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Direct linkAmanda Moreno; Rebecca Hinze-Pifer; Stephen Baker; Reiko Kakuyama; Adenia Linker – Society for Research on Educational Effectiveness, 2024
Background: Much has been made of whether the evidence supporting mindfulness-based interventions (MBIs) is consistent or high-quality enough to merit their wide implementation, and numerous meta-analyses, reviews, and meta-analyses of meta-analyses have been conducted in pursuit of this question (e.g., Bockmann & Yu, 2023; Goldberg et al.,…
Descriptors: Elementary School Students, Kindergarten, Grade 1, Grade 2
Laija-Rodriguez, Wilda; Ochoa, Salvador Hector; Parker, Richard – Bilingual Research Journal, 2006
The Office of Civil Rights (2001) and the No Child Left Behind Act of 2001 (Antunez, 2003) mandate that language proficiency and academic achievement be measured in order to provide equal educational opportunities to English language learners and have an accountability system for their language and academic growth. The Cognitive Academic Language…
Descriptors: Language Proficiency, Spanish, English (Second Language), Academic Achievement
Download full textWalking Eagle, Karen P.; Miller, Tiffany D.; Cooc, North; LaFleur, Jennifer; Reisner, Elizabeth R. – Policy Studies Associates, Inc., 2009
New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ…
Descriptors: Program Implementation, Program Effectiveness, Program Content, Nonprofit Organizations
