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Impact of Group Music-Making on Social Development: A Scoping Review (El impacto de la práctica musical grupal en el desarrollo social: una revisión exploratoria)
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Cabedo-Mas, Alberto; Moliner-Miravet, Lidón; Campayo-Muñoz, Emilia; Macián-González, Roberto; Arriaga-Sanz, Cristina – Journal for the Study of Education and Development, 2023
The potential of music-making to foster an individual's social development has been widely explored. The objective of this review is twofold: (1) to examine the characteristics of group music-making initiatives aimed at promoting social skills; and (2) to analyse the impact that group music-making initiatives have on people's social development.…
Descriptors: Music, Music Education, Social Development, Interpersonal Competence
Changing Minds: A Pilot Feasibility Study of Mindfulness Training for At-Risk Adolescents
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Culang, Hanna; Davis, Elizabeth R.; Egan, Laura; Simmons, Akeesha; Vago, David R.; Finley, Susan; Dennis-Tiwary, Tracy – National Youth Advocacy and Resilience Journal, 2021
Youth at risk for negative health outcomes due to reduced access to social, mental health, and educational support systems are in particular need of resources promoting social-emotional resilience and positive educational outcomes. A growing body of research documents the positive benefits of mindfulness-based interventions (MBIs), but few studies…
Descriptors: Metacognition, Attention Control, Adolescents, High School Students
Peer Tutoring in Mathematics in Primary Education: A Systematic Review
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Alegre, Francisco; Moliner, Lidon; Maroto, Ana; Lorenzo-Valentin, Gil – Educational Review, 2019
In this review, we have examined the main components of peer tutoring in mathematics in primary education (1st to 6th grade) settings. Fifty studies were included in this article. The review was intended to examine trends in this research field regarding roles of the participants, their age (same-age vs cross-age), the methodological approach…
Descriptors: Peer Teaching, Mathematics Instruction, Elementary School Students, Teaching Methods
Leading the Way to Team Teaching an Integrated Spiraled Thematic High School Equivalency Course
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Walker, Karla – COABE Journal: The Resource for Adult Education, 2019
In this article Karla Walker describes how her division developed new curriculum to help adults earn their High School Equivalency Diplomas (HSEDs). The division's goals were to: (1) shorten the time students took to complete the program; (2) develop transition to college or employment; (3) allow for poverty-informed decisions within the program;…
Descriptors: Team Teaching, High School Equivalency Programs, Spiral Curriculum, Program Development
Seven Questions about Apprenticeships: Answers from International Experience. OECD Reviews of Vocational Education and Training
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OECD Publishing, 2018
After a period of relative neglect in many countries, apprenticeships and other forms of work-based learning are experiencing a revival. Their effectiveness in easing school-to-work transitions and serving the economy is increasingly recognised. However, engaging individuals, employers, social partners and education and training systems in such…
Descriptors: Apprenticeships, Vocational Education, Program Design, Context Effect
Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which is More Effective?
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Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe – Educational Evaluation and Policy Analysis, 2016
As policymakers contemplate expanding preschool opportunities for low-income children, one possibility is to fund 2, rather than 1 year of Head Start for children at ages 3 and 4. Another option is to offer 1 year of Head Start followed by 1 year of pre-K. We ask which of these options is more effective. We use data from the Oklahoma pre-K study…
Descriptors: Kindergarten, Early Childhood Education, Preschool Education, Data Analysis
Head Start at Ages 3 and 4 versus Head Start Followed by State Pre-K: Which Is More Effective?
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Jenkins, Jade Marcus; Farkas, George; Duncan, Greg J.; Burchinal, Margaret; Vandell, Deborah Lowe – Grantee Submission, 2016
As policy-makers contemplate expanding preschool opportunities for low-income children, one possibility is to fund two, rather than one year of Head Start for children at ages 3 and 4. Another option is to offer one year of Head Start followed by one year of pre-k. We ask which of these options is more effective. We use data from the Oklahoma…
Descriptors: Achievement Tests, Kindergarten, Early Childhood Education, Preschool Education