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Direct linkHanno, Emily C.; McCoy, Dana C.; Sabol, Terri J.; Gonzalez, Kathryn E. – Child Development, 2021
Although professional development is widely used to improve the impacts of early childhood education, little is known about the conditions under which such interventions promote child outcomes. This study applies newly developed methods for quantifying intervention impact heterogeneity to understand whether educators' collective workplace stress…
Descriptors: Child Development, Stress Variables, Faculty Development, Child Care Centers
Pianta, Robert C.; Lipscomb, Daniel; Ruzek, Erik – Child Development, 2021
This study examined indirect associations of MyTeachingPartner coaching with pre-K students' (N = 1,570; 73% low income) school readiness, via improvements of teachers' (N = 393; 47% Black; 41% Head Start) classroom interactions. Data were collected across 2008-2009 and 2009-2010 in 10 urban sites across the eastern United States. The number of…
Descriptors: Coaching (Performance), Teacher Student Relationship, Preschool Children, Preschool Education
Verseveld, Marloes D. A.; Fekkes, Minne; Fukkink, Ruben G.; Oostdam, Ron J. – Child Development, 2021
This study investigates the effectiveness of the PRIMA antibullying program for elementary education using a cluster-randomized trial with two experimental conditions (with and without student lessons) and a control group. Students of 31 schools participated in the study (N = 3,135; M[subscript age] = 10 years). Multilevel regression analyses…
Descriptors: Program Effectiveness, Bullying, Elementary School Students, Elementary School Teachers
Galinsky, Ellen; Bezos, Jackie; McClelland, Megan; Carlson, Stephanie M.; Zelazo, Philip D. – Child Development, 2017
Mind in the Making and Vroom are partner initiatives that exemplify a unique "civic science" approach to "bringing developmental science into the world." Mind in the Making offers families and professionals working with children 0-8 access to developmental research, by engaging them in an active process of professional…
Descriptors: Child Development, Scientific Research, Faculty Development, Outreach Programs
Kim, Young-Suk G.; Lee, Hansol; Zuilkowski, Stephanie S. – Child Development, 2020
Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low- and middle-income countries, and estimated their effects on children's reading skills using a meta-analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various…
Descriptors: Reading Skills, Emergent Literacy, Reading Comprehension, Language Skills
Bleses, Dorthe; Højen, Anders; Justice, Laura M.; Dale, Philip S.; Dybdal, Line; Piasta, Shayne B.; Markussen-Brown, Justin; Clausen, Marit; Haghish, E. F. – Child Development, 2018
The present article reports results of a real-world effectiveness trial conducted in Denmark with six thousand four hundred eighty-three 3- to 6-year-olds designed to improve children's language and preliteracy skills. Children in 144 child cares were assigned to a control condition or one of three planned variations of a 20-week storybook-based…
Descriptors: Language Skills, Child Language, Language Acquisition, Intervention
