The relationships between teacher-child relationships, academic achievement, and behavioral problems were evaluated in a nationally representative sample of elementary school children.
There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation.
Teacher and parent behavior ratings were used to assess changes in the social and emotional competence of Kindergarten students after receiving the Strong Start curriculum.
In the current study, the author tested a model of risk for anxiety in fearful toddlers characterized by the toddlers' regulation of the intensity of withdrawal behavior across a variety of contexts.
Survey data were used to explore whether expressing fear in situations low in threat at age two predicted the risk for developing anxiety by the start of kindergarten.
Using data from the state evaluation of Michigan 21st Century Community Learning Centers, this study employed multilevel modeling to examine racial/ethnic and programmatic factors relevant to two aspects of after-school program participation: youths voluntary participation and parents reasons for
This article aims to understand youths’ voluntary participation in afterschool programs (ASPs), as well as reasons their parents’ reasons for enrolling them, taking into consideration: race/ethnicity, program quality, and program policies.