTeX:
@article{Forehand1986,
author = {Forehand, Rex et al.},
title = {Home predictors of young adolescents' school behavior and academic performance.},
journal = {Child Development},
year = {1986},
volume = {57},
number = {6},
pages = {1528 - 33},
file = {:http//www.viriya.net/jabref/home_predictors_of_young_adolescents_school_behavior_and_academic_performance.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ349751&site=ehost-live}
}
|
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| Forgatch, M.S. | Implementation as a Second Stage in Prevention Research. | 2003 | Prevention & Treatment Vol. 6(1), pp. 24 |
article | Link to .pdf | DOI URL |
| Abstract: Recognizing the protracted effort and rigorous research required to produce evidence-based programs, this commentary challenges prevention scientists to apply similar standards to the study of program implementation. The pioneering work of Dan Olweus and his colleagues is used to illustrate ways in which methodology common in efficacy research could be applied to implementation research. The data in the J. Kallestad and D. Olweus (see record 2003-09567-002) article suggest why the first intervention trial of the bully/victim program succeeded when carried out by the program developer. To understand the variation in replication attempts by others, researchers must apply experimental design and rigorous methodology to study implementation. Olweus rightfully occupies the role of pioneer in this arena. (PsycINFO Database Record (c) 2011 APA, all rights reserved) | ||||||
| Review: effective programs | ||||||
BibTeX:
@article{Forgatch2003,
author = {Forgatch, Marion S.},
title = {Implementation as a Second Stage in Prevention Research.},
journal = {Prevention & Treatment},
year = {2003},
volume = {6},
number = {1},
pages = { 24},
file = {:http//www.viriya.net/jabref/implementation_as_a_second_stage_in_prevention_research.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=pre-6-1-24c&site=ehost-live},
doi = {http://dx.doi.org/10.1037/1522-3736.6.1.624c}
}
|
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| Gabalda, M.K., Thompson, M.P. and Kaslow, N.J. | Risk and protective factors for psychological adjustment among low-income, African American children. | 2010 | Journal of Family Issues Vol. 31(4), pp. 423 - 444 |
article | Link to .pdf | URL |
| Abstract: This investigation identifies unique risk and protective factors for internalizing and externalizing problems among 8- to 12-year-old, low-income, African American children and tests cumulative risk and protective models. A total of 152 mother-child dyads complete questionnaires. Receipt of food stamps, mother's distress, and child maltreatment increase children's risk for internalizing and externalizing problems and family functioning (adaptability, cohesion), and after-school program participation (externalizing only) are protective against internalizing and externalizing problems. A cumulative risk model reveals that compared with youth with no risk factors, having one risk factor confers three- and fivefold risk for internalizing and externalizing symptoms, respectively. Having two or three risk factors confers 12 and 19 times greater risk for internalizing and externalizing symptoms, respectively. Compared with no protective factors, youth with two protective factors are 4 and 6 times less likely to display internalizing and externalizing problems, respectively. Implications for community-based preventive intervention efforts and future research are discussed. | ||||||
| Review: The list of risk ratios is very nice. Used in EDD 630/631. | ||||||
BibTeX:
@article{Gabalda2010,
author = {Gabalda, Megan K. and Thompson, Martie P. and Kaslow, Nadine J.},
title = {Risk and protective factors for psychological adjustment among low-income, African American children.},
journal = {Journal of Family Issues},
year = {2010},
volume = {31},
number = {4},
pages = {423 - 444},
file = {:http//www.viriya.net/jabref/risk_and_protective_factors_for_psychological_adjustment_among_low-income_african-american_children.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=48376785&site=ehost-live}
}
|
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| Genova, W.J. and TDR Associates Inc., N.M. | A study of interaction effects of school and home environments on students of varying race/ethnicity, class, and gender. Final report. Volume I: Summary and conclusions. | 1981 | article | Link to .pdf | URL | |
| Abstract: This report describes a study on how perceptions of home climates, school climates, and interaction between the two factors might affect academic achievement and school related behavior among students of different racial/ethnic groups, sex, and socioeconomic background. The report summarizes procedures and results of the ethnographic phase, in which seventh graders from five ethnic groups (Portuguese American, Jewish American, Irish American, Armenian American, and West Indian American) were studied to determine perceptions of family organization, relationships, and family influence on personal development; and to explore subjects' perceptions of their school climates. Results of a survey among seventh and eighth graders from 10 ethnic/racial groups to elicit their ratings of 13 home climate factors and 13 school climate factors are also summarized. The findings include: (1) racial/ethnic group differences in home climate perceptions; (2) similar perceptions of home climates within et | ||||||
BibTeX:
@article{Genova1981,
author = {Genova, William J. and TDR Associates, Inc., Newton, MA.},
title = {A study of interaction effects of school and home environments on students of varying race/ethnicity, class, and gender. Final report. Volume I: Summary and conclusions.},
year = {1981},
file = {:http//www.viriya.net/jabref/a_study_of_interaction_effects_of_school_and_home_environments_on_students_of_varying_raceethnicity_class_and_gender.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED221622&site=ehost-live}
}
|
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| Greenwald, R., Hedges, L.V. and Laine, R.D. | The effect of school resources on student achievement | 1996 | Review of Educational Research Vol. 66(3), pp. 361-396 |
article | Link to .pdf | DOI URL |
| Abstract: A universe of education production function studies was assembled in order to utilize meta-analytic methods to assess the direction and magnitude of the relations between a variety of school inputs and student achievement. The 60 primary research studies aggregated data at the level of school districts or smaller units and either controlled for socioeconomic characteristics or were longitudinal in design. The analysis found that a broad range of resources were positively related to student outcomes, with effect sizes large enough to suggest that moderate increases in spending may be associated with significant increases in achievement. The discussion relates the findings of this study with trends in student achievement from the National Assessment of Educational Progress and changes in social capital over the last two decades. | ||||||
BibTeX:
@article{GreenwaldFall1996,
author = {Greenwald, Rob and Hedges, Larry V. and Laine, Richard D.},
title = {The effect of school resources on student achievement},
journal = {Review of Educational Research},
year = {1996},
volume = {66},
number = {3},
pages = {361-396},
file = {:http//www.viriya.net/jabref/the_effect_of_school_resources_on_student_achievement.pdf},
url = {http://rer.sagepub.com/content/66/3/361.abstract},
doi = {http://dx.doi.org/10.3102/00346543066003361}
}
|
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| Grigorenko, E.L., Jarvin, L., Diffley, R., Goodyear, J., Shanahan, E.J. and Sternberg, R.J. | Are SSATs and GPA enough? A theory-based approach to predicting academic success in secondary school. | 2009 | Journal of Educational Psychology Vol. 101(4), pp. 964 - 981 |
article | Link to .pdf | URL |
| Abstract: Two studies were carried out to predict academic success in the highly competitive environment of a private preparatory school, Choate Rosemary Hall. The 1st study focused on the question of whether there are indicators beyond middle school grade-point average (GPA) and standardized test scores that might enhance the validity of measures for predicting success of students attending Choate. The results indicated the importance of taking into account aspects of self-regulated learning (SRL), such as academic self-efficacy, academic motivation, academic locus of control, and measures of the WICS (Wisdom, Intelligence, Creativity Synthesized) theoretical framework. Both sets of SRL and WICS indicators demonstrated incremental validity in predicting success at Choate. The 2nd study preliminarily evaluated the value of including indicators of aspects of the SRL and the WICS theoretical framework into the Choate admission process. The results of this study examined the utility of using quantified indicators other than middle-school GPA and standardized test scores for making admission decisions. | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Grigorenko2009,
author = {Grigorenko, Elena L. and Jarvin, Linda and Diffley, Ray and Goodyear, Julie and Shanahan, Edward J. and Sternberg, Robert J.},
title = {Are SSATs and GPA enough? A theory-based approach to predicting academic success in secondary school.},
journal = {Journal of Educational Psychology},
year = {2009},
volume = {101},
number = {4},
pages = {964 - 981},
file = {:http//www.viriya.net/jabref/are_ssats_and_gpa_enough_a_theory-based_approach_to_predicting academic_success_in_secondary_school.pdf},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ860905&site=ehost-live}
}
|
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| Hale, J.E. | How schools shortchange African American children. | 2004 | Educational Leadership Vol. 62(3), pp. 34-39 |
article | Link to .pdf | URL |
| Abstract: Discusses the importance of equalizing learning opportunities to low income and middle class African American children in the U.S. Educational problems in the country; Steps in closing the educational achievement gap; Role of schools in promoting the educational rights of minority students. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Hale2004,
author = {Hale, Janice E.},
title = {How schools shortchange African American children.},
journal = {Educational Leadership},
year = {2004},
volume = {62},
number = {3},
pages = {34-39},
file = {:http//www.viriya.net/jabref/how_schools_shortchange_african_american_children.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h&AN=14966118&site=ehost-live}
}
|
||||||
| Hattwick, B.W. | Interrelations between the pre-school child's behavior and certain factors in the home. | 1936 | Child Development Vol. 7, pp. 200 - 226 |
article | Link to .pdf | URL |
| Abstract: Data from nursery school teachers on 35 common types of pre-school behavior and 15 home factors as observed in home visits were secured on each of 335 children (between 23 and 68 months of age). Tetrachoric intercorrelations are used as the basis for these comparisons between the two sets of data: "Children whose homes reflect over-attentiveness are liable to display infantile, withdrawing types of reaction." Inadequate attention in the home is related to aggressive types of behavior. "Homes which reflected signs of tension in the form of frequent illness, fatigue, impatience, quarrelsomeness or nervousness made for uncooperative behavior and poor emotional adjustments." Sharing home responsibilities in linked with self-reliance on the part of the child, and sharing of play experiences with parents contributes to his feeling of emotional security. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Hattwick1936,
author = {Hattwick, B. W.},
title = {Interrelations between the pre-school child's behavior and certain factors in the home.},
journal = {Child Development},
year = {1936},
volume = {7},
pages = {200 - 226},
file = {:http//www.viriya.net/jabref/interrelations_between_the_pre-school_childs_behavior_and_certain_factors_in_the_home.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1937-02004-001&site=ehost-live}
}
|
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| Heckman, J., Moon, S.H., Pinto, R., Savelyev, P. and Yavitz, A. | Analyzing social experiments as implemented: A reexamination of the evidence from the HighScope Perry Preschool Program | 2010 | Quantitative Economics Vol. 1(1) |
article | Link to .pdf | DOI |
| Abstract: Social experiments are powerful sources of information about the effectiveness of interventions. In practice, initial randomization plans are almost always compromised. Multiple hypotheses are frequently tested. “Significant” effects are often reported with p-values that do not account for preliminary screening from a large candidate pool of possible effects. This paper develops tools for analyzing data from experiments as they are actually implemented. We apply these tools to analyze the influential HighScope Perry Preschool Program. The Perry program was a social experiment that provided preschool education and home visits to disadvantaged children during their preschool years. It was evaluated by the method of random assignment. Both treatments and controls have been followed from age 3 through age 40. Previous analyses of the Perry data assume that the planned randomization protocol was implemented. In fact, as in many social experiments, the intended randomization protocol was compromised. Accounting for compromised randomization, multiple-hypothesis testing, and small sample sizes, we find statistically significant and economically important program effects for both males and females. We also examine the representativeness of the Perry study. | ||||||
| Review: EDD 630 & EDD 631 NPR Podcast about It: http://www.viriya.net/jabref/20110812_atc_06.mp3 NPR Article about Their Research: http://www.npr.org/blogs/money/2011/08/12/139583385/preschool-the-best-job-training-program | ||||||
BibTeX:
@article{Heckman2010b,
author = {James Heckman AND Seong Hyeok Moon AND Rodrigo Pinto AND Peter Savelyev AND Adam Yavitz},
title = {Analyzing social experiments as implemented: A reexamination of the evidence from the HighScope Perry Preschool Program},
journal = {Quantitative Economics},
year = {2010},
volume = {1},
number = {1},
file = {:http//www.viriya.net/jabref/analyzing_social_experiments_as_implemented_-_a_reexamination_of_the_evidence_from_the_highscope_perry_preschool_program.pdf},
doi = {http://dx.doi.org/10.3982/QE8}
}
|
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| Heckman, J.J. and Masterov, D.V. | The productivity argument for investing in young children | 2007 | Review of Agricultural Economics Vol. 29(3), pp. 446-493 |
article | Link to .pdf | DOI |
| Abstract: This article presents the case for investing more in young American children who grow up in disadvantaged environments. Figure 1 graphs time series of alternative measures of the percentage of children in disadvantaged families. The percentage of children born into, or living in, nontraditional families has increased greatly in the past thirty years.1,2 Approximately 25% of children are now born into single parent homes. While the percentages of children living in poverty and born into poor families have fallen recently, they are still high, especially among certain subgroups. Adverse environments place children at risk for social and economic failure. The accident of birth plays a powerful role in determining adult success.3 Many have commented on this phenomenon, and most analyses have cast the issue of assisting children from disadvantaged families as a question of fairness or social justice. This article makes a different argument. We argue that, on productivity grounds, it makes sense to invest in young children from disadvantaged environments. Substantial evidence shows that these children are more likely to commit crime, have out-of-wedlock births, and drop out of school. Early interventions that partially remediate the effects of adverse environments can reverse some of the harm of disadvantage and have a high economic return. They benefit not only the children themselves, but also their children, as well as society at large. Investing in disadvantaged young children is a rare public policy with no equity-efficiency tradeoff. It reduces the inequality associated with the accident of birth and at the same time raises the productivity of society at large. | ||||||
| Review: EDD 630 & EDD 631 NPR Article about Their Research: http://www.npr.org/blogs/money/2011/08/12/139583385/preschool-the-best-job-training-program | ||||||
BibTeX:
@article{Heckman2007,
author = {James J. Heckman and Dimitriy V. Masterov},
title = {The productivity argument for investing in young children},
journal = {Review of Agricultural Economics},
year = {2007},
volume = {29},
number = {3},
pages = {446-493},
file = {:http//www.viriya.net/jabref/the_productivity_argument_for_investing_in_young_children.pdf},
doi = {http://dx.doi.org/10.1111/j.1467-9353.2007.00359.x}
}
|
||||||
| Heckman, J.J., Moon, S.H., Pinto, R., Savelyev, P. and Yavitz, A. | A new cost-benefit and rate of return analysis for the Perry Preschool Program: A summary (Working paper 16180) | 2010 | techreport | Link to .pdf | URL | |
| Review: EDD 630 & EDD 631 NPR Article about Their Research: http://www.npr.org/blogs/money/2011/08/12/139583385/preschool-the-best-job-training-program | ||||||
BibTeX:
@techreport{Heckman2010a,
author = {James J. Heckman AND Seong Hyeok Moon AND Rodrigo Pinto AND Peter Savelyev AND Adam Yavitz},
title = {A new cost-benefit and rate of return analysis for the Perry Preschool Program: A summary (Working paper 16180)},
year = {2010},
file = {:http//www.viriya.net/jabref/a_new_cost-benefit_and_rate_of_return_analysis_for_the_perry_preschool_program_-_a_summary.pdf},
url = {http://www.nber.org/papers/w16180}
}
|
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| Henry, G.T., Fortner, C.K. and Thompson, C.L. | Targeted funding for educationally disadvantaged students | 2010 | Educational Evaluation and Policy Analysis Vol. 32(2), pp. 183-204 |
article | Link to .pdf | DOI URL |
| Abstract: Evaluating the impacts of public school funding on student achievement has been an important objective for informing education policymaking but fraught with data and methodological limitations. Findings from prior research have been mixed at best, leaving policymakers with little advice about the benefits of allocating public resources to schools or how it might best be done. In this study, the authors take advantage of a pilot supplemental funding program in North Carolina that used a quantitative index of educational advantage to select the most educationally disadvantaged districts in the state to receive funding. The targeted districts received supplemental funds of $250 per pupil or $840 per academically disadvantaged pupil for the 2 years of the pilot. Using a regression discontinuity design and multilevel models with extensive controls, the authors estimate that the marginal average treatment effect of the supplemental funding was 0.133 standard deviation units and that the effect on educationally disadvantaged students was 0.098 standard deviation units. The treatment effect represents approximately one third of the difference between the average score in top performing and low performing high schools. | ||||||
BibTeX:
@article{Henry2010,
author = {Henry, Gary T. and Fortner, C. Kevin and Thompson, Charles L.},
title = {Targeted funding for educationally disadvantaged students},
journal = {Educational Evaluation and Policy Analysis},
year = {2010},
volume = {32},
number = {2},
pages = {183-204},
file = {:http//www.viriya.net/jabref/targeted_funding_for_educationally_disadvantaged_students.pdf},
url = {http://epa.sagepub.com/content/32/2/183.abstract},
doi = {http://dx.doi.org/10.3102/0162373710370620}
}
|
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| Herbers, J.E., Cutuli, J.J., Lafavor, T.L., Vrieze, D., Leibel, C., Obradovic, J. and Masten, A.S. | Direct and indirect effects of parenting on the academic functioning of young homeless children. | 2011 | Early Education & Development Vol. 22(1), pp. 77 - 104 |
article | Link to .pdf | DOI URL |
| Abstract: Research Findings: Effects of parenting quality on the academic functioning of young homeless children were examined using data from 58 children ages 4 to 7 and their parents during their stay at an emergency homeless shelter. Parenting quality, child executive function, child intellectual functioning, and risk status were assessed in the shelter, and teacher reports of academic functioning were obtained when the children began kindergarten or 1st grade. As hypothesized, parenting quality was associated with children's academic success, and this effect was mediated by executive function skills in the child. Parenting quality also had a moderating effect on risk, consistent with a protective role of high-quality parenting among children with higher risk levels. Concomitantly, children with higher risk and lower parenting quality appeared to be more vulnerable to academic problems. Practice or Policy: In homeless families, parenting may play an especially important role in academic success through multiple pathways, including the development of executive function skills in their children. Policies and practices to support parents and foster the executive function skills of young children in homeless families may be important strategies to promote child academic success. Implications for intervention efforts with homeless parents and children are discussed. [ABSTRACT FROM AUTHOR] | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Herbers2011,
author = {Herbers, Janette E. and Cutuli, J. J. and Lafavor, Theresa L. and Vrieze, Danielle and Leibel, Cari and Obradovic, Jelena and Masten, Ann S.},
title = {Direct and indirect effects of parenting on the academic functioning of young homeless children.},
journal = {Early Education & Development},
year = {2011},
volume = {22},
number = {1},
pages = {77 - 104},
file = {:http//www.viriya.net/jabref/direct_and_indirect_effects_of_parenting_on_the_academic_functioning_of_young_homeless_children.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=57830619&site=ehost-live},
doi = {http://dx.doi.org/10.1080/10409280903507261}
}
|
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| Hernandez, A.E. | Do role models influence self efficacy and aspirations in Mexican American at-risk females?. | 1995 | Hispanic Journal of Behavioral Sciences Vol. 17(2), pp. 256 -263 |
article | Link to .pdf | DOI URL |
| Abstract: A study was conducted to examine the short-term influence of role model presentations on the participants of the Hispanic Mother-Daughter Program (HMDP). The HMDP is a program that supplies long-term academic assistance, support, and career development for young Hispanic women in Texas. A sample of 47 high school HMDP participants, in the company of their mothers or grandmothers, attended three role model presentations from three Hispanic women representing business, academic, and professional careers, respectively. The findings suggest that general presentations by well-intentioned individuals of similar race, ethnicity, or gender may be limited in their positive effect and may have the opposite effect if they do not specifically describe the cumulative nature of success, the occasional pitfalls, and the availability and approaches for obtaining and using external support. | ||||||
| Review: effective programs | ||||||
BibTeX:
@article{Hernandez1995,
author = {Hernandez, Arthur E.},
title = {Do role models influence self efficacy and aspirations in Mexican American at-risk females?.},
journal = {Hispanic Journal of Behavioral Sciences},
year = {1995},
volume = {17},
number = {2},
pages = {256 -263},
file = {:http//www.viriya.net/jabref/do_role_models_influence_self_efficacy_and_aspirations_in_mexican_american_at-risk_females.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ503883&site=ehost-live},
doi = {http://dx.doi.org/10.1177/07399863950172009}
}
|
||||||
| Herring, M. and Wahler, R.G. | Children's cooperation at school: The comparative influences of teacher responsiveness and the children's home-based behavior. | 2003 | Journal of Behavioral Education Vol. 12(2), pp. 119 - 130 |
article | Link to .pdf | DOI URL |
| Abstract: Examined the school social interactions of 33 child-teacher dyads who volunteered to participate in a 1-hr classroom observation. Observers coded child compliance, aggregate measures of the children's responsiveness and negativity, and the teachers' responsiveness to the children. In addition, observers coded the same three child behaviors in 1-hr observation sessions in the children's homes. Based on a state-trait model of social behavior, correlational analyses were used to predict the children's school behavior using measures of the children's home behavior and teacher responsiveness. Results showed that teachers' responsiveness covaried with children's responsiveness and negativity, and the children's home behavior also accounted for significant variance in their school behavior. When these home and school predictors were compared, teachers' responsiveness accounted for most of the variance in the children's classroom negativity, but children's home responsiveness was the better predictor of their responsiveness in the classroom. The findings were discussed within a state-trait model of children's social behavior. [ABSTRACT FROM AUTHOR] | ||||||
BibTeX:
@article{Herring2003,
author = {Herring, Melissa and Wahler, Robert G.},
title = {Children's cooperation at school: The comparative influences of teacher responsiveness and the children's home-based behavior.},
journal = {Journal of Behavioral Education},
year = {2003},
volume = {12},
number = {2},
pages = {119 - 130},
file = {:http//www.viriya.net/jabref/childrens_cooperation_at_school_-_the_comparative_influences_of_teacher_responsiveness_and_the_childrens_home-based_behavior.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2003-05520-004&site=ehost-live},
doi = {http://dx.doi.org/10.1023/A:1023885603402}
}
|
||||||
| Hines, P., McCartney, M., Mervis, J. and Wible, B. | Laying the foundation for lifetime learning. | 2011 | Science Vol. 333(6045), pp. 951 |
article | DOI URL |
|
| Abstract: Full text is: =================================================== Laying the Foundation for Lifetime Learning ================================== Pamela Hines, Melissa McCartney, Jeffrey Mervis, Brad Wible Although you may have forgotten your earliest experiences before school, they continue to affect many aspects of your life, perhaps your comfort with math or even the size of your paycheck. Early childhood education research is focused on understanding these impacts, both near- and long-term. The articles in this section detail what is known about these processes and programs, and what remains to be explored. In addition to acquiring cognitive skills, the ability to pay attention, follow directions, and function productively in groups helps a child get the most out of school. Diamond and Lee (p. 959) review how such skills can be taught in preschool. Dickinson (p. 964) describes how a teacher's ability to support language and conceptual knowledge can foster early language skills, providing a foundation for later literacy. Clements and Sarama (p. 968) discuss effective ways to establish early grounding in math. Without consensus on how, and when, to teach science, cognitive psychologists and education researchers differ regarding what aspects of the research are most important. Klahr et al. (p. 971) highlight the contributions of cognitive psychology to this field. The value of investment in early education depends on the quality of interventions and the conditions under which they are administered. Barnett (p. 975) reviews longitudinal studies and meta-analyses that demonstrate how educational interventions can produce persistent effects on cognitive, social, and schooling outcomes. In early childhood education, as in other domains, scientific research seeks to inform public policy. Gormley (p. 978) discusses situations and practices that can help or hinder the influence of research on policy. In an Education Forum, Shonkoff (p. 982) argues that the impacts of even the best preschool curricula are likely to be limited by toxic social stress on the developing brain. He suggests research and programs aimed at improving the ability of caregivers and educators to help the most vulnerable children take advantage of early enrichment opportunities. In a series of News stories, Mervis looks at three longitudinal studies fueling the economic argument that high-quality early intervention pays off handsomely for society as well as individuals (p. 952). He also reviews the 46-year-old Head Start program, which provides education and other services to 1 million low-income U.S. children and their families (p. 956), and interviews Joan Lombardi (p. 957), who leads the Obama Administration's efforts to coordinate health and education programs for young children in the United States. Science Careers profiles neuroscientists working with children to explore the bases of dyslexia and dyscalculia, characterized by difficulties in reading and math. Early childhood education remains peppered with both opportunities and debate. Continued progress will require new research that bridges traditional disciplines of neuroscience, psychology, sociology, economics, public policy, health, and education. Although many best practices remain to be elaborated, research demonstrates that these years lay a powerful foundation for subsequent learning, and that they should be taken at least as seriously as schooling in later years. =================================================== | ||||||
| Review: VERY useful for structuring this in EDD 630 | ||||||
BibTeX:
@article{Hines2011,
author = {Hines, Pamela and McCartney, Melissa and Mervis, Jeffrey and Wible, Brad},
title = {Laying the foundation for lifetime learning.},
journal = {Science},
year = {2011},
volume = {333},
number = {6045},
pages = {951},
url = {http://www.sciencemag.org/content/333/6045/951.short},
doi = {http://dx.doi.org/10.1126/science.333.6045.951}
}
|
||||||
| Hutcherson, D.T. | Crime pays: The connection between time in prison and future criminal earnings | 2012 | The Prison Journal Vol. 92(3), pp. 315-335 |
article | Link to .pdf | DOI URL |
| Abstract: This study draws on theories of stigma, social and human capital, and opportunity structure to assess the role of prior incarceration on illegal earnings. Tobit regression models are estimated for young adult ex-offenders and nonoffenders using the National Longitudinal Survey of Youth for 1997 to 2005. The findings reveal that individuals with an incarceration history earn significantly higher annual illegal earnings than those who do not have such a history. This is true net a variety of predictors of illegal income, including race and ethnicity. The current research indicates that spending significant time in jail or prison may force the ex-incarcerated into illegal opportunity structures to obtain income. | ||||||
| Review: What's a tobit? Well: http://en.wikipedia.org/wiki/Tobit_model | ||||||
BibTeX:
@article{Hutcherson2012,
author = {Hutcherson, Donald T.},
title = {Crime pays: The connection between time in prison and future criminal earnings},
journal = {The Prison Journal},
year = {2012},
volume = {92},
number = {3},
pages = {315-335},
file = {:http//www.viriya.net/jabref/crime_pays_the_connection_between_time_in_prison_and_future_criminal_earnings.pdf},
url = {http://tpj.sagepub.com/content/92/3/315.abstract},
doi = {http://dx.doi.org/10.1177/0032885512448607}
}
|
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| Inzlicht, M., Schmeichel, B.J. and Macrae, C.N. | Why self-control seems (but may not be) limited | 2014 | Trends in Cognitive Sciences Vol. 18(3), pp. 127 - 133 |
article | Link to .pdf | DOI URL |
| Abstract: Self-control refers to the mental processes that allow people to override thoughts and emotions, thus enabling behavior to vary adaptively from moment to moment. Dominating contemporary research on this topic is the viewpoint that self-control relies upon a limited resource, such that engaging in acts of restraint depletes this inner capacity and undermines subsequent attempts at control (i.e., ego depletion). Noting theoretical and empirical problems with this view, here we advance a competing model that develops a non-resource-based account of self-control. We suggest that apparent regulatory failures reflect the motivated switching of task priorities as people strive to strike an optimal balance between engaging cognitive labor to pursue ‘have-to’ goals versus preferring cognitive leisure in the pursuit of ‘want-to’ goals. | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Inzlicht2014,
author = {Michael Inzlicht and Brandon J. Schmeichel and C. Neil Macrae},
title = {Why self-control seems (but may not be) limited },
journal = {Trends in Cognitive Sciences },
year = {2014},
volume = {18},
number = {3},
pages = {127 - 133},
file = {:http//www.viriya.net/jabref/why_self-control_seems_but_may_not_be_limited.pdf},
url = {http://www.sciencedirect.com/science/article/pii/S1364661313002945},
doi = {http://dx.doi.org/10.1016/j.tics.2013.12.009}
}
|
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| Isaacowitz, D.M., Vaillant, G.E. and Seligman, M.E.P. | Strengths and satisfaction across the adult lifespan. | 2003 | International Journal of Aging & Human Development Vol. 57(2), pp. 181 - 201 |
article | URL | |
| Abstract: Positive psychology has recently developed a classification of human strengths (Peterson & Seligman, in press). We aimed to evaluate these strengths by investigating the strengths and life satisfaction in three adult samples recruited from the community (young adult, middle-aged, and older adult), as well as in the surviving men of the Grant study of Harvard graduates. In general, older adults had higher levels of interpersonal and self-regulatory strengths, whereas younger adults reported higher levels of strengths related to exploring the world. Grant study men tended to report lower strength levels than older adults from the community. Among the young adults, only hope significantly predicted life satisfaction, whereas among the middle-aged individuals, the capacity for loving relationships was the only predictor. Among community-dwelling older adults, hope, citizenship, and loving relationships all positively and uniquely predicted life satisfaction, compared with loving relations | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Isaacowitz2003,
author = {Isaacowitz, Derek M. and Vaillant, George E. and Seligman, Martin E. P.},
title = {Strengths and satisfaction across the adult lifespan.},
journal = {International Journal of Aging & Human Development},
year = {2003},
volume = {57},
number = {2},
pages = {181 - 201},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=12942081&site=ehost-live}
}
|
||||||
| Keller, H.R. | Children's adaptive behaviors: Measure and source generalizability. | 1988 | Journal of Psychoeducational Assessment Vol. 6(4), pp. 371 - 389 |
article | Link to .pdf | DOI URL |
| Abstract: Examined the in- and out-of-school adaptive behavior of 154 randomly selected Black, Hispanic, and White 7-yr-olds. Parents, teachers, and children were administered the Adaptive Behavior Inventory for Children; Mercer's Teacher Questionnaire; Children's Adaptive Behavior Scale; and Behavior Rating Profile—Parent, Teacher, and Child. There was a pattern of within-source correlations among adaptive behavior ratings higher than between-source correlations for the parent and teacher measures. Particularly for the minority samples, this indicated the relative independence of children's adaptive behaviors in home and school settings. Multivariate analyses resulted in gender and ethnic differences, and examination of correlation matrices for each ethnic group suggested possible differential meaning of adaptive behavior scores. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Keller1988,
author = {Keller, Harold R.},
title = {Children's adaptive behaviors: Measure and source generalizability.},
journal = {Journal of Psychoeducational Assessment},
year = {1988},
volume = {6},
number = {4},
pages = {371 - 389},
file = {:http//www.viriya.net/jabref/childrens_adaptive_behaviors_-_measure_and_source_generalizability.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-24608-001&site=ehost-live},
doi = {http://dx.doi.org/10.1177/073428298800600406}
}
|
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| Kelly, Y., Kelly, J. and Sacker, A. | Changes in bedtime schedules and behavioral difficulties in 7 year old children | 2013 | Pediatrics | article | DOI | |
| Abstract: OBJECTIVES: Causal links between disrupted sleep and behavioral problems in nonclinical populations are far from clear. Research questions were as follows: Are bedtime schedules associated with behavioral difficulties? Do effects of bedtime schedules on behavior build up over early childhood? Are changes in bedtime schedules linked to changes in behavior? METHODS: Data from 10 230 7-year-olds from the UK Millennium Cohort Study, with bedtime data collected at 3, 5, and 7 years, and behavioral difficulties scores as rated by mothers and teachers were analyzed. RESULTS: Children with nonregular bedtimes had more behavioral difficulties. There was an incremental worsening in behavioral scores as exposure through early childhood to not having regular bedtimes increased: mother rated (nonregular any 1 age, β = 0.53; nonregular any 2 ages, β = 1.04; nonregular all 3 ages, β = 2.10, P < .001) and teacher rated (β = 0.22, β = 0.73, β = 1.85, P < .001). Difference in differences analysis showed that for children who changed from nonregular to regular bedtimes there were clear nontrivial, statistically significant improvements in behavioral scores: A change between age 3 and 7 corresponded to a difference of β = −0.63, and a change between age 5 and 7 corresponded to a difference of β = −1.02). For children who changed from regular to nonregular bedtimes between ages 5 and 7 there was a statistically significant worsening in scores, β = 0.42. CONCLUSIONS: Having regular bedtimes during early childhood is an important influence on children’s behavior. There are clear opportunities for interventions aimed at supporting family routines that could have important impacts on health throughout life. | ||||||
| Review: EDD 630/631 http://www.latimes.com/science/sciencenow/la-sci-sn-regular-bedtimes-better-behavior-20131011,0,4572328.story/ | ||||||
BibTeX:
@article{Kelly2013,
author = {Yvonne Kelly and John Kelly and Amanda Sacker},
title = {Changes in bedtime schedules and behavioral difficulties in 7 year old children},
journal = {Pediatrics},
year = {2013},
doi = {http://dx.doi.org/10.1542/peds.2013-1906}
}
|
||||||
| Kennett, D.J. | Academic self-management counselling: Preliminary evidence for the importance of learned resourcefulness on program success | 1994 | Studies in Higher Education Vol. 19(3), pp. 295-307 |
article | Link to .pdf | DOI URL |
| Abstract: ABSTRACT The present study was designed to examine the importance of learned resourcefulness skills as measured by Rosenbaum's Self-Control Schedule (SCS) to perseverance in an academic self-management program. As predicted, students who dropped out of the self-management program scored low on Rosenbaum's SCS; that is, they had a limited repertoire of general learned resourcefulness skills. However, both the high and the low resourceful students completing the self-management program implemented the self-management strategies they were taught, and expected and obtained comparable final grades. The possible long-term gains of high resourceful versus low resourceful students received from the program are discussed. | ||||||
BibTeX:
@article{Kennett1994,
author = {Kennett, Deborah J.},
title = {Academic self-management counselling: Preliminary evidence for the importance of learned resourcefulness on program success},
journal = {Studies in Higher Education},
year = {1994},
volume = {19},
number = {3},
pages = {295-307},
file = {:http//www.viriya.net/jabref/academic_self-management_counselling.pdf},
url = {http://www.tandfonline.com/doi/abs/10.1080/03075079412331381890},
doi = {http://dx.doi.org/10.1080/03075079412331381890}
}
|
||||||
| Kidda, C., Palmeria, H. and Aslin, R.N. | Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability | 2013 | Cognition Vol. 126(1), pp. 109-114 |
article | Link to .pdf | DOI URL |
| Abstract: Children are notoriously bad at delaying gratification to achieve later, greater rewards (e.g., Piaget, 1970)—and some are worse at waiting than others. Individual differences in the ability-to-wait have been attributed to self-control, in part because of evidence that long-delayers are more successful in later life (e.g., Shoda, Mischel, & Peake, 1990). Here we provide evidence that, in addition to self-control, children’s wait-times are modulated by an implicit, rational decision-making process that considers environmental reliability. We tested children (M = 4;6, N = 28) using a classic paradigm—the marshmallow task (Mischel, 1974)—in an environment demonstrated to be either unreliable or reliable. Children in the reliable condition waited significantly longer than those in the unreliable condition (p < 0.0005), suggesting that children’s wait-times reflected reasoned beliefs about whether waiting would ultimately pay off. Thus, wait-times on sustained delay-of-gratification tasks (e.g., the marshmallow task) may not only reflect differences in self-control abilities, but also beliefs about the stability of the world. | ||||||
| Review: Highlights - Children wait longer in the marshmallow task when the experimenter is reliable. - Children’s behavior on this task is likely influenced by rational factors. - Self-control is not the sole determinant in delay-of-gratification success. EDD 630/EDD 613 | ||||||
BibTeX:
@article{Kidda2013,
author = {Celeste Kidda and Holly Palmeria and Richard N. Aslin},
title = {Rational snacking: Young children’s decision-making on the marshmallow task is moderated by beliefs about environmental reliability},
journal = {Cognition},
year = {2013},
volume = {126},
number = {1},
pages = {109-114},
file = {:http//www.viriya.net/jabref/rational_snacking_-_young_childrens_decision-making_on_the_marshmallow_task_is_moderated_by_beliefs_about_environmental_reliability.pdf},
url = {http://www.sciencedirect.com/science/article/pii/S0010027712001849#},
doi = {http://dx.doi.org/10.1016/j.cognition.2012.08.004}
}
|
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| Klem, A.M. and Connell, J.P. | Relationships matter: Linking teacher support to student engagement and achievement. | 2004 | Journal of School Health Vol. 74(7), pp. 262 - 273 |
article | Link to .pdf | URL |
| Abstract: An emerging consensus exists in the school reform literature about what conditions contribute to student success. Conditions include high standards for academic learning and conduct, meaningful and engaging pedagogy and curriculum, professional learning communities among staff, and personalized learning environments. Schools providing such supports are more likely to have students who are engaged in and connected to school. Studies show students with caring and supporting interpersonal relationships in school report more positive academic attitudes and values, and more satisfaction with school. These students also are more engaged academically. The study reported in this paper was guided by a reduced version of the Self-System Process Model developed by Connell. In this paper, optimal and risk thresholds for the Student Performance and Commitment Index (SPCI) and engagement are reported, and then data on how much engagement matters for later success in school are presented. Thresholds associated with teacher support also are presented with estimates of how much teacher support matters for engagement in school. (Contains 4 tables and 9 figures.) | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Klem2004,
author = {Klem, Adena M. and Connell, James P.},
title = {Relationships matter: Linking teacher support to student engagement and achievement.},
journal = {Journal of School Health},
year = {2004},
volume = {74},
number = {7},
pages = {262 - 273},
file = {:http//www.viriya.net/jabref/relationships_matter_linking_teacher_support_to_student_engagement_and_achievement.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ743599&site=ehost-live}
}
|
||||||
| Knudsen, E.I., Heckman, J.J., Cameron, J.L. and Shonkoff, J.P. | Economic, neurobiological, and behavioral perspectives on building America’s future workforce | 2006 | Proceedings of the National Academy of Sciences Vol. 103(27), pp. 10155–10162 |
article | Link to .pdf | DOI URL |
| Abstract: A growing proportion of the U.S. workforce will have been raised in disadvantaged environments that are associated with relatively high proportions of individuals with diminished cognitive and social skills. A cross-disciplinary examination of research in economics, developmental psychology, and neurobiology reveals a striking convergence on a set of common principles that account for the potent effects of early environment on the capacity for human skill development. Central to these principles are the findings that early experiences have a uniquely powerful influence on the development of cognitive and social skills and on brain architecture and neurochemistry, that both skill development and brain maturation are hierarchical processes in which higher level functions depend on, and build on, lower level functions, and that the capacity for change in the foundations of human skill development and neural circuitry is highest earlier in life and decreases over time. These findings lead to the conclusion that the most efficient strategy for strengthening the future workforce, both economically and neurobiologically, and improving its quality of life is to invest in the environments of disadvantaged children during the early childhood years. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Knudsen2006,
author = {Eric I. Knudsen and James J. Heckman and Judy L. Cameron and Jack P. Shonkoff},
title = {Economic, neurobiological, and behavioral perspectives on building America’s future workforce},
journal = {Proceedings of the National Academy of Sciences},
year = {2006},
volume = {103},
number = {27},
pages = {10155–10162},
file = {:http//www.viriya.net/jabref/economic_neurobiological_and_behavioral_perspectives_on_building_americas_future_workforce.pdf},
url = {http://www.pnas.org/content/103/27/10155.full},
doi = {http://dx.doi.org/10.1073/pnas.0600888103}
}
|
||||||
| Kurdek, L.A. and Sinclair, R.J. | Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior. | 1988 | Journal of Educational Psychology Vol. 80(1), pp. 90 - 94 |
article | Link to .pdf | DOI URL |
| Abstract: [Correction Notice: An erratum for this article was reported in Vol 80(3) of Journal of Educational Psychology (see record 2008-10692-001). Table 2 contained incorrect data. The first column of data contained correlations whose signs should have been reversed. The complete correct table appears in the erratum.] The purpose of this study was to assess how family structure, gender, and family environment were related to both academic performance (end-of-the-year grades and quantitative and verbal achievement factor scores) and school behavior (number of days absent, number of days tardy, and number of in-school detentions). Subjects were 219 middle-class eighth graders (96 boys, 123 girls). Generally, students in two-parent nuclear families had better academic performance and less problematic school behavior than did students in either mother-custody or stepfather families. Boys had more detentions than did girls. Despite significant differences among the three family structures, the family structure variable accounted at most for only 7% of the variability in academic performance and school behavior. A family environment that emphasized achievement and intellectual pursuits accounted for variability in end-of-the-year grades beyond that accounted for by family structure, gender, and family conflict. The joint consideration of family structure, gender, and family environment accounted at most for 17% of the variance in academic performance and school behavior. For students in the mother-custody and stepfather families, contact with father was unrelated to academic performance. Findings are discussed in terms of models of achievement motivation and behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Kurdek1988,
author = {Kurdek, Lawrence A. and Sinclair, Ronald J.},
title = {Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior.},
journal = {Journal of Educational Psychology},
year = {1988},
volume = {80},
number = {1},
pages = {90 - 94},
file = {:http//www.viriya.net/jabref/relation_of_eighth_graders_family_structure_gender_and_family_environment_with_academic_performance_and_school_behavior.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=edu-80-1-90&site=ehost-live},
doi = {http://dx.doi.org/10.1037/0022-0663.80.1.90}
}
|
||||||
| Lanza, H.I. and Taylor, R.D. | Parenting in moderation: Family routine moderates the relation between school disengagement and delinquent behaviors among African American adolescents. | 2010 | Cultural Diversity and Ethnic Minority Psychology Vol. 16(4), pp. 540 - 547 |
article | Link to .pdf | DOI URL |
| Abstract: To address gaps in the literature regarding the role of family routine on school disengagement and delinquent behaviors, we tested whether family routine moderated relations between school disengagement and delinquent behaviors in an urban, low socioeconomic status (SES), African American sample of adolescents (N = 204, 48% male). Adolescents reported on school disengagement and delinquent behaviors. Family routine was assessed with mother report. Hierarchical regression analyses examined the independent and interactive effects of school disengagement and family routine on delinquent behaviors. After controlling for adolescent and mother age, marital status, and employment, school disengagement was independently associated with delinquent behaviors. Family routine was found to moderate school disengagement. Specifically, among adolescents exhibiting higher levels of school disengagement, lower levels of family routine were associated with higher levels of delinquent behaviors; however, higher levels of family routine were not associated with lower levels of delinquent behaviors. Findings suggest that lower levels of routine may be a particularly salient risk factor of delinquent behaviors among African American adolescents experiencing higher levels of school disengagement in low SES, urban communities. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Lanza2010,
author = {Lanza, H. Isabella and Taylor, Ronald D.},
title = {Parenting in moderation: Family routine moderates the relation between school disengagement and delinquent behaviors among African American adolescents.},
journal = {Cultural Diversity and Ethnic Minority Psychology},
year = {2010},
volume = {16},
number = {4},
pages = {540 - 547},
file = {:http//www.viriya.net/jabref/parenting_in_moderation.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=cdp-16-4-540&site=ehost-live},
doi = {http://dx.doi.org/10.1037/a0021369}
}
|
||||||
| Laran, J. and Salerno, A. | Life-history strategy, food choice, and caloric consumption. | 2013 | Psychological Science | article | Link to .pdf | DOI URL |
| Abstract: Do people's perceptions that they live in a harsh environment influence their food choices? Drawing on life-history theory, we propose that cues indicating that the current environment is harsh (e.g., news about an economic crisis, the sight of people facing adversity in life) lead people to perceive that resources in the world are scarce. As a consequence, people seek and consume more filling and high-calorie foods, which they believe will sustain them for longer periods of time. Although perceptions of harshness can promote unhealthy eating, we show how this effect can be attenuated and redirected to promote healthier food choices. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Laran2013,
author = {Laran, Juliano and Salerno, Anthony},
title = {Life-history strategy, food choice, and caloric consumption.},
journal = {Psychological Science},
year = {2013},
file = {:http//www.viriya.net/jabref/life-history_strategy_food_choice_and_caloric_consumption.pdf},
url = {http://pss.sagepub.com/content/early/2013/01/09/0956797612450033.abstract},
doi = {http://dx.doi.org/10.1177/0956797612450033}
}
|
||||||
| Mac Iver, D.J., Ruby, A., Balfanz, R. and Byrnes, V. | Removed from the list: A comparative longitudinal case study of a reconstitution-eligible school. | 2003 | Journal of Curriculum & Supervision Vol. 18, pp. 259-289 |
article | Link to .pdf | |
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{MacIver2003,
author = {Mac Iver, Douglas J. and Ruby, Allen and Balfanz, Robert and Byrnes, Vaughan},
title = {Removed from the list: A comparative longitudinal case study of a reconstitution-eligible school.},
journal = {Journal of Curriculum & Supervision},
year = {2003},
volume = {18},
pages = {259-289},
file = {:http//www.viriya.net/jabref/removed_from_the_list_a_comparative_longitudinal_case_study_of_a_reconstitution-eligible_school.pdf}
}
|
||||||
| Magyary, D. and Brandt, P. | A decision tree and clinical paths for the assessment and management of children with ADHD. | 2002 | Issues in Mental Health Nursing Vol. 23(6), pp. 553 - 566 |
article | Link to .pdf | DOI URL |
| Abstract: Attention Deficit/Hyperactivity Disorder (ADHD) is a common neurobehavioral disorder. Children with ADHD are disproportionately represented in pediatric populations characterized by school failure, criminal behavior, and substance abuse. Many children who present with ADHD symptomatology do not receive systematic assessments nor comprehensive treatment that is well coordinated across home and school environments. And yet, evidence suggests that early detection and appropriate treatment can alter the probability of a negative developmental trajectory. The Decision Tree and Clinical Paths for Assessment and Management of ADHD identify the critical components of care through a stepwise decision-making process involving the assessment, diagnosis, treatment, and outcome evaluation of children who present with ADHD symptomatology. Preliminary field testing supports the clinical utility and validity of the ADHD Decision Tree/Paths. In addition, cross-validation comparisons indicate consistency between the ADHD Decision Tree/Paths and recently released ADHD clinical guidelines issued by several national professional organizations. The address from which the ADHD Manual with Decision Tree and Clinical Paths may be purchased is provided by the authors. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Magyary2002,
author = {Magyary, Diane and Brandt, Patricia},
title = {A decision tree and clinical paths for the assessment and management of children with ADHD.},
journal = {Issues in Mental Health Nursing},
year = {2002},
volume = {23},
number = {6},
pages = {553 - 566},
file = {:http//www.viriya.net/jabref/a_decision_tree_and_clinical_paths_for_the_assessment_and_management_of_children_with_adhd.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2002-15838-004&site=ehost-live},
doi = {http://dx.doi.org/10.1080/01612840290052721}
}
|
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| Marx, D.M., Ko, S.J. and Friedman, R.A. | The “Obama Effect”: How a salient role model reduces race-based performance differences. | 2009 | Journal of Experimental Social Psychology Vol. 49(4), pp. 953-956 |
article | Link to .pdf | DOI |
| Abstract: Barack Obama, the first Black-American president, has been widely heralded as a role model for Black-Americans because he inspires hope. The current study was conducted to assess whether, beyond simply inspiring hope, this “Obama Effect” has a concrete positive influence on Black-Americans' academic performance. Over a three-month period we administered a verbal exam to four separate groups of Black- and White-American participants at four predetermined times. When Obama's stereotype-defying accomplishments garnered national attention - just after his convention speech, and election to the presidency - they had a profound beneficial effect on Black-Americans' exam performance, such that the negative effects of stereotype threat were dramatically reduced. This effect occurred even when concerns about racial stereotypes continued to exist. The fact that we found performance effects with a random sample of American participants, far removed from any direct contact with Obama, attests to the powerful impact of ingroup role models. Copyright (c) 2009 Elsevier Inc. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Marx2009,
author = {Marx, David M. and Ko, Sei Jin and Friedman, Ray A.},
title = {The “Obama Effect”: How a salient role model reduces race-based performance differences.},
journal = {Journal of Experimental Social Psychology},
year = {2009},
volume = {49},
number = {4},
pages = {953-956},
file = {:http//www.viriya.net/jabref/the_obama_effect_-_how_a_salient_role_model_reduces_race-based_performance_differences.pdf},
doi = {http://dx.doi.org/10.1016/j.jesp.2009.03.012}
}
|
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| Masten, A.S., Herbers, J.E., Cutuli, J.J. and Lafavor, T.L. | Promoting competence and resilience in the school context. | 2008 | Professional School Counseling Vol. 12(2), pp. 76 |
article | Link to .pdf | URL |
| Abstract: Four decades of research on resilience in young people provide compelling data and models for applications in the school context. Resilience theory and findings are highly congruent with Strengths-Based School Counseling (SBSC) as formulated by Galassi and Akos (2007). In this article, resilience is defined in relation to competence in developmental tasks and risks to positive development, with reference to key promotive and protective roles of schools and school personnel. Implications of a resilience framework for schools are delineated, including positive approaches to mission statements, models of change, measuring positive progress, and mobilizing powerful systems for changing the direction of human development. New horizons of research on resilience are described, along with the potential of integrating SBSC and resilience-based frameworks in transformative efforts to promote the successful development of young people. | ||||||
| Review: effective programs | ||||||
BibTeX:
@article{Masten2008,
author = {Masten, Ann S. and Herbers, Janette E. and Cutuli, J. J. and Lafavor, Theresa L.},
title = {Promoting competence and resilience in the school context.},
journal = {Professional School Counseling},
year = {2008},
volume = {12},
number = {2},
pages = {76},
file = {:http//www.viriya.net/jabref/Promoting_Competence_and_Resilience_in_the_School_Context.htm:URL},
url = {http://www.viriya.net/jabref/Promoting_Competence_and_Resilience_in_the_School_Context.htm}
}
|
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| McAdams, D.P. and Vaillant, G.E. | Intimacy motivation and psychosocial adjustment: A longitudinal study. | 1982 | Journal of Personality Assessment Vol. 46(6), pp. 586 |
article | Link to .pdf | URL |
| Abstract: Longitudinal data of 57 middle-aged men from the Grant Study Adult Development were analyzed in terms of nine indices of psychosocial adjustment and four social motives: achievement, power, affiliation, and intimacy motivation. The Thematic Apperception Test (TAT), administered in 1950-52, was scored for the four motives. Psychosocial adjustment, determined by ratings made primarily with reference to life history data gathered between 1950 and 1967, was comprised of scores on income level, occupational promotion, occupational enjoyment, days of sick leave, marital enjoyment, regular vacations, pastimes with friends, drug or alcohol misuse, and psychiatric visits. High intimacy motivation at age 30 was significantly associated with better adjustment 17 years later. The results are discussed in terms of contemporary theories of psychosocial adaptation. [ABSTRACT FROM AUTHOR] | ||||||
| Review: EDD 630 EDD 631 There's a recent book out about it: "Triumphs of Experience: The Men of the Harvard Grant Study," by George E. Vaillant. | ||||||
BibTeX:
@article{McAdams1982a,
author = {McAdams, Dan P. and Vaillant, George E.},
title = {Intimacy motivation and psychosocial adjustment: A longitudinal study.},
journal = {Journal of Personality Assessment},
year = {1982},
volume = {46},
number = {6},
pages = {586},
file = {:http//www.viriya.net/jabref/intimacy_motivation_and_psychosocial_adjustment_-_a_longitudinal_study.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=6387704&site=ehost-live}
}
|
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| McCullough, M.E., Pedersen, E.J., Schroder, J.M., Tabak, B.A. and Carver, C.S. | Harsh childhood environmental characteristics predict exploitation and retaliation in humans | 2012 | Proceedings of the Royal Society B: Biological Sciences | article | Link to .pdf | DOI URL |
| Abstract: Across and within societies, people vary in their propensities towards exploitative and retaliatory defection in potentially cooperative interaction. We hypothesized that this variation reflects adaptive responses to variation in cues during childhood that life will be harsh, unstable and short—cues that probabilistically indicate that it is in one's fitness interests to exploit co-operators and to retaliate quickly against defectors. Here, we show that childhood exposure to family neglect, conflict and violence, and to neighbourhood crime, were positively associated for men (but not women) with exploitation of an interaction partner and retaliatory defection after that partner began to defect. The associations between childhood environment and both forms of defection for men appeared to be mediated by participants' endorsement of a ‘code of honour’. These results suggest that individual differences in mutual benefit cooperation are not merely due to genetic noise, random developmental variation or the operation of domain-general cultural learning mechanisms, but rather, might reflect the adaptive calibration of social strategies to local social–ecological conditions. | ||||||
| Review: EDD 630 631 ====================== Data supplements: http://www.viriya.net/jabref/McCullough2012_Data_Supplement_1.doc http://www.viriya.net/jabref/McCullough2012_Data_Supplement_2.xls ====================== From Science News (http://news.sciencemag.org/sciencenow/2012/10/payback-and-distrust-for-men-rou.html): All for one, or in it for yourself? That depends on how you were brought up, according to a new study involving the prisoner's dilemma, perhaps the most famous scenario in game theory. In the game, you can either cooperate or betray your partner. And adult males who were exposed as children to violence, crime, conflict, and neglect turn on their partners earlier and more often in the game than males who grew up in more stable environments, the study finds. Imagine that you're a thief, and you and your partner have been nabbed by the police. If you both stay silent, you both get a month in jail. But if you rat out your partner, or "defect," while he stays silent, he gets 2 years and you go free. Alas, if you both snitch, you both get a year. Dreamed up decades ago, the prisoner's dilemma has now become a staple of social psychology experiments. "It's really an assay for how your mind is built to tradeoff between different ways of living in the world," says psychologist Michael McCullough of the University of Miami in Coral Gables, Florida. "Are you going to be tempted by short-term payoffs or are you going to invest again and again to try to get long-term benefits?" McCullough and colleagues wanted to explore how these choices might vary based on a person's background. The researchers recruited 244 male and female undergraduate students to participate in multiple iterations of the prisoner's dilemma game in which points—later converted into real money—were won in each round depending on the choices made. Each student was told they were playing at least 20 rounds of the game via a computer. They were told their opponents were human—but instead the computer was programmed to take a "tit for tat" strategy: The computer repeats the moves made by the player in the previous round. After their play on the computer, the participants completed questionnaires (on scales of one to five or one to seven) about the environment they grew up in, including socioeconomic status and whether they were exposed to family neglect, violence, and conflict, or to neighborhood violence and crime. They were also questioned about whether they believed in a "code of honor"—for example, endorsing statements such as: "Sometimes, you have to fight to uphold your honor." Among women, the researchers found no link between childhood exposure to violence or socioeconomic status and their choice of strategy in the game. However, men with childhood exposure to violence and conflict, whether familial or in their neighborhoods, were more likely to endorse a code of honor and also more likely to exploit their opponent—defecting earlier in the game—and to retaliate once their opponent had defected. Overall, for every one-unit increase in scoring on the childhood violence survey, there was a 9.2% greater likelihood of defection and a 4.5% decrease in cooperation with an opponent after they had defected. The males' childhood socioeconomic status, on the other hand, didn't change their playing behavior, the scientists report online today in the Proceedings of the Royal Society B. McCullough and his colleagues hypothesize that risk-taking behavior and a "live fast, die young" mentality are tied into the link between a harsh childhood and a tendency toward exploitation and retaliation. "If you look at the world in front of you and see cues that your situation isn't stable, you're going to become programmed to take rewards that are right in front of your eyes right now," McCullough says. Psychologist Ying-yi Hong of Nanyang Technological University in Singapore, who was not involved in the new research, says that the research of McCullough and his team "shows that early experience matters to the extent that it affects someone's tendencies toward cooperation versus competition. That ultimately affects the whole society, because for a society to function, you need people to cooperate." But Hong, who has studied the effects of Western versus Chinese cultures on the prisoner's dilemma, suggests that it's not just that people who grew up in unstable situations who are programmed to seize rewards; she thinks there may be something else at play. "In my opinion, a more likely explanation for what was seen here is that people who grew up in these environments with more conflict have a lower expectation of other people," Hong says. "And once someone doesn't cooperate with you once, that just backs up your opinion of people." The researchers hope to continue studying the relationship between environment and exploitation tendencies through more in-depth longitudinal studies that can aim to explain the link more fully. | ||||||
BibTeX:
@article{McCullough2012,
author = {McCullough, Michael E. and Pedersen, Eric J. and Schroder, Jaclyn M. and Tabak, Benjamin A. and Carver, Charles S.},
title = {Harsh childhood environmental characteristics predict exploitation and retaliation in humans},
journal = {Proceedings of the Royal Society B: Biological Sciences},
year = {2012},
file = {:http//www.viriya.net/jabref/harsh_childhood_environmental_characteristics_predict_exploitation_and_retaliation_in_humans.pdf},
url = {http://rspb.royalsocietypublishing.org/content/early/2012/10/25/rspb.2012.2104.abstract},
doi = {http://dx.doi.org/10.1098/rspb.2012.2104}
}
|
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| Melnyk, B.M., Jacobson, D., Kelly, S., Belyea, M., Shaibi, G., Small, L., O’Haver, J. and Marsiglia, F.F. | Promoting healthy lifestyles in high school adolescents: A randomized controlled trial. | 2013 | American Journal of Preventive Medicine Vol. 45(4), pp. 407 - 415 |
article | Link to .pdf | DOI URL |
| Abstract: Background: Although obesity and mental health disorders are two major public health problems in adolescents that affect academic performance, few rigorously designed experimental studies have been conducted in high schools. Purpose: The goal of the study was to test the efficacy of the COPE (Creating Opportunities for Personal Empowerment) Healthy Lifestyles TEEN (Thinking, Emotions, Exercise, Nutrition) Program, versus an attention control program (Healthy Teens) on: healthy lifestyle behaviors, BMI, mental health, social skills, and academic performance of high school adolescents immediately after and at 6 months post-intervention. Design: A cluster RCT was conducted. Data were collected from January 2010 to May of 2012 and analyzed in 2012–2013. Setting/participants: A total of 779 culturally diverse adolescents in the U.S. Southwest participated in the trial. Intervention: COPE was a cognitive–behavioral skills-building intervention with 20 minutes of physical activity integrated into a health course, taught by teachers once a week for 15 weeks. The attention control program was a 15-session, 15-week program that covered common health topics. Main outcome measures: Primary outcomes assessed immediately after and 6 months post-intervention were healthy lifestyle behaviors and BMI. Secondary outcomes included mental health, alcohol and drug use, social skills, and academic performance. Results: Post-intervention, COPE teens had a greater number of steps per day (p=0.03) and a lower BMI (p=0.01) than did those in Healthy Teens, and higher average scores on all Social Skills Rating System subscales (p-values <0.05). Teens in the COPE group with extremely elevated depression scores at pre-intervention had significantly lower depression scores than the Healthy Teens group (p=0.02). Alcohol use was 12.96% in the COPE group and 19.94% in the Healthy Teens group (p=0.04). COPE teens had higher health course grades than did control teens. At 6 months post-intervention, COPE teens had a lower mean BMI than teens in Healthy Teens (COPE=24.72, Healthy Teens=25.05, adjusted M=−0.34, 95% CI=−0.56, −0.11). The proportion of those overweight was significantly different from pre-intervention to 6-month follow-up (chi-square=4.69, p=0.03), with COPE decreasing the proportion of overweight teens, versus an increase in overweight in control adolescents. There also was a trend for COPE Teens to report less alcohol use at 6 months (p=0.06). Conclusions: COPE can improve short- and more long-term outcomes in high school teens. Trial registration: This study is registered at www.clinicaltrials.gov NCT01704768. [Copyright &y& Elsevier] | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Melnyk2013,
author = {Melnyk, Bernadette M. and Jacobson, Diana and Kelly, Stephanie and Belyea, Michael and Shaibi, Gabriel and Small, Leigh and O’Haver, Judith and Marsiglia, Flavio F.},
title = {Promoting healthy lifestyles in high school adolescents: A randomized controlled trial.},
journal = {American Journal of Preventive Medicine},
year = {2013},
volume = {45},
number = {4},
pages = {407 - 415},
file = {:http//www.viriya.net/jabref/promoting_healthy_lifestyles_in_high_school_adolescents_-_a_randomized_controlled_trial.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=90303460&site=ehost-live},
doi = {http://dx.doi.org/10.1016/j.amepre.2013.05.013}
}
|
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| Meltzer, S. | Our divorce culture: A Durkheimian perspective. | 2011 | Journal of Divorce & Remarriage Vol. 52, pp. 147-163 |
article | Link to .pdf | DOI |
| Abstract: Comparative studies of children from divorced and intact families consistently find that children of divorced marriages have more short- and long-term psychological and social issues than children from intact marriages. This has led to the need for an evaluation of our divorce culture. The purpose of this research is to analyze the general population’s attitudes on divorce involving children by gender, race, age, socioeconomic status, and participation in religious activities to see if our opinion of divorce is corresponding to the reality of its effect on children. Research-based divorce education programs have been shown to produce positive results in social and psychological readjustment for both children and adults. The findings of this study allow research-based divorce education programs to identify where to focus their services for children and adults. In addition, these findings support the implementation of policy to mandate the development of research-based divorce education programs in each state. | ||||||
| Review: Diana Wallace got this for her EDD 630 paper | ||||||
BibTeX:
@article{Meltzer2011,
author = {Scott Meltzer},
title = {Our divorce culture: A Durkheimian perspective.},
journal = {Journal of Divorce & Remarriage},
year = {2011},
volume = {52},
pages = {147-163},
file = {:http//www.viriya.net/jabref/our_divorce_culture_a_durkheimian_perspective.pdf},
doi = {http://dx.doi.org/10.1080/10502556.2011.556962}
}
|
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| Menaghan, E.G. | Stress and Distress in Childhood and Adolescence. | 2010 | A handbook for the study of mental health: Social contexts, theories, and systems (2nd ed), pp. 321 - 333 | inbook | Link to .pdf | URL |
| Abstract: (from the chapter) Menaghan emphasizes that family composition and parental employment contribute to family economic resources, which in turn shape the overall emotional climate of the family as well as strategies for child socialization and support. She identifies a number of family-linked factors, including parental conflict, unstable family composition, difficult parental working conditions, and inadequate incomes, which are likely to influence behavior problems observed in childhood and adolescence. These family-linked factors also affect the quality of the children's environment outside the home, including child care arrangements, schools, and neighborhoods. Consequently, to reduce behavior problems in early life, the social stressors that have an impact on parents must be considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@inbook{Menaghan2010,
author = {Menaghan, Elizabeth G.},
title = {Stress and Distress in Childhood and Adolescence.},
booktitle = {A handbook for the study of mental health: Social contexts, theories, and systems (2nd ed)},
publisher = {Cambridge University Press},
year = {2010},
pages = {321 - 333},
file = {:http//www.viriya.net/jabref/social_stressors_in_childhood_and_adolescence.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2010-00304-017&site=ehost-live}
}
|
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| Mendel, R.A. | No place for kids: The case for reducing juvenile incarceration | 2011 | techreport | Link to .pdf | ||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@techreport{Mendel2011,
author = {Richard A. Mendel},
title = {No place for kids: The case for reducing juvenile incarceration},
year = {2011},
file = {:http//www.viriya.net/jabref/no_place_for_kids_-_the_case_for_reducing_juvenile_incarceration.pdf},
url = {http://www.aecf.org/~/media/Pubs/Topics/Juvenile%20Justice/Detention%20Reform/NoPlaceForKids/JJ_NoPlaceForKids_Full.pdf}
}
|
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| Mervis, J. | Past successes shape effort to expand early intervention | 2011 | Science Vol. 333(6045), pp. 952-956 |
article | Link to .pdf | DOI URL |
| Abstract: Three groundbreaking intervention efforts over the past half-century have shown beyond a doubt that high-quality early education pays off. The payoff—on everything from better school performance to holding a job, raising a family, staying out of jail, and contributing to, rather than being a burden on, society—can be as much as $16 saved for every dollar spent. That's an impressive return on investment at a time when local, state, and federal officials are trying to squeeze out the biggest bang for their limited bucks. But these studies can't provide policymakers with a prescription for the best, most cost-effective intervention that can help the largest number of at-risk children. The disconnect comes because such studies contain too many important variables to measure. But all of them, from the quality of the teachers to the curriculum to the intensity and duration of the intervention, affect long-term outcomes. | ||||||
BibTeX:
@article{Mervis2011a,
author = {Mervis, Jeffrey},
title = {Past successes shape effort to expand early intervention},
journal = {Science},
year = {2011},
volume = {333},
number = {6045},
pages = {952-956},
file = {:http//www.viriya.net/jabref/past_successes_shape_effort_to_expand_early_intervention.pdf},
url = {http://www.sciencemag.org/content/333/6045/952.short},
doi = {http://dx.doi.org/10.1126/science.333.6045.952}
}
|
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| Mischel, W., Ebbesen, E.B. and Zeiss, A.R. | Cognitive and attentional mechanisms in delay of gratification. | 1972 | Journal of Personality & Social Psychology Vol. 21(2), pp. 204-218 |
article | Link to .pdf | DOI |
| Abstract: Three experiments investigated attentional and cognitive mechanisms in delay of gratification. In each study preschool children could obtain a less preferred reward immediately or continue waiting indefinitely for a more preferred but delayed reward. Experiment I compared the effects of external and cognitive distraction from the reward objects on the length of time which preschool children waited for the preferred delayed reward before forfeiting it for the sake of the less preferred immediate one. In accord with predictions from an extension of frustrative nonreward theory, children waited much longer for a preferred reward when they were distracted from the rewards than when they attended to them directly. Experiment II demonstrated that only certain cognitive events (thinking "fun things") served as effective ideational distractors. Thinking "sad thoughts" produced short delay times, as did thinking about the rewards themselves. In Experiment III the delayed rewards were not physically available for direct attention during the delay period, and the children's attention to them cognitively was manipulated by prior instructions. While the children waited, cognitions about the rewards significantly reduced, rather than enhanced, the length of their delay of gratification. Overall, attentional and cognitive mechanisms which enhanced the salience of the rewards shortened the length of voluntary delay, while distractions from the rewards, overtly or cognitively, facilitated delay. The results permit a reinterpretation of basic mechanisms in voluntary delay of gratification and self-control. [ABSTRACT FROM AUTHOR] | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Mischel1972,
author = {Mischel, Walter and Ebbesen, Ebbe B. and Zeiss, Antonette Raskoff},
title = {Cognitive and attentional mechanisms in delay of gratification.},
journal = {Journal of Personality & Social Psychology},
year = {1972},
volume = {21},
number = {2},
pages = {204-218},
file = {:http//www.viriya.net/jabref/cognitive_and_attentional_mechanisms_in_delay_of_gratification.pdf},
doi = {http://dx.doi.org/10.1037/h0032198}
}
|
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| Morrison, G.M., Storino, M.H., Robertson, L.M., Weissglass, T. and Dondero, A. | The protective function of after-school programming and parent education and support for students at risk for substance abuse. | 2000 | Evaluation and Program Planning Vol. 23(3), pp. 365 - 371 |
article | Link to .pdf | DOI URL |
| Abstract: The effectiveness of after-school programming and parent education and support as a prevention approach for students who are at risk for substance abuse is addressed here. The after-school program played a "protective function'' for those students who participated; they showed a maintenance of key resilience variables such as bonding to school, perception of parent supervision, and teacher-rated behavior. In addition, student and parent participation was positively related to changes in schoolbonding, perceived parental supervision, and teacher ratings of behavior. | ||||||
BibTeX:
@article{Morrison2000,
author = {Morrison, Gale M. and Storino, Meri H. and Robertson, Laurel M. and Weissglass, Theresa and Dondero, Alicia},
title = {The protective function of after-school programming and parent education and support for students at risk for substance abuse.},
journal = {Evaluation and Program Planning},
year = {2000},
volume = {23},
number = {3},
pages = {365 - 371},
file = {:http//www.viriya.net/jabref/the_protective_function_of_after-school_programming_and_parent_education_and_support_for_students_at_risk_for_substance_abuse.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2000-05748-005&site=ehost-live},
doi = {http://dx.doi.org/10.1016/S0149-7189(00)00025-2}
}
|
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| Morrissey, K.M. and Werner-Wilson, R.J. | The relationship between out-of-school activities and positive youth development: An investigation of the influences of communities and family. | 2005 | Family Therapy Vol. 32(2), pp. 75 - 93 |
article | Link to .pdf | URL |
| Abstract: There is growing evidence that participation in constructive leisure activities facilitates positive youth development. Empirical evidence also supports the influence of families and communities on positive developmental outcomes for adolescents. This study examined the relationship among attitudes toward family and community, participation in structured out-of-school activities, and pro-social behavior. As predicted, community aspects such as opportunities available and the attitudes the youth held toward the community, as well as their attitude toward family were predictive of activity involvement. Activity involvement, in turn, was predictive of pro-social behavior. Attitude toward family was also predictive of attitude toward the community. Attitude toward community was a direct predictor of the positive developmental outcome of pro-social behavior, although contrary to the original hypothesis, family influences did not have a direct effect on pro-social behavior. Implications for continued practice and change for a variety of sectors in the positive youth development field such as educators and educational institutions, youth-serving organizations, families, and policy makers are discussed, along with recommendations for continued research in this field. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Morrissey2005,
author = {Morrissey, Kathleen M. and Werner-Wilson, Ronald Jay},
title = {The relationship between out-of-school activities and positive youth development: An investigation of the influences of communities and family.},
journal = {Family Therapy},
year = {2005},
volume = {32},
number = {2},
pages = {75 - 93},
file = {:http//www.viriya.net/jabref/the_relationship_between_out-of-school_activities_and_positive_youth_development_-_an_investigation_of_the_influences_of_communities_and_family.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-01510-002&site=ehost-live}
}
|
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| Muraven, M. | Building self-control strength: Practicing self-control leads to improved self-control performance | 2010 | Journal of Experimental Social Psychology Vol. 46(2), pp. 465-468 |
article | Link to .pdf | DOI |
| Abstract: Self-control performance may be improved by the regular practice of small acts of self-control. Ninety-two adults’ self-control capacity was assessed using the stop signal paradigm before they started practicing self-control and again at the end of 2 weeks. Participants who practiced self-control by cutting back on sweets or squeezing a handgrip exhibited significant improvement in stop signal performance relative to those who practiced tasks that did not require self-control. Participants who did not practice self-control believed that the tasks should improved self-control, engaged in tasks that were effortful and made self-control salient, but did not actually require self-control. Supplemental analyses suggested that only practicing self-control built self-control capacity; the improved outcomes cannot be explained by self-fulfilling prophecies, increased self-efficacy or awareness of self-control. The results may have implications for understanding the development of self-control in both children and adults, as well as clinical implications for treating disorders that involve low self-control. | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{2010a,
author = {Mark Muraven},
title = {Building self-control strength: Practicing self-control leads to improved self-control performance},
journal = {Journal of Experimental Social Psychology},
year = {2010},
volume = {46},
number = {2},
pages = {465-468},
file = {:http//www.viriya.net/jabref/building_self-control_strength_-_practicing_self-control_leads_to_improved_self-control_performance.pdf},
doi = {http://dx.doi.org/10.1016/j.jesp.2009.12.011}
}
|
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| Olshansky, S.J., Antonucci, T., Berkman, L., Binstock, R.H., Boersch-Supan, A., Cacioppo, J.T., Carnes, B.A., Carstensen, L.L., Fried, L.P., Goldman, D.P., Jackson, J., Kohli, M., Rother, J., Zheng, Y. and Rowe, J. | Differences in life expectancy due to race and educational differences are widening, and many may not catch up. | 2012 | Health Affairs Vol. 31(8), pp. 1803-1813 |
article | Link to .pdf | DOI URL |
| Abstract: It has long been known that despite well-documented improvements in longevity for most Americans, alarming disparities persist among racial groups and between the well-educated and those with less education. In this article we update estimates of the impact of race and education on past and present life expectancy, examine trends in disparities from 1990 through 2008, and place observed disparities in the context of a rapidly aging society that is emerging at a time of optimism about the next revolution in longevity. We found that in 2008 US adult men and women with fewer than twelve years of education had life expectancies not much better than those of all adults in the 1950s and 1960s. When race and education are combined, the disparity is even more striking. In 2008 white US men and women with 16 years or more of schooling had life expectancies far greater than black Americans with fewer than 12 years of education—14.2 years more for white men than black men, and 10.3 years more for white women than black women. These gaps have widened over time and have led to at least two “Americas,” if not multiple others, in terms of life expectancy, demarcated by level of education and racial-group membership. The message for policy makers is clear: implement educational enhancements at young, middle, and older ages for people of all races, to reduce the large gap in health and longevity that persists today. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Olshansky2012,
author = {S. Jay Olshansky and Toni Antonucci and Lisa Berkman and Robert H. Binstock and Axel Boersch-Supan and John T. Cacioppo and Bruce A. Carnes and Laura L. Carstensen and Linda P. Fried and Dana P. Goldman and James Jackson and Martin Kohli and John Rother and Yuhui Zheng and John Rowe},
title = {Differences in life expectancy due to race and educational differences are widening, and many may not catch up.},
journal = {Health Affairs},
year = {2012},
volume = {31},
number = {8},
pages = {1803-1813},
file = {:http//www.viriya.net/jabref/differences_in_life_expectancy_due_to_race_and_educational_differences_are_widening,_and_many_may_not_catch_up.pdf},
url = {http://content.healthaffairs.org/content/31/8/1803.full},
doi = {http://dx.doi.org/10.1377/hlthaff.2011.0746}
}
|
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| Pajares, F. | Self-efficacy beliefs in academic settings | 1996 | Review of Educational Research Vol. 66(4), pp. pp. 543-578 |
article | Link to .pdf | URL |
| Abstract: The purpose of this article is to examine the contribution made by the self-efficacy component of Bandura's (1986) social cognitive theory to the study of self-regulation and motivation in academic settings. The difference between self-efficacy beliefs and other expectancy constructs is first explained, followed by a brief overview of problems in self-efficacy research. Findings on the relationship between self-efficacy, motivation constructs, and academic performances are then summarized. These findings demonstrate that particularized measures of self-efficacy that correspond to the criterial tasks with which they are compared surpass global measures in the explanation and prediction of related outcomes. The conceptual difference between the definition and use of expectancy beliefs in social cognitive theory and in expectancy value and self-concept theory is then clarified. Last, strategies to guide future research are offered. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Pajares1996,
author = {Pajares, Frank},
title = {Self-efficacy beliefs in academic settings},
journal = {Review of Educational Research},
publisher = {American Educational Research Association},
year = {1996},
volume = {66},
number = {4},
pages = {pp. 543-578},
file = {:http//www.viriya.net/jabref/self-efficacy_beliefs_in_academic_settings.pdf},
url = {http://www.jstor.org/stable/1170653}
}
|
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| Pianta, R.C., Barnett, W.S., Burchinal, M. and Thornburg, K.R. | The effects of preschool education | 2009 | Psychological Science in the Public Interest Vol. 10(2), pp. 49-88 |
article | Link to .pdf | DOI URL |
| Abstract: Early childhood education is at the nexus of basic developmental science, policy research and analysis, and the applied disciplines of education and prevention science. The field has become one of the most vibrant areas of scientific activity in terms of the connections among scientific advances and theory, program design, policy, and classroom practices. But despite the potential links between research and evaluation on the one hand and program development, practices, and public policy on the other, there are too many key areas in which public policy and practice are not well aligned with the knowledge base. These misalignments, as well as a host of questions emerging from new areas of scientific development (e.g., connections between physiological or genetic processes and behavioral development) and practice-based realities (e.g., the need for focused, intensive, and effective professional development of teachers), point to areas in which new research is needed. The aim of this monograph is to provide an analysis of the research evidence in four major domains of work in early childhood education, identifying points at which evidence is not well aligned with public policy or practice, and a set of questions to guide the next wave of research in this rapidly growing field. Overall features of the preschool landscape, including those tightly regulated by policy (such as entry age or eligibility) and those more directly related to child outcomes (such as quality of classroom interactions), are stunningly variable across settings and across time. Reasonable evidence suggests that these features also vary as a function of family background factors. The resulting picture is one of too many children and families falling through too many cracks and seams at too many levels. Thus, even in a policy and program development environment in which early education is valued and prominent and recognition of the need to close gaps and seal seams is growing, the realities point to a fragile and vulnerable nonsystem through which many of our most fragile and vulnerable citizens pass. Demographic shifts will place tremendous pressure on early education and child care in the United States in the coming decades—a trend that is well under way in many states. The consequences for preschool program eligibility and enrollment, available slots, preparation and support of staff, and program resources such as curricula are enormous. It is abundantly evident that the features of the preschool landscape—connections among child care, preschool, and schools; links between families and the adults who teach their children; capacities of the “system” for fostering positive development in children who increasingly vary by race, culture, language, and economic background—will undergo tremendous strain. The pressures imposed on this context and these relationships by the sheer variability present in the children and families will itself be a considerable threat to the viability of the capacity of preschool to promote positive developmental change. Compelling evidence from well-controlled research shows that preschool programs have lasting positive effects on young children’s cognitive and social development. The evidence comes from studies of child care, Head Start, and public school programs using a wide range of research methods, including experiments. Lasting positive impacts have been found for large-scale public programs as well as for intensive programs implemented on a small scale, but even some of the intensive small-scale interventions were public school programs. Some evidence has shown negative effects on social behavior, but the negative effects have not been confirmed by experimental studies. Cost–benefit analyses have shown that the value of benefits is very large relative to costs, even for very costly intensive preschool programs—at the high end, starting at age 3, roughly $300,000 per child enrolled for a program. The estimated economic value of program impacts on child development can be substantial relative to cost, but this depends on adequate levels of program effectiveness. The economic benefits of child care for parental earnings add even more to the return. Children from lower-income families tend to gain more from good preschool education than do more advantaged children. However, the educational achievement gains for nondisadvantaged children are substantial, perhaps 75% as large as the gains for low-income children. However, there is no evidence whatsoever that the average preschool program produces benefits in line with what the best programs produce. On average, the nonsystem that is preschool in the United States narrows the achievement gap by perhaps only 5% rather than the 30% to 50% that research suggests might be possible on a large scale if we had high-quality programs. From the standpoint of policy alignment with research findings, it is abundantly evident that the wide variation in program design, models, curriculum, staffing, auspices, funding, and level of educational aims plays a major role in the disappointing, albeit statistically significant and in that sense meaningful, impacts of preschool on child development. Effective teaching in early childhood education requires skillful combinations of explicit instruction, sensitive and warm interactions, responsive feedback, and verbal engagement or stimulation intentionally directed to ensure children’s learning while embedding these interactions in a classroom environment that is not overly structured or regimented. This approach to early childhood teaching is endorsed by those who advocate tougher standards and more instruction and by those who argue for child-centered approaches, and it has strong parallels in the types of instruction and teacher-child interactions that have been shown to contribute to student achievement growth in K–12 value-added studies. Furthermore, quality of instruction within a specific content area appears closely linked to improvements in language, math, and reading. These studies suggest that children may achieve larger gains when they receive higher-quality instruction that specifically teaches target skills in a manner that matches children’s skill levels and provides instruction through positive, responsive interactions with the teacher. The best approaches to professional development focus on providing teachers with (a) developmentally relevant information on skill targets and progressions and (b) support for learning to skillfully use instructional interactions and to effectively implement curricula. Such professional development approaches enable teachers to provide children with domain-specific stimulation supports in real-time, dynamic interactions that foster children’s developing skills by engaging these children with available instructional materials or activities. Effective professional development supports allow for a direct tracing of the path (and putative effects) of inputs to teachers, to inputs to children, to children’s skill gains. Evidence is very promising that when such targeted, aligned supports are available to teachers, children’s skill gains can be considerable—on the order of a half a standard deviation on average, and as much as a full standard deviation. Unfortunately, preschool teachers are rarely exposed to multiple field-based examples of objectively defined high-quality practice, and they receive few if any opportunities to receive feedback about the extent to which their classroom interactions and instruction promote these skill domains. At present, there is very little evidence that the policy frameworks and resources that should guide and encourage professional development and training of the early childhood workforce are aligned with the most promising, evidence-based forms of effective professional development. Thus, it is not surprising that teachers with a 4-year degree or 2-year degree do not differ from one another substantially in either their practice or their students’ learning gains, and it is not surprising that investments in courses and professional development appear to return so little to children’s learning. Our conclusions are fairly straightforward and include four major points. First, preschool, which we have defined as publicly supported programs (child care, Head Start, state-funded pre-K), encompasses such a wide range of funding streams and targets, program models, staffing patterns and qualifications, and even basic aims (maternal employment or education) that it cannot be understood as a uniform or singular aspect of the public system of support for children. Moreover, the fragmentation in this educational space greatly impedes policy levers that could drive improvement and coherence in the actual models that children experience. Second, despite this stunning variability and fragmentation, there is compelling evidence from well-controlled studies that attending preschool can boost development and school readiness skills and can have longer-term benefits to children and communities. Unfortunately, the effects of various program models are quite varied, with some being rather weak and ineffective while other scaled-up programs narrow the achievement gap by almost half. It is quite clear that programs that are more educationally focused and well defined produce larger effects on child development. Third, for children enrolled in preschool, features of their experience in those settings are important—particularly, the ways in which adults interact with them to deliver developmentally stimulating opportunities. The aspects most often discussed as features of program quality regulated by policy (such as teacher qualifications or curriculum) have much less influence on children than is desired. Fourth, teacher-child interaction and teachers’ effective implementation of educational and developmental curricula, as features of program quality, are central ingredients responsible for program effects but do not appear to be produced in a reliable manner by typical teacher preparation. It is important to note that such aspects of preschool quality and children’s experience can be improved with specific and focused training and support and this will have expected effects on children’s learning. Current public policies for child care, Head Start, and state pre-K fail to ensure that most American children attend highly effective preschool education programs. Some attend no program at all. Others attend educationally weak programs. Children in families from the middle of the income distribution have the least access, but coverage is far from universal even for children in poverty. This state of affairs can have marked and deleterious effects on children, families, and communities. It is not easily solved by more subsidies or more of the same types of programs. Increased provision of child care subsidies under current federal and state policies is particularly unlikely to produce any meaningful improvements in children’s learning and development and could have mild negative consequences. Increased public investment in effective preschool education programs for all children can produce substantial educational, social, and economic benefits, but only if the investments are in programs in which teaching is highly effective. | ||||||
BibTeX:
@article{Pianta2009,
author = {Pianta, Robert C. and Barnett, W. Steven and Burchinal, Margaret and Thornburg, Kathy R.},
title = {The effects of preschool education},
journal = {Psychological Science in the Public Interest},
year = {2009},
volume = {10},
number = {2},
pages = {49-88},
file = {:http//www.viriya.net/jabref/the_effects_of_preschool_education.pdf},
url = {http://psi.sagepub.com/content/10/2/49.short},
doi = {http://dx.doi.org/10.1177/1529100610381908}
}
|
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| Powell, C.L. and Jacob Arriola, K.R. | Relationship between psychosocial factors and academic achievement among African American students. | 2003 | Journal of Educational Research Vol. 96(3), pp. 175-181 |
article | Link to .pdf | URL |
| Abstract: The authors of this cross-sectional study used surveys based on the noncognitive model of W. E. Sedlacek and C. G. Brooks (1976) to determine psychosocial factors associated with African American students' high school achievement. Psychosocial variables explored included community service, academic motivation, social support, and students' methods of handling unfair treatment. Results showed that after gender and absenteeism were controlled for, only the method of handling unfair treatment was positively associated with grade point average (GPA), p < .05. Those findings suggest that students who talk to others about being treated unfairly instead of keeping it to themselves are more likely to have higher GPAs; the findings also have important implications for individuals involved in the counseling and education of high school students. Sedlacek and Brooks's model provides an effective guide for predicting academic achievement and for developing programs to improve academic achievement among students of color. Further research is needed into psychosocial factors and their effects on academic achievement. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Powell2003,
author = {Powell, Cecil L. and Jacob Arriola, Kimberly R.},
title = {Relationship between psychosocial factors and academic achievement among African American students.},
journal = {Journal of Educational Research},
year = {2003},
volume = {96},
number = {3},
pages = {175-181},
file = {:http//www.viriya.net/jabref/relationship_between_psychosocial_factors_and_academic_achievement_among_african_american_students.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=9223782&site=ehost-live}
}
|
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| Project, E.M. and the Public Safety Performance Project of the Pew Charitable Trusts | Collateral costs: Incareration's effect on economic mobility | 2010 | techreport | Link to .pdf | ||
| Abstract: From http://www.pewtrusts.org/news_room_detail.aspx?id=60964 Incarceration reduces former inmates’ earnings by 40 percent and limits their future economic mobility, according to a new Pew report, Collateral Costs: Incarceration’s Effect on Economic Mobility. This is a growing challenge now that 1 in every 28 children in America has a parent behind bars, up from 1 in 125 just 25 years ago. “People who break the law need to be held accountable and pay their debt to society,” said Adam Gelb, director of the Public Safety Performance Project of the Pew Center on the States. “At the same time, the collateral costs of locking up 2.3 million people are piling higher and higher. Corrections is the second fastest growing state budget category, and state leaders from both parties are now finding that there are research-based strategies for low-risk offenders that can reduce crime at far less cost than prison.” The report authored by Pew’s Economic Policy Group and the Pew Center on the States shows that: - Before being incarcerated, two-thirds of male inmates were employed and more than half were the primary source of financial support for their children. - After release, former male inmates work nine fewer weeks annually and take home 40 percent less in annual earnings, making $23,500 instead of $39,100. That amounts to an expected earnings loss of nearly $179,000 through age 48 for men who have been incarcerated. - Of former inmates who were in the bottom of the earnings distribution in 1986, two-thirds remained there in 2006, twice the number of non-incarcerated men. “Pew’s past research shows a variety of factors influence economic mobility both within a person’s lifetime and across generations. This report finds that incarceration is a powerful determinant of mobility for both former inmates and their children,” said Scott Winship, research manager of the Economic Mobility Project of Pew’s Economic Policy Group. Incarceration’s long-term economic repercussions are felt by increasing numbers of families and communities now that 2.3 million Americans are behind bars, equaling 1 in 100 adults. Up from 500,000 in 1980, this marks more than a 300 percent increase in the United States’ incarcerated population. Collateral Costs details the concentration of incarceration among men, the young, the uneducated and African Americans. One in 87 working-aged white men is in prison or jail compared with 1 in 36 Hispanic men and 1 in 12 African American men. Today, more African American men aged 20 to 34 without a high school diploma or GED are behind bars (37 percent) than are employed (26 percent). The report also shows more than 2.7 million minor children now have a parent behind bars, or 1 in every 28. For African American children the number is 1 in 9, a rate that has more than quadrupled in the past 25 years. According to the Washington State Institute for Public Policy, improving employment prospects can decrease the chances that ex-offenders will return to prison or jail. In previous reports, Pew identified policies that research shows can reduce recidivism and minimize the intergenerational impact of incarceration by boosting the chances that ex-offenders will successfully rejoin the community and the labor market. Those solutions include: - Reconnecting former inmates to the labor market through education and training, job search and placement support, and follow-up services; - Making work pay by capping the percent of an offenders’ income subject to deductions for court-ordered fines and fees; - Funding incentives for corrections agencies and programs that succeed in reducing crime and increasing employment; - Offering earned-time credits to offenders who complete educational, vocational, or rehabilitation programs behind bars; and - Using swift and certain sanctions to deter probation and parole violations and reduce the cost of incarceration. For example, Hawaii’s successful HOPE probation program uses short but immediate jail stays to punish drug use and other probation violations, imposing them on weekends so working offenders don’t lose their jobs. All original research for this report was conducted for Pew by Bruce Western, professor of sociology, Harvard Kennedy School, and Becky Pettit, associate professor of sociology, University of Washington. Incarceration totals and rates are from federal Bureau of Justice Statistics (BJS) data on penal populations from 1980 to 2008, and correctional surveys were used to allocate aggregate totals across age, race, gender and education groups. Earnings and income mobility analyses were conducted using the National Longitudinal Survey of Youth (NLSY) 1979 cohort. | ||||||
| Review: Also: http://www.viriya.net/jabref/comparative_international_rates_of_incarceration_an_examination_of_causes_and_trend.pdf EDD 630 / EDD 631 | ||||||
BibTeX:
@techreport{Project2010,
author = {Economic Mobility Project and the Public Safety Performance Project of the Pew Charitable Trusts},
title = {Collateral costs: Incareration's effect on economic mobility},
year = {2010},
file = {:http//www.viriya.net/jabref/collateral_costs_-_incarerations_effect_on_economic_mobility.pdf}
}
|
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| Raver, C.C. | Low-income children's self-regulation in the classroom: Scientific inquiry for social change. | 2012 | American Psychologist Vol. 67(8), pp. 681 - 689 |
article | Link to .pdf | DOI URL |
| Abstract: Over 21% of children in the United States today are poor, and the income gap between our nation's richest and poorest children has widened dramatically over time. This article considers children's self-regulation as a key mediating mechanism through which poverty has deleterious consequences for their later life outcomes. Evidence from field experiments suggests that low-income children's self-regulation is modifiable by early educational intervention, offering a powerful policy option for reducing poverty's negative impact. The author discusses ways that scientific models of self-regulation can be expanded to include multiple developmental periods and real-world classroom contexts. Recommendations for advances in research design, measurement, and analysis are discussed, as are implications for policy formation and evaluation. | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Raver2012,
author = {Raver, C. Cybele},
title = {Low-income children's self-regulation in the classroom: Scientific inquiry for social change.},
journal = {American Psychologist},
year = {2012},
volume = {67},
number = {8},
pages = {681 - 689},
file = {:http//www.viriya.net/jabref/low-income_childrens_self-regulation_in_the_classroom_-_scientific_inquiry_for_social_change.pdf},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=2012-30216-028&site=ehost-live},
doi = {http://dx.doi.org/10.1037/a0030085}
}
|
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| Raver C. C., J.S.M.L.-G.C.P.M.M.S.K.&.S.L. | Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. | 2008 | Early Childhood Research Quarterly Vol. 23, pp. 10-26 |
article | Link to .pdf | URL |
| Abstract: n recent years, researchers and policy makers have focused attention on the emotional climate of the preschool classroom as an important predictor of young children’s socioemotional adjustment and early learning (Goldstein, Arnold, Rosenberg, Stowe, & Ortiz, 2001; Rimm-Kaufman, La Paro, Downey, & Pianta, 2005). Recent large-scale studies suggest that many early childhood classrooms score well on observational measures of emotional climate and classroom management. Still, a disconcertingly large number of preschool classrooms are less emotionally supportive and well-organized than is optimal for young children’s development (LoCasale-Crouch et al., 2007; NICHD ECCRN, 2000). Transactional theories of development suggest that classrooms may become chaotic and difficult to manage as children with more behavioral difficulty engage in a spiraling cycle of emotionally negative “coercive processes” with teachers (Arnold, McWilliams, & Arnold, 1998; Conduct Problems Prevention Group, 1999; Kellam, Ling, Merisca, Brown, & Ialongo, 1998; Ritchie & Howes, 2003). Children’s negative behavior may disrupt their opportunities for learning, and teachers may become more frustrated and irritated by children’s dysregulated behavior and emotion. In contrast, teachers with more effective skills in classroom management are likely to prevent “chain reactions” of escalating emotional and behavioral difficulty in their classrooms (Goldstein et al., 2001, p. 709). Teachers who proactively reinforce children’s prosocial behaviors by maintaining well-managed, emotionally positive classrooms are likely to provide children with support for the development of self-regulation (Hyson, Hirsh-Pasek, & Rescorla, 1990; Raver, Garner, & Smith-Donald, 2007; Webster-Stratton & Taylor, 2001). One implication of this transactional framework is that intervention should target teachers’ classroom management as one way to support young children’s school readiness (Raver, 2002; Webster-Stratton, Reid, & Hammond, 2001). On the basis of this theoretical framework, a primary aim of the Chicago School Readiness Project (CSRP) was to test whether intervention services could significantly improve teachers’ ability to provide positive emotional support and well-structured classroom management to their classrooms. In the CSRP model, teacher training was paired with intensive, on-site provision of mental health consultation, with social workers providing capacity-building for teachers and mental health services for children (August, Realmuto, Hektner, & Bloomquist, 2001). Using a clustered randomized control trial (or RCT) design, this multi-component intervention targeted Head Start classrooms with the hypothesis that improvements in teachers’ classroom management would provide key regulatory support to children having behavioral difficulty, as well as to those children demonstrating greater self-regulatory competence. Our long-run hypothesis was that “emotions matter,” where children in treatment classrooms would show higher levels of school readiness and lower levels of behavior problems than their control-classroom-enrolled counterparts at the end of the school year. This paper tests the short-run impact of the Chicago School Readiness Project’s intervention on teachers’ classroom management practices, as an important preliminary step in assessing the benefits of this intervention. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Raver2008,
author = {Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Smallwood, K., & Sardin, L.},
title = {Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings.},
journal = {Early Childhood Research Quarterly},
year = {2008},
volume = {23},
pages = {10-26},
file = {:http//www.viriya.net/jabref/Improving_preschool_classroom_processes_-_Preliminary_findings_from_a_randomized_trial_implemented_in_Head_Start_settings.pdf},
url = {http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2274905/}
}
|
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| Reynolds, A.J., Temple, J.A., Ou, S.-R., Arteaga, I.A. and White, B.A.B. | School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups | 2011 | Science Vol. 333(6040), pp. 360-364 |
article | Link to .pdf Link to .pdf |
DOI URL |
| Abstract: Advances in understanding the effects of early education have benefited public policy and developmental science. Although preschool has demonstrated positive effects on life-course outcomes, limitations in knowledge on program scale, subgroup differences, and dosage levels have hindered understanding. We report the effects of the Child-Parent Center Education Program on indicators of well-being up to 25 years later for more than 1400 participants. This established, publicly funded intervention begins in preschool and provides up to 6 years of service in inner-city Chicago schools. Relative to the comparison group receiving the usual services, program participation was independently linked to higher educational attainment, income, socioeconomic status (SES), and health insurance coverage, as well as lower rates of justice-system involvement and substance abuse. Evidence of enduring effects was strongest for preschool, especially for males and children of high school dropouts. The positive influence of four or more years of service was limited primarily to education and SES. Dosage within program components was mostly unrelated to outcomes. Findings demonstrate support for the enduring effects of sustained school-based early education to the end of the third decade of life. | ||||||
| Review: LOTS more in supplement: http://www.viriya.net/jabref/Reynolds2011_supplement.pdf And has a nice class-ready podcast: http://www.viriya.net/jabref/reynolds2011_podcast.mp3 | ||||||
BibTeX:
@article{Reynolds2011,
author = {Reynolds, Arthur J. and Temple, Judy A. and Ou, Suh-Ruu and Arteaga, Irma A. and White, Barry A. B.},
title = {School-based early childhood education and age-28 well-being: Effects by timing, dosage, and subgroups},
journal = {Science},
year = {2011},
volume = {333},
number = {6040},
pages = {360-364},
file = {:http//www.viriya.net/jabref/Reynolds2011_supplement.pdf;:http//www.viriya.net/jabref/school-based_early_childhood_education_and_age-28_well-being_-_effects_by_timing_dosage_and_subgroups.pdf},
url = {http://www.sciencemag.org/content/333/6040/360.abstract},
doi = {http://dx.doi.org/10.1126/science.1203618}
}
|
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| Searight, H.R., Searight, P.R. and Scott, E. | Family environments of children with school behavior problems. | 1987 | Psychological Reports Vol. 60(3, Pt 2), pp. 1263 - 1266 |
article | URL | |
| Abstract: The Family Environment Scale was administered to 46 mothers whose children (primarily boys; mean age 10.25 yrs) had been referred for psychoeducational evaluation for behavior disorder, counseling, and cognitive development. When scores were compared with the norms for both nondistressed and distressed families, significant differences were noted on the subscales. Findings suggest that this sample exhibited family environments that were more structured than those of the normative group and not as disturbed as those of the distressed group. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Searight1987,
author = {Searight, H. Russell and Searight, Priscilla R. and Scott, Ellen},
title = {Family environments of children with school behavior problems.},
journal = {Psychological Reports},
year = {1987},
volume = {60},
number = {3, Pt 2},
pages = {1263 - 1266},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1988-31087-001&site=ehost-live}
}
|
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| Seydlitz, R. and Jenkins, P. | Delinquent Violent Youth: Theory & Interventions | , pp. 53-97 | inbook | Link to .pdf | URL | |
| Abstract: The chapter examines the literature concerning how families, peers, schools and the community affect delinquency in ways that both reduce and increase the commission of delinquent behaviors, including drug use and gang behavior. The article draws on the results to make recommendations for prevention and intervention strategies. The focus of this article was determined by two major factors. First, the literature demonstrates the powerful influence of families, peers, school and the community on juvenile offending. Second, when incarcerated delinquents were questioned about the causes of delinquency, they most frequently mentioned family issues, followed by peer influences and drugs as well as schools and some community issues, such as poverty. The chapter concludes that more punishment is not a solution to the very complex problem of juvenile delinquency. Society must change the way it treats children in order to change their behavior. | ||||||
BibTeX:
@inbook{Seydlitz,
author = {Seydlitz, Ruth and Jenkins, Pamela},
title = {Delinquent Violent Youth: Theory & Interventions},
pages = {53-97},
file = {:http//www.viriya.net/jabref/influence_of_families_friends_schools_and_community_on_delinquent_behavior.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=sih&AN=SM169043&site=ehost-live}
}
|
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| Shanahan, M.J. and Bauer, D.J. | Developmental properties of transactional models: The case of life events and mastery from adolescence to young adulthood | 2004 | Development and Psychopathology Vol. 16(04), pp. 1095-1117 |
article | Link to .pdf | DOI |
| Abstract: That behavior reflects ongoing transactions between person and context is an enshrined proposition of developmental theory, although the dynamic properties of these transactions have not been fully appreciated. In this article, we focus on reciprocal links between the Pearlin mastery scale and life events in the transition to adulthood, a strategic relationship given that control orientations are thought to mediate links between stressors and a range of indicators of distress, and given that life events become increasingly likely in young adulthood. Drawing on 12 waves of data from the Youth Development Study, spanning ages 14–15 to 26–27, we examine a series of growth curve models that interrelate mastery and life events. Results for females reveal that mastery during the senior year of high school predicts life events for the following 4-year period, which in turn predicts mastery over the 5-year period spanning ages 21–22 to 26–27. For males, mastery during the senior year (and perhaps the sophomore year) predicts subsequent life events, which in turn have short-term implications for mastery. Thus, transactions between life events and mastery are observed, although the temporal patterns of these exchanges are complex. These findings are discussed in terms of the developmental properties of transactions between person and context.The Youth Development Study is supported by grants from the National Institute of Child Health and Human Development (HD44138) and the National Institute of Mental Health (MH42843). Support for the research reported in this article comes in part from a subcontract to the first author (“Role configurations and well-being in the transition to adulthood”). The authors thank Lance Erickson and Sondra Smolek for helpful assistance. | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{SHANAHAN2004,
author = {Shanahan, Michael J. and Bauer, Daniel J.},
title = {Developmental properties of transactional models: The case of life events and mastery from adolescence to young adulthood},
journal = {Development and Psychopathology},
year = {2004},
volume = {16},
number = {04},
pages = {1095-1117},
file = {:http//www.viriya.net/jabref/pdfs_xs0954579404040155a.pdf},
url = {http://dx.doi.org/10.1017/S0954579404040155},
doi = {http://dx.doi.org/10.1017/S0954579404040155}
}
|
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| Shek, D.T.L. | The relation of family environments to adolescent psychological well-being, school adjustment and problem behavior: What can we learn from the Chinese culture?. | 1995 | International Journal of Adolescent Medicine and Health Vol. 8(3), pp. 199 - 218 |
article | URL | |
| Abstract: 429 Chinese secondary school students were asked to respond to instruments measuring their family environment, psychological well-being, school adjustment, and problem behavior. Measures of family environment include perceived paternal and maternal parenting styles, family functioning, and conflict with father and mother. Results arising from bivariate and canonical correlation analyses generally show that Ss' perceptions of parenting styles, family functioning, and parent–adolescent conflict were significantly related to measures of psychological well-being, school adjustment, and problem behavior. Family factors seem to play a role in influencing the psychosocial adjustment, particularly the positive mental health, of Chinese adolescents. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
| Review: ILL can't find it. : ( Their website has issues 1 & 4 of that year, but not 3: http://www.reference-global.com/loi/ijamh | ||||||
BibTeX:
@article{Shek1995,
author = {Shek, Daniel T. L.},
title = {The relation of family environments to adolescent psychological well-being, school adjustment and problem behavior: What can we learn from the Chinese culture?.},
journal = {International Journal of Adolescent Medicine and Health},
year = {1995},
volume = {8},
number = {3},
pages = {199 - 218},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-04775-005&site=ehost-live}
}
|
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| Shoda, Y., Mischel, W. and Peake, P.K. | Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions. | 1990 | Developmental Psychology Vol. 6(6), pp. 978-986 |
article | Link to .pdf | DOI |
| Abstract: Variations of the self-imposed delay-of-gratification situation in preschool were compared to determine when individual differences in this situation may predict aspects of cognitive and self-regulatory competence and coping in adolescence. Preschool children from a university community participated in experiments that varied features of the self-imposed delay situation. Experimental analyses of the cognitive–attentional processes that affect waiting in this situation helped identify conditions in which delay behavior would be most likely to reflect relevant cognitive and attentional competencies. As hypothesized, in those conditions, coherent patterns of statistically significant correlations were found between seconds of delay time in such conditions in preschool and cognitive and academic competence and ability to cope with frustration and stress in adolescence. (PsycINFO Database Record (c) 2012 APA, all rights reserved) | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Shoda1990,
author = {Shoda, Yuichi and Mischel, Walter and Peake, Philip K.},
title = {Predicting adolescent cognitive and self-regulatory competencies from preschool delay of gratification: Identifying diagnostic conditions.},
journal = {Developmental Psychology},
year = {1990},
volume = {6},
number = {6},
pages = {978-986},
file = {:http//www.viriya.net/jabref/predicting_adolescent_cognitive_and_self-regulatory_competencies_from_preschool_delay_of_gratification_-_identifying_diagnostic_conditions.pdf},
doi = {http://dx.doi.org/10.1037/0012-1649.26.6.978}
}
|
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| Small, M.L. | Unanticipated Gains: Origins of Network Inequality in Everyday Life | 2009 | book | Link to .pdf | ||
| Abstract: From New York Times: Mario Luis Small, a sociologist at the University of Chicago and an editor of The Annals’ special issue, tried to figure out why some New York City mothers with children in day care developed networks of support while others did not. As he explained in his 2009 book, “Unanticipated Gains,” the answer did not depend on income or ethnicity, but rather the rules of the day-care institution. Centers that held frequent field trips, organized parents’ associations and had pick-up and drop-off procedures created more opportunities for parents to connect. ================================ Description Social capital theorists have shown that some people do better than others in part because they enjoy larger, more supportive, or otherwise more useful networks. But why do some people have better networks than others? Unanticipated Gains argues that the practice and structure of the churches, colleges, firms, gyms, childcare centers, and schools in which people happen to participate routinely matter more than their deliberate "networking." Exploring the experiences of New York City mothers whose children were enrolled in childcare centers, this book examines why a great deal of these mothers, after enrolling their children, dramatically expanded both the size and usefulness of their personal networks. Whether, how, and how much the mother's networks were altered--and how useful these networks were--depended on the apparently trivial, but remarkably consequential, practices and regulations of the centers. The structure of parent-teacher organizations, the frequency of fieldtrips, and the rules regarding drop-off and pick-up times all affected the mothers' networks. Relying on scores of in-depth interviews with mothers, quantitative data on both mothers and centers, and detailed case studies of other routine organizations, Small shows that how much people gain from their connections depends substantially on institutional conditions they often do not control, and through everyday processes they may not even be aware of. Emphasizing not the connections that people make, but the context in which they are made, Unanticipated Gains presents a major new perspective on social capital and on the mechanisms producing social inequality. Reviews "Child care centers are not just about caring for children. Rather, under the right circumstances, they also foster invaluable community ties among moms. That was a crucial fact about the first kindergartens a century ago, and it is the central lesson of Mario Small's important new book. Unanticipated Gains has important implications for anyone concerned about how to reweave the fabric of American communities."--Robert Putnam, author of Bowling Alone "In his compelling new book, Unanticipated Gains , Mario Small joins sociological theory with detailed empirical evidence to show us how childcare centers generate much-needed social capital in low-income communities. I'll never enter a childcare center again without thinking about this book!"--Sara McLanahan, Professor of Sociology and Public Affairs, Princeton University "Mixing focused interviews with observations both quantitative and qualitative, Small identifies in exquisite detail the mechanisms by which the simple acts of everyday life-enrolling a child in day care-enmesh moms in networks of opportunity and obligation, strengthening their social ties with neighbors and others, thereby weaving the dense matrix of the urban landscape. A beautiful and richly conceived study."--Peter Bearman, Professor of the Social Sciences, Columbia University "In this supreme work, Mario Luis Small does nothing less than transform the way that we understand social capital. With meticulous ethnographic fieldwork and a large body of data, he argues that social capital should no longer be conceptualized as individual action divorced from organizational context. To say that this multi-method case study is necessary reading alongside Coleman, Bourdieu, and Wilson is an understatement. Unanticipated Gains provides enormous leverage in explaining social inequality. Small provides a bold new agenda for sociology."--Mitchell Duneier, Professor of Sociology, Princeton University "Unanticipated Gains is a major contribution to the growing literature on social capital. Mario Small's original model of how social capital is influenced by organizational conditions is brilliantly applied to a case study of the experiences of mothers whose children were enrolled in child-care centers in New York. In the process he uncovered mechanisms that produce and perpetuate inequality in personal networks, and thereby provides direction for future research. Indeed, his notion of the 'organizational isolate' will become a key concept in future studies of formal organizations."--William Julius Wilson, University Professor and Director of Joblessness and Urban Poverty Research Program, Harvard University "In Unanticipated Gains , Small suggests an entirely new way to think about our social relationships, situating them within the organizations that we work for, join, and patronize. Small keenly uncovers how these organizations set the parameters of our social worlds, and with an impressive variety of data, he shows that differences in organizations' brokering power is an overlooked source of inequality. This is a supremely smart book that makes it impossible to go back to the old ways of studying individuals outside of the groups within which they live their lives."--Mary Pattillo, Professor of Sociology and African-American Studies, Northwestern University Product Details 312 pages; 10 b/w illus. N; 6 1/8 X 9 1/4; ISBN13: 978-0-19-538435-2ISBN10: 0-19-538435-0 About the Author(s) Mario Luis Small is Associate Professor of Sociolgy and the College at the University of Chicago. He is author of Villa Victoria: The Transformation of Social Capital in Boston Barrio (Chicago 2004) which was awarded the 2004 C. Wright Mills Award from the Society for the Study of Social Problems and the 2005 Robert E. Park Award for Best Book from the Community and Urban Sociology Section of the American Sociological Association. | ||||||
BibTeX:
@book{Small2009,
author = {Mario Luis Small},
title = {Unanticipated Gains: Origins of Network Inequality in Everyday Life},
publisher = {Oxford University Press},
year = {2009},
file = {:http//www.viriya.net/jabref/unanticipated_gains-_origins_of_network_inequality_in_everyday_life.pdf}
}
|
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| Smith, R.E. | Effects of coping skills training on generalized self-efficacy and locus of control. | 1989 | Journal of Personality and Social Psychology Vol. 56(2), pp. 228 - 233 |
article | Link to .pdf | DOI URL |
| Abstract: A number of studies have shown that mastery experiences strengthen self-efficacy expectancies that are specific to the mastery situation. In this study I assessed the effects of cognitive–behavioral coping skills training on generalized expectancies concerning self-efficacy and locus of control in test-anxious college students. Compared with a waiting-list control group, the trained subjects exhibited significant decreases on trait and state measures of test anxiety and a higher level of academic performance on classroom tests, as well as changes in specific self-efficacy expectancies relating to test-anxiety management and academic performance. Consistent with generalization predictions derived from self-efficacy theory, the coping skills group also exhibited decreases in general trait anxiety and increased scores on a trait measure of generalized self-efficacy. Locus of control was unaffected by the program, and changes in general self-efficacy were unrelated to changes in locus of control, suggesting the possibility that different parameters of experience are related to changes in the two types of generalized expectancies. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Smith1989,
author = {Smith, Ronald E.},
title = {Effects of coping skills training on generalized self-efficacy and locus of control.},
journal = {Journal of Personality and Social Psychology},
year = {1989},
volume = {56},
number = {2},
pages = {228 - 233},
file = {:http//www.viriya.net/jabref/effects_of_coping_skills_training_on_generalized_self-efficacy_and_locus_of_control.pdf},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=psp-56-2-228&site=ehost-live},
doi = {http://dx.doi.org/10.1037/0022-3514.56.2.228}
}
|
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| Sosa, A., on Rural Education, E.C. and Small Schools Charleston, W. | Making education work for Mexican-Americans: Promising community practices. ERIC Digest. | 1990 | book | Link to .pdf | URL | |
| Abstract: Hispanic students have higher dropout rates and lower academic achievement than Anglo students. While schools have begun to address the issue of underachievement, some community groups have implemented enrichment programs that focus on the affective domain--self-esteem, family values, and cultural pride. This digest describes and synthesizes the successful strategies of several community programs in Texas and southern California: Valued Youth Partnership Program (San Antonio), Youth Community Service program (Los Angeles), Project ONDA (Opportunities for Networking and Developing Aspirations) (Dallas), Pasadera (Stepping Stone) Program (San Antonio), National Hispanic Institute programs (Austin), Del Mar College's Prefreshman Engineering Program (Corpus Christi), the University of Texas at El Paso's Mother-Daughter Program, and ADVANCE (San Antonio). These programs involve peer tutoring, adult mentors, training in leadership and communication skills, support groups, health promotion, child abuse prevention, and college experiences for high school students. These programs share many key features. In particular, they: (1) actively recruit students; (2) serve a small group of students; (3) direct personal attention at students; (4) focus on enrichment, not deficits; (5) target the affective domain; (6) validate the language and culture of students' homes; (7) provide support and role models using local resources; (8) facilitate other support needed to ensure attendance; and (9) celebrate students' accomplishments publicly. This digest contains 10 references. (SV) | ||||||
| Review: effective programs | ||||||
BibTeX:
@book{Sosa1990,
author = {Sosa, Alicia and ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV.},
title = {Making education work for Mexican-Americans: Promising community practices. ERIC Digest.},
year = {1990},
file = {:http//www.viriya.net/jabref/making_education_work_for_mexican-americans_-_promising_community_practices_eric_digest.pdf},
url = {http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED319580}
}
|
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| Southwick, S.M. and Charney, D.S. | The science of resilience: Implications for the prevention and treatment of depression | 2012 | Science Vol. 338(6103), pp. 79-82 |
article | Link to .pdf | DOI URL |
| Abstract: Human responses to stress and trauma vary widely. Some people develop trauma-related psychological disorders, such as posttraumatic stress disorder (PTSD) and depression; others develop mild to moderate psychological symptoms that resolve rapidly; still others report no new psychological symptoms in response to traumatic stress. Individual variability in how animals and humans respond to stress and trauma depends on numerous genetic, developmental, cognitive, psychological, and neurobiological risk and protective factors. | ||||||
| Review: Podcast is at: http://www.viriya.net/jabref/Southwick2012_podcast.mp3 Online article: http://www.sciencemag.org/content/338/6103/79.full ============= Dennis Charney Ten Factors of Resilience Good for Depression 1. Positive attitude, realistic optimism 2. Identifying resilient roe models 3. Facing fears, increasing self-esteem 4. Supportive soical network etc. | ||||||
BibTeX:
@article{Southwick2012,
author = {Southwick, Steven M. and Charney, Dennis S.},
title = {The science of resilience: Implications for the prevention and treatment of depression},
journal = {Science},
year = {2012},
volume = {338},
number = {6103},
pages = {79-82},
file = {:http//www.viriya.net/jabref/the_science_of_resilience_-_implications_for_the_prevention_and_treatment_of_depression.pdf},
url = {http://www.sciencemag.org/content/338/6103/79.abstract},
doi = {http://dx.doi.org/10.1126/science.1222942}
}
|
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| Spoth, R., Randall, G.K. and Shin, C. | Increasing school success through partnership-based family competency training: Experimental study of long-term outcomes. | 2008 | School Psychology Quarterly Vol. 23(1), pp. 70 - 89 |
article | Link to .pdf | DOI URL |
| Abstract: An expanding body of research suggests an important role for parent or family competency training in children's social-emotional learning and related school success. This article summarizes a test of a longitudinal model examining partnership-based family competency training effects on academic success in a general population. Specifically, it examines indirect effects of the Iowa Strengthening Families Program (ISFP) on school engagement in 8th grade and academic success in the 12th grade, through direct ISFP effects on intervention-targeted outcomes--parenting competencies and student substance-related risk--in 6th grade. Twenty-two rural schools were randomly assigned to either ISFP or a minimal-contact control group; data were collected from 445 families. Following examination of the equivalence of the measurement model across group and time, a structural equation modeling approach was used to test the hypothesized model and corresponding hypothesized structural paths. Significant effects of the ISFP were found on proximal intervention outcomes, intermediate school engagement, and the academic success of high school seniors. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (from the journal abstract) | ||||||
| Review: effective programs | ||||||
BibTeX:
@article{Spoth2008,
author = {Spoth, Richard and Randall, G. Kevin and Shin, Chungyeol},
title = {Increasing school success through partnership-based family competency training: Experimental study of long-term outcomes.},
journal = {School Psychology Quarterly},
year = {2008},
volume = {23},
number = {1},
pages = {70 - 89},
file = {:http//www.viriya.net/jabref/increasing_school_success_through_partnership-based_family_competency_training_- experimental_study_of_long-term_outcomes .pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=spq-23-1-70&site=ehost-live},
doi = {http://dx.doi.org/10.1037/1045-3830.23.1.70}
}
|
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| Stolberg, A.L. and Mahler, J. | Enhancing treatment gains in a school-based intervention for children of divorce through skill training, parental involvement, and transfer procedures | 1994 | Journal of Consulting and Clinical Psychology Vol. 62(1), pp. 147- |
article | Link to .pdf | |
| Abstract: The school-based Children's Support Group procedure teaches skills to cope with divorce-related events and provides strategies for mastering disrupted developmental tasks. Ss were 103 3rd- through 5th-grade children of separated or divorced parents who were assigned to 1 of 3 treatment groups: support; support and skill building; support, skill building, transfer, and parent training procedures; or no-treatment control. Twenty-six children from intact homes served as nonstressed controls. The two skill-building conditions yielded durable improvements in adjustive behaviors in the home. Transfer components yielded additional improvements in affect, but the absence of substantial increments in benefits suggests the need for a closer look at the format and expectations of the transfer vehicle. The benefits of the support-alone condition were experienced most by children who entered the intervention with significant problems, with the greatest reductions in clinical symptomatology at follow-up being found in this group. | ||||||
| Review: Diana Wallce got this for her EDD 630 paper | ||||||
BibTeX:
@article{Stolberg1994,
author = {Arnold L. Stolberg and Jeffrey Mahler},
title = {Enhancing treatment gains in a school-based intervention for children of divorce through skill training, parental involvement, and transfer procedures},
journal = {Journal of Consulting and Clinical Psychology},
year = {1994},
volume = {62},
number = {1},
pages = {147-},
file = {:http//www.viriya.net/jabref/DivorceResearchandSchoolIntervention.pdf}
}
|
||||||
| Swanson, C.B. | Projections of 2003-04 High School Graduates: Supplemental Analyses Based on Findings from Who Graduates? Who Doesn't? | 2004 | techreport | Link to .pdf | URL | |
| Abstract: This report presents a supplemental analysis based on the findings of a recent Urban Institute study. In that earlier investigation, Who Graduates? Who Doesn't?, we published the most comprehensive and systematic analysis of public school graduation rates in the United States available to date.1 Using data from a federal census of public schools and districts and a method for calculating graduation rates developed by the Urban Institute (the Cumulative Promotion Index), we computed graduation rates for virtually every school district in the nation. Separate graduation profiles were reported for the nation as a whole, each state, and for geographical regions. Results were also disaggregated by race-ethnicity, gender, and for different types of school districts. A careful analysis of high school completion patterns can provide valuable insights into the performance of public education systems. In some situations, the most pertinent information can be communicated as a rate, in this case the percent of students who graduate from high school. But in other circumstances, count data (e.g., the absolute number of graduates) can also contribute to our understanding or appreciation of an educational process or the magnitude of a potential social problem. For instance, in Who Graduates? we reported that racial-ethnic minorities (with the exception of Asians) have graduation rates much lower than those of their White peers. Minority students make up less than 40 percent of public school students nationwide. However in the current study we project that racial-ethnic minorities will make up the numerical majority of all non-graduates for the high school class of 2003-04. We estimate just over 700,000 minority non-graduates compared to a little under 600,000 for Whites (see Tables 2-6 below). This pattern can be attributed to the very large disparities in high school completion between these groups (a 75 percent graduation rate for White students compared to slightly over 50 percent for historically disadvantaged minority groups). In this report, we make use of our earlier findings on graduation rates to compute projections of the numbers of students we expect to graduate from public high schools at the end of the current school year (2003-04). As was the case in our previous work, detailed national and state results are presented for students as a whole and for selected subgroups. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@techreport{Swanson2004,
author = {Christopher B. Swanson},
title = {Projections of 2003-04 High School Graduates: Supplemental Analyses Based on Findings from Who Graduates? Who Doesn't?},
year = {2004},
file = {:http//www.viriya.net/jabref/411019_2003_04_hs_graduates.pdf},
url = {http://www.urban.org/publications/411019.html}
}
|
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| Swanson, C.B. | Who Graduates? Who Doesn't? A Statistical Portrait of Public High School Graduation, Class of 2001 | 2004 | techreport | Link to .pdf | URL | |
| Abstract: EXECUTIVE SUMMARY It is generally acknowledged that completing high school represents a key milestone in an individual's schooling and social and economic advancement and that graduation rates are an important indicator of school system performance. Nevertheless, graduation rates have not been a major focus of educational statistics reporting in the past. At the very least, these measures have generated far less attention and interest than test scores. Since the No Child Left Behind Act (NCLB) became federal law in January 2002, high school graduation rates have gained an increasingly important place in educational policy circles. The federal law for the first time requires that high schools and school systems be held accountable in a meaningful way for graduation rates as well as performance on academic assessments. This important step in the evolution of federal accountability has generated a considerable amount of debate over a variety of issues including: the state of the nation with regard to this key measure of educational fitness; graduation levels among particular student subgroups (such as historically disadvantaged minorities); the ways in which states are implementing graduation rate accountability required under the law; and even the best methods for measuring graduation rates. This study, the latest in a series of investigations conducted by the Urban Institute, contributes to the growing body of knowledge in this field of inquiry by providing the most extensive set of systematic empirical findings on public school graduation rates in the United States available to date. Detailed descriptive statistics and analytic results are presented for the nation as a whole, by geographical region, and for each of the states. This study also offers an exceptionally detailed perspective on the issue of high school completion by examining graduation rates for the overall student population, for specific racial and ethnic groups, and by gender. We also analyze graduation rate patterns for particular types of school districts, with special attention to the systems in which the nation's most socioeconomically disadvantaged students are educated. High school graduation rates are calculated using a measure called the Cumulative Promotion Index or CPI. This indicator, developed at the Urban Institute, offers several significant advantages over other commonly reported graduation rate statistics. Paired with data from the U.S. Department of Education's Common Core of Data (CCD), we are able to compute graduation rates for the high school class of 2001 in nearly every public school district in the nation. The findings presented in this report do not paint a flattering portrait of high school graduation for public schools in the United States. * The national graduation rate is 68 percent, with nearly one-third of all public high school students failing to graduate. * Tremendous racial gaps are found for graduation rates. * Students from historically disadvantaged minority groups (American Indian, Hispanic, Black) have little more than a fifty-fifty chance of finishing high school with a diploma. * By comparison, graduation rates for Whites and Asians are 75 and 77 percent nationally. * Males graduate from high school at a rate 8 percent lower than female students. * Graduation rates for students who attend school in high poverty, racially segregated, and urban school districts lag from 15 to 18 percent behind their peers. * A great deal of variation in graduation rates and gaps among student groups is found across regions of the country as well as the states. These findings may strike many readers as surprising and troublesome. This study provides the most compelling evidence to date that the nation finds itself in the midst of a serious, broad-based, and (until recently) unrecognized crisis in high school completion. In part, this crisis has gone undetected for a lack of in-depth national investigations into the issue based on solid statistics and methods. Understanding the depth and breadth of a problem, however, is a crucial first step in devising a solution. The goal of the Urban Institute's work and the detailed analysis presented in this report is to help decision makers and the public to better understand the depth and breadth of the nation's apparent high school graduation crisis and the factors that are associated with low graduation rates. Armed with better knowledge, we will be more likely to identify and implement promising intervention strategies for struggling schools. 1. INTRODUCTION High school graduation rates have gained increasing prominence as a key issue in educational policy circles since the No Child Left Behind Act (NCLB) was passed into law in January of 2002. For individuals, a high school diploma has long been recognized as an essential step towards economic and social well-being. Individuals with higher levels of education (and more advanced credentials) enjoy higher income, more stable employment, and less dependency on public assistance. Those with more education are also less likely to experience a variety of detrimental social outcomes, including early childbearing, reports of ill health, incarceration, or criminal victimization. For school systems, graduation rates also represent a key indicator of performance. Schools and districts in which more students earn high school diplomas are generally regarded as better performers. In truly highly-achieving school systems, of course, mastery over a meaningful body of knowledge and skills should also be a prerequisite for earning a diploma. Despite nearly universal recognition that completing high school is a key milestone in an individual's schooling and an important indicator of system performance, graduation rates have not been a major focus of educational statistics reporting in the past. At the very least, these measures have generated far less attention and interest than test scores. The No Child Left Behind Act, however, has sparked a renewed interest in graduation rates. The federal law for the first time requires that high schools and school systems be held accountable in a meaningful way for graduation rates as well as performance on academic assessments. This important step in the evolution of federal accountability has generated a considerable amount of debate over a variety of issues including: the state of the nation with regard to this key measure of educational fitness; graduation levels among particular student subgroups (such as historically disadvantaged minorities); the ways in which states are implementing graduation rate accountability required under the law; and even the best methods for measuring graduation rates. This report contributes to the growing body of knowledge in this field by providing the most extensive set of systematic empirical findings on public school graduation rates available to date for the nation as a whole and for each of the states. In this report, we calculate high school graduation rates using a measure called the Cumulative Promotion Index or CPI. This indicator, developed at the Urban Institute, offers several significant advantages over other commonly reported graduation rate statistics. * The CPI method adheres to the definition of the high school graduation rate specified by NCLB, so it could be used for purposes of federal accountability. * Calculating the graduation rate using CPI requires information on enrollment and diploma counts, and avoids the notoriously unreliable dropout data upon which some other methods rely. * The CPI makes very modest demands on data systems, so it can be calculated for virtually every public school district in the country using information available to the general public. * The CPI indicator can be calculated after only two years of data collection, as opposed to four years for most other methods. * Since the CPI employs a focused one-year window of observation, it may be particularly desirable for application in accountability systems. Compared to other approaches, the CPI places a stronger emphasis on current educational conditions and would be quicker to detect improvements related to on-going reform initiatives. This study takes the CPI method and applies it to data from the Common Core of Data (CCD). This U.S. Department of Education database is the most comprehensive national source of information on public schools and local education agencies. The CCD also offers the only means of directly comparing graduation rates for school systems across the country using data defined and reported in a uniform manner. By pairing the CPI indicator with the CCD data, graduation rates for the high school class of 2001 can be computed for nearly all public school districts in the nation. In general, the findings of this report do not paint an encouraging portrait of high school graduation for public schools in the United States. Nationwide, the overall graduation rate for the class of 2001 was 68 percent. As disconcerting as this national statistic may be, focusing on the this figure alone would fail to call attention to the truly troubling situation that describe the educational experiences for particular student groups. Results consistently point to certain areas that should be of grave concern to educators and policy makers. When results are broken down by race and ethnicity, we find that more than 75 percent of White and Asian students completed high school with a diploma. By stark contrast, however, the same could be said for barely half of students from historically disadvantaged minority groups. Graduation rates for Black, American Indian, and Hispanic students were 50, 51, and 53 percent respectively. Male students complete high school at consistently lower levels than females. Graduation rates are also substantially lower for students educated in highly-segregated, socio-economically disadvantaged, and urban school systems. Strong regional disparities consistently emerge from the findings, as does a tremendous amount of variation in the performance of individual states. Many readers will find these results surprising and troublesome. This study provides the most compelling evidence to date that the nation finds itself in the midst of a serious, broad-based, and (until recently) unrecognized crisis in high school completion. In part, this crisis has gone undetected for a lack of in-depth national investigations into the issue based on solid statistics and methods. Understanding the depth and breadth of a problem, however, is a crucial first step in devising a solution. The goal of the Urban Institute's work and the detailed analysis presented in this report is to help decision makers and the public to better understand the depth and breadth of the nation's apparent high school graduation crisis and the factors that are associated with low graduation rates. Armed with such knowledge, we will be more likely to identify and implement promising intervention strategies for struggling schools. Following this introduction (Section 1), the remainder of this report is organized as follows. Section 2 provides a discussion of the Data and Method used in this study. Section 3 offers an overview of the study's descriptive findings. An emphasis is placed on graduation rate results for the student population as a whole, and results disaggregated for racial-ethnic subgroups and by gender. Graduation rates for different kinds of school districts are also examined. Section 4 conducts more sophisticated bivariate and multivariate statistical analyses in order to investigate the linkages between graduation rates and district context, particularly relating to levels of socio-economic disadvantage and segregation. Section 5 offers a brief conclusion to the analytic portion of the study. Section 6 comprises the bulk of this document. Here we present a series of individual data profiles for the Nation, Regions of the country, and the 50 States plus the District of Columbia. These profiles contain a summary of graduation rate findings, broken down by student subgroups and district characteristics. The state profiles include results for the 10 largest school systems under their respective jurisdictions. Demographic data are also included in these profiles, which is essential for placing graduation rate findings into an appropriate social and educational context. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@techreport{Swanson2004a,
author = {Christopher B. Swanson},
title = {Who Graduates? Who Doesn't? A Statistical Portrait of Public High School Graduation, Class of 2001},
year = {2004},
file = {:http//www.viriya.net/jabref/410934_who_graduates.pdf},
url = {http://www.urban.org/publications/410934.html}
}
|
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| Taylor, L.C., Clayton, J.D. and Rowley, S.J. | Academic socialization: Understanding parental influences on children's school-related development in the early years. | 2004 | Review of General Psychology Vol. 8(3), pp. 163 - 178 |
article | Link to .pdf | DOI URL |
| Abstract: This review summarizes the research literature on the academic socialization of children within the family context. A conceptual model is introduced that describes the process of academic socialization, including parental experiences in school, parental school-related cognitions, and specific parenting behaviors. Parental attitudes and practices provide the foundation for children's development of schemas about school performance and thus are critical determinants of children's early school experiences. In addition, recent efforts to understand the role of transition practices aimed at facilitating children's early adjustment in school are described. The present review extends the transition practices literature by providing a developmental perspective on parenting influences on children's academic socialization, within an ecological systems perspective. The authors describe academic socialization as a process that occurs under the broad umbrella of socioeconomic and cultural contexts. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (from the journal abstract) | ||||||
BibTeX:
@article{Taylor2004,
author = {Taylor, Lorraine C. and Clayton, Jennifer D. and Rowley, Stephanie J.},
title = {Academic socialization: Understanding parental influences on children's school-related development in the early years.},
journal = {Review of General Psychology},
year = {2004},
volume = {8},
number = {3},
pages = {163 - 178},
file = {:http//www.viriya.net/jabref/academic_socialization_-_understanding_parental_influences_on_childrens_school-related_development_in_the_early_years.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=gpr-8-3-163&site=ehost-live},
doi = {http://dx.doi.org/10.1037/1089-2680.8.3.163}
}
|
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| Treuhaft, S. and Karpyn, A. | The grocery gap: Who has access to healthy food and why it matters | 2010 | techreport | Link to .pdf | ||
| Abstract: Findings 1. Accessing healthy food is a challenge for many Americans—particularly those living in low-income neighborhoods, communities of color, and rural areas. 2. Better access corresponds with healthier eating. 3. Access to healthy food is associated with lower risk for obesity and other diet-related chronic diseases. 4. New and improved healthy food retail in underserved communities creates jobs and helps to revitalize low-income neighborhoods. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@techreport{Treuhaft2010,
author = {Sarah Treuhaft and Allison Karpyn},
title = {The grocery gap: Who has access to healthy food and why it matters},
year = {2010},
file = {:http//www.viriya.net/jabref/the_grocery_gap_who_has_access_to_healthy_food_and_why_it_matters.pdf#page=9:PDF}
}
|
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| Updegraff, R. | Recent approaches to the study of the preschool child. III. Influence of parental attitudes upon child behavior. | 1939 | Journal of Consulting Psychology Vol. 3(1), pp. 34 - 36 |
article | Link to .pdf | DOI URL |
| Abstract: A survey of five recent studies analyzing the relationship between parental attitudes and the behavior of children. Adjustment appears to be appreciably affected by tensions over sex and ascendance-submission. Infantile withdrawing types of behavior are related to over-attentiveness in the home environment, while aggressive school behavior seems to be positively related to inadequate home attention. Rejected children appear to be ascendant and sadistic. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Updegraff1939,
author = {Updegraff, R.},
title = {Recent approaches to the study of the preschool child. III. Influence of parental attitudes upon child behavior.},
journal = {Journal of Consulting Psychology},
year = {1939},
volume = {3},
number = {1},
pages = {34 - 36},
file = {:http//www.viriya.net/jabref/recent_approaches_to_the_study_of_the_preschool_child_iii_influence_of_parental_attitudes_upon_child_behavior.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=pdh&AN=ccp-3-1-34&site=ehost-live},
doi = {http://dx.doi.org/10.1037/h0055652}
}
|
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| Vandell, D.L., Belsky, J., Burchinal, M., Steinberg, L. and Vandergrift, N. | Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development. | 2010 | Child Development Vol. 81(3), pp. 737 - 756 |
article | Link to .pdf | DOI URL |
| Abstract: Relations between nonrelative child care (birth to 4½ years) and functioning at age 15 were examined (N = 1,364). Both quality and quantity of child care were linked to adolescent functioning. Effects were similar in size as those observed at younger ages. Higher quality care predicted higher cognitive--academic achievement at age 15, with escalating positive effects at higher levels of quality. The association between quality and achievement was mediated, in part, by earlier child-care effects on achievement. High-quality early child care also predicted youth reports of less externalizing behavior. More hours of nonrelative care predicted greater risk taking and impulsivity at age 15, relations that were partially mediated by earlier child-care effects on externalizing behaviors. [ABSTRACT FROM AUTHOR] | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Vandell2010,
author = {Vandell, Deborah Lowe and Belsky, Jay and Burchinal, Margaret and Steinberg, Laurence and Vandergrift, Nathan},
title = {Do effects of early child care extend to age 15 years? Results from the NICHD Study of Early Child Care and Youth Development.},
journal = {Child Development},
year = {2010},
volume = {81},
number = {3},
pages = {737 - 756},
file = {:http//www.viriya.net/jabref/do_effects_of_early_child_care_extend_to_age_15_years_results_from_the_nichd_study_of_early_child_care_and_youth_development.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=50436907&site=ehost-live},
doi = {http://dx.doi.org/10.1111/j.1467-8624.2010.01431.x}
}
|
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| Vannatta, R.A. | Risk factors related to suicidal behavior among male and female adolescents. | 1996 | Journal of Youth and Adolescence Vol. 25(2), pp. 149 - 160 |
article | Link to .pdf | URL |
| Abstract: Examines the differences in self-reported suicidal behavior among male and female adolescents, in relation to risk factors of tobacco, alcohol and drug use, school misconduct; academic difficulties, home environment, sexual activity and violence, in a northern Mid-west school district, in the United States. Statistical information on suicides among teenagers; Methods used to collect data in the study; Results from the study; Comparison between genders. | ||||||
BibTeX:
@article{Vannatta1996,
author = {Vannatta, Rachel A.},
title = {Risk factors related to suicidal behavior among male and female adolescents.},
journal = {Journal of Youth and Adolescence},
year = {1996},
volume = {25},
number = {2},
pages = {149 - 160},
file = {:http//www.viriya.net/jabref/risk_factors_related_to_suicidal_behavior_among_male_and_female_adolescents.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1996-01746-002&site=ehost-live}
}
|
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| Vazsonyi, A.T., Belliston, L.M. and Flannery, D.J. | Evaluation of a school-based, universal violence prevention program: Low-, medium-, and high-risk children. | 2004 | Youth Violence and Juvenile Justice Vol. 2(2), pp. 185 - 206 |
article | Link to .pdf | DOI URL |
| Abstract: The current investigation examined the differential effectiveness of PeaceBuilders, a large-scale, universal violence prevention program, on male and female youth identified as low, medium, or high risk for future violence. It included eight urban schools randomly assigned to intensive intervention and wait-list control conditions. The current sample included N = 2,380 predominantly minority children in kindergarten through fifth grade. Results indicated differential effectiveness of the intervention, by level of risk; high-risk children reported more decreases in aggression and more increases in social competence in comparison to children at medium and low levels of risk. Findings add to a growing number of promising science-based prevention efforts that seek to reduce aggression and increase social competence; they provide encouraging evidence that relatively low-cost, schoolwide efforts have the potential to save society millions in victim, adjudication, and incarceration costs. (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
| No notes or review of this article | ||||||
BibTeX:
@article{Vazsonyi2004,
author = {Vazsonyi, Alexander T. and Belliston, Lara M. and Flannery, Daniel J.},
title = {Evaluation of a school-based, universal violence prevention program: Low-, medium-, and high-risk children.},
journal = {Youth Violence and Juvenile Justice},
year = {2004},
volume = {2},
number = {2},
pages = {185 - 206},
file = {:http//www.viriya.net/jabref/evaluation_of_a_school-based_universal_violence_prevention_program_-_low _medium_and_highrisk_children.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=2006-12395-005&site=ehost-live},
doi = {http://dx.doi.org/10.1177/1541204003262224}
}
|
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| Webster-Stratton, C., Reid, M.J. and Stoolmiller, M. | Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools | 2008 | Journal of Child Psychol Psychiatry Vol. 49(5), pp. 471-488 |
article | Link to .pdf | DOI |
| Abstract: Background School readiness, conceptualized as three components including emotional self-regulation, social competence, and family/school involvement, as well as absence of conduct problems play a key role in young children’s future interpersonal adjustment and academic success. Unfortunately, exposure to multiple poverty-related risks increases the odds that children will demonstrate increased emotional dysregulation, fewer social skills, less teacher/parent involvement and more conduct problems. Consequently intervention offered to socio-economically disadvantaged populations that includes a social and emotional school curriculum and trains teachers in effective classroom management skills and in promotion of parent—school involvement would seem to be a strategic strategy for improving young children’s school readiness, leading to later academic success and prevention of the development of conduct disorders. Methods This randomized trial evaluated the Incredible Years (IY) Teacher Classroom Management and Child Social and Emotion curriculum (Dinosaur School) as a universal prevention program for children enrolled in Head Start, kindergarten, or first grade classrooms in schools selected because of high rates of poverty. Trained teachers offered the Dinosaur School curriculum to all their students in bi-weekly lessons throughout the year. They sent home weekly dinosaur homework to encourage parents’ involvement. Part of the curriculum involved promotion of lesson objectives through the teachers’ continual use of positive classroom management skills focused on building social competence and emotional self-regulation skills as well as decreasing conduct problems. Matched pairs of schools were randomly assigned to intervention or control conditions. Results Results from multi-level models on a total of 153 teachers and 1,768 students are presented. Children and teachers were observed in the classrooms by blinded observers at the begining and the end of the school year. Results indicated that intervention teachers used more positive classroom management strategies and their students showed more social competence and emotional self-regulation and fewer conduct problems than control teachers and students. Intervention teachers reported more involvement with parents than control teachers. Satisfaction with the program was very high regardless of grade levels. | ||||||
| Review: Phil got this to use with the HEART in-class humane education evaluation. effective programs | ||||||
BibTeX:
@article{Webster-Stratton2008,
author = {Carolyn Webster-Stratton and M. Jamila Reid and Mike Stoolmiller},
title = {Preventing conduct problems and improving school readiness: Evaluation of the Incredible Years Teacher and Child Training Programs in high-risk schools},
journal = {Journal of Child Psychol Psychiatry},
year = {2008},
volume = {49},
number = {5},
pages = {471-488},
file = {:http//www.viriya.net/jabref/webster-stratton_2008.pdf},
doi = {http://dx.doi.org/10.1111/j.1469-7610.2007.01861.x}
}
|
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| Weiland, C. and Yoshikawa, H. | Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills. | 2013 | Child Development Vol. 84(6), pp. 2112 - 2130 |
article | Link to .pdf | DOI URL |
| Abstract: Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. [ABSTRACT FROM AUTHOR] | ||||||
| Review: EDD 630/631 | ||||||
BibTeX:
@article{Weiland2013,
author = {Weiland, Christina1 and Yoshikawa, Hirokazu1},
title = {Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills.},
journal = {Child Development},
year = {2013},
volume = {84},
number = {6},
pages = {2112 - 2130},
file = {:http//www.viriya.net/jabref/impacts_of_a_prekindergarten_program_on_childrens_mathematics_language_literacy_executive_function_and_emotional_skills.pdf},
url = {http://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=91914633&site=ehost-live},
doi = {http://dx.doi.org/10.1111/cdev.12099}
}
|
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| Wenglinsky, H.H. | How money matters: the effect of school district spending on academic achievement. | 1997 | Sociology of Education Vol. 70, pp. 221 - 237 |
article | Link to .pdf | DOI URL |
| Abstract: A study was conducted to assess whether school spending is related to students' academic achievements. Data drawn from an application of LISREL to a new database synthesized from the 1992 National Assessment of Educational Progress in mathematics for eighth graders and from the Common Core of Data for the universe of U.S. school districts were analyzed. Results revealed that per-pupil expenditures on instruction and the administration of school districts are associated with achievement, because both result in reduced class size, which raises achievement. | ||||||
| Review: EDD 630 EDD 631 | ||||||
BibTeX:
@article{Wenglinsky1997,
author = {Wenglinsky, Harold H.},
title = {How money matters: the effect of school district spending on academic achievement.},
journal = {Sociology of Education},
year = {1997},
volume = {70},
pages = {221 - 237},
file = {:http//www.viriya.net/jabref/how_money_matters_the_effect_of_school_district_spending_on_academic_achievement.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=507586919&site=ehost-live},
doi = {http://dx.doi.org/10.2307/2673210}
}
|
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| Wildeman, C. and Western, B. | Incarceration in fragile families | 2010 | The Future of Children Vol. 20(2) |
article | Link to .pdf | URL |
| Abstract: Summary Since the mid-1970s the U.S. imprisonment rate has increased roughly fivefold. As Christopher Wildeman and Bruce Western explain, the effects of this sea change in the imprisonment rate —commonly called mass imprisonment or the prison boom—have been concentrated among those most likely to form fragile families: poor and minority men with little schooling. Imprisonment diminishes the earnings of adult men, compromises their health, reduces familial resources, and contributes to family breakup. It also adds to the deficits of poor children, thus ensuring that the effects of imprisonment on inequality are transferred intergenerationally. Perversely, incarceration has its most corrosive effects on families whose fathers were involved in neither domestic violence nor violent crime before being imprisoned. Because having a parent go to prison is now so common for poor, minority children and so negatively affects them, the authors argue that mass imprisonment may increase future racial and class inequality—and may even lead to more crime in the long term, thereby undoing any benefits of the prison boom. U.S. crime policy has thus, in the name of public safety, produced more vulnerable families and reduced the life chances of their children. Wildeman and Western advocate several policy reforms, such as limiting prison time for drug offenders and for parolees who violate the technical conditions of their parole, reconsidering sentence enhancements for repeat offenders, and expanding supports for prisoners and ex-prisoners. But Wildeman and Western argue that criminal justice reform alone will not solve the problems of school failure, joblessness, untreated addiction, and mental illness that pave the way to prison. In fact, focusing solely on criminal justice reforms would repeat the mistakes the nation made during the prison boom: trying to solve deep social problems with criminal justice policies. Addressing those broad problems, they say, requires a greater social commitment to education, public health, and the employment opportunities of low-skilled men and women. The primary sources of order and stability—public safety in its wide sense—are the informal social controls of family and work. Thus, broad social policies hold the promise not only of improving the well-being of fragile families, but also, by strengthening families and providing jobs, of contributing to public safety | ||||||
| Review: Also: http://www.viriya.net/jabref/prison_and_the_poverty_trap.html | ||||||
BibTeX:
@article{Wildeman2010,
author = {Christopher Wildeman and Bruce Western},
title = {Incarceration in fragile families},
journal = {The Future of Children},
year = {2010},
volume = {20},
number = {2},
file = {:http//www.viriya.net/jabref/incarceration_in_fragile_families.pdf},
url = {http://muse.jhu.edu/journals/foc/summary/v020/20.2.wildeman.html}
}
|
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| Żabczyńska, E. | A longitudinal study of development of juvenile delinquency. | 1977 | Polish Psychological Bulletin Vol. 8(4), pp. 239 - 245 |
article | Link to .pdf | URL |
| Abstract: Presents findings of ongoing research on the conditioning and development of social maladjustment in children and adolescents. In 1966 100 boys who were charged with theft at age 10–11 yrs underwent interdisciplinary psychological, educational, medical, sociological, and judicial investigation. A 5–yr follow-up study was made to assess their subsequent social development. Two problems were examined: (a) the extent and conditioning of social maladjustment of 10–21 yr olds, and (b) the influence of Ss' life situations on subsequent social development from age 11 to 16. Primary among the factors conditioning minors' social maladjustment were extremely negative home environments characterized by alcoholism, criminality, and associated bad rearing, and often total neglect of children. Among the prognostically negative factors with a significant effect on later recidivism were running away from home, alcohol, stealing, and school failure before the ages of 10 and 11. (17 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) | ||||||
BibTeX:
@article{Zabczynska1977,
author = {Żabczyńska, Ewa},
title = {A longitudinal study of development of juvenile delinquency.},
journal = {Polish Psychological Bulletin},
year = {1977},
volume = {8},
number = {4},
pages = {239 - 245},
file = {:http//www.viriya.net/jabref/a_longitudinal_study_of_development_of_juvenile_delinquency.pdf},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1979-11149-001&site=ehost-live}
}
|
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| All-boys schools boast impressive results. | 1999 | CQ Researcher Vol. 9(23), pp. 534 |
article | Link to .pdf | URL | |
| Abstract: Describes the environment at the all-boys Nativity Mission School in New York's Lower East Side which had been cited for academic excellence. Students' feelings of freedom to express emotions; Absence of competition for girls; Concentration on studies without the distraction of romantic preoccupations. | ||||||
| Review: Nativity School | ||||||
BibTeX:
@article{1999,,
title = {All-boys schools boast impressive results.},
journal = {CQ Researcher},
year = {1999},
volume = {9},
number = {23},
pages = {534},
file = {:http//www.viriya.net/jabref/all-boys_schools_boast_impressive_results.pdf#page=14:PDF},
url = {https://proxy.library.csi.cuny.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=ulh&AN=1984854&site=ehost-live}
}
|
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