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Supporting Preschool Children with Developmental Concerns: Effects of the Getting Ready Intervention on School-Based Social Competencies and Relationships
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Sheridan, Susan M.; Knoche, Lisa L.; Boise, Courtney E.; Moen, Amanda L.; Lester, Houston; Pope Edwards, Carolyn; Schumacher, Rachel; Cheng, Katherine – Grantee Submission, 2019
The current study reports the results of a randomized controlled trial examining the impact of the Getting Ready parent engagement intervention on young children's social-emotional competencies and the quality of the student-teacher and parent-teacher relationships. Participants were 267 preschool-aged children and their parents, as well as 97…
Descriptors: Preschool Children, Developmental Delays, School Readiness, Intervention
Parents at the Center: Final Parent Leadership Institute Evaluation Report
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Hildreth, Jeanine; Butler, Alisha – Policy Studies Associates, Inc., 2019
The Parent Leadership Institute (PLI) of Children's Aid (CA), funded via a 2013 Investing in Innovation (i3) development grant operated between the 2014-15 through 2018-19 school years. Key goals of the PLI included: (1) improving the capacity of parents to effectively engage in the school community in support of their child; and (2) increasing…
Descriptors: Parent Role, Leadership Training, Parent School Relationship, Parent Participation
First Step to Success: An Early Intervention Approach for Preventing School Antisocial Behavior.
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Walker, Hill M.; Kavanagh, Kate; Stiller, Bruce; Golly, Annemieke; Severson, Herbert H.; Feil, Edward G. – Journal of Emotional and Behavioral Disorders, 1998
Reports results of a four-year study involving 46 at-risk kindergartners that was designed to develop and evaluate a combined home and school intervention approach to preventing school antisocial behavior. Results indicated a measurable intervention effect for participants and persistence of gains into the primary grades. (Author/CR)
Descriptors: Antisocial Behavior, Behavior Disorders, Early Intervention, Emotional Disturbances
The Cooperative Elementary School: Effects on Students' Achievement, Attitudes, and Social Relations.
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Stevens, Robert J.; Slavin, Robert E. – American Educational Research Journal, 1995
The cooperative elementary school model uses cooperation, particularly cooperative learning, as a philosophy for educational change. A 2-year study of the cooperative elementary school model in 2 treatment and 3 comparison schools involving 1,012 students demonstrates positive effects on academic achievement and social relations. (SLD)
Descriptors: Academic Achievement, Cooperation, Cooperative Learning, Disabilities