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Direct linkPoyntz, Stuart R.; Coles, Rebecca; Fitzsimmons-Frey, Heather; Bains, Alysha; Sefton-Green, Julian; Hoechsmann, Michael – Oxford Review of Education, 2019
The 'learning city' contains a range of non-formal learning economies. In recent years researchers have focused on, what has been termed, the non-formal arts learning sector, to document best practices, the emergence of new literacies and/or cultural practices, and to highlight interventions that support otherwise marginalised and underserved…
Descriptors: Art Education, Informal Education, Best Practices, Intervention
Green, Katherine; Robbins, Sandra; Varga, Mary; Head, Cynthia; Davis, Erin; Houze, Whitney – International Journal of Disability, Development and Education, 2021
In the United States, preschool teachers report behaviour management as one of the greatest challenges when educating young children. Teachers consistently feel unprepared to meet the needs of children with persistent challenging behaviours. Unfortunately, the issue affects more than just preschool teachers. Behaviour issues that emerge in…
Descriptors: Disadvantaged Youth, Preschool Education, Behavior Problems, Preschool Teachers
Parker, Andrew; Morgan, Haydn; Farooq, Samaya; Moreland, Ben; Pitchford, Andy – Sport, Education and Society, 2019
Numerous sport-based interventions exist which target marginalised or 'at-risk' young people with the intention of enabling some form of social change for programme participants. Very often, the objective of such interventions is the acquisition and development of qualities associated with 'good citizenship'. However, critical scholars have noted…
Descriptors: Social Change, Disadvantaged Youth, Social Control, Team Sports
Bergey, Rebecca; August, Diane; Baird, Ashley Simpson; Martin, Alejandra; LeVangie, Samantha; Carbuccia-Abbott, Maryan – NABE Journal of Research and Practice, 2020
Dual language learners are a growing population in early learning and care settings. Young DLLs have the potential to develop proficiency in two languages when provided adequate supports; however, most teachers of young DLLs feel inadequately prepared to support DLLs. Cultivating Oral Language and Literacy Talent in Students (COLLTS) is an…
Descriptors: Oral Language, Bilingualism, Language Proficiency, Second Language Learning
McCoy, Dana Charles; Jones, Stephanie; Roy, Amanda; Raver, C. Cybele – Developmental Psychology, 2018
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and…
Descriptors: School Readiness, Social Development, Emotional Development, Low Income
Slaten, Christopher D.; Rivera, Roberto C.; Shemwell, Daniel; Elison, Zachary M. – Journal of Education for Students Placed at Risk, 2016
A growing body of research suggests educators need to focus on cultivating social and emotional competencies that youth will need to thrive in the new knowledge economy (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). For marginalized urban youth, in particular, few have derived programs and interventions to assist with these…
Descriptors: Social Development, Emotional Development, Disadvantaged Youth, Urban Youth
Download full textChildren Now, 2014
The birth of a child can be a simultaneously joyous and challenging time for families. Virtually all parents will struggle with the enormous physical and emotional demands of parenting a very young child, but for too many California families those challenges are additionally compounded by poverty, housing instability, lack of social support, or…
Descriptors: Home Visits, Poverty, Housing, Child Rearing
Simon-Cereijido, Gabriela; Gutiérrez-Clellen, Vera F. – International Journal of Bilingual Education and Bilingualism, 2014
There has been a growing concern about how best to address the needs of dual language learners with language impairments. Most dual language programmes have been evaluated with children with typical language development (TLD) and as a result, very little is known about the effect of these programmes on children with language disabilities. The…
Descriptors: Bilingual Education, Language Impairments, Oral Language, Preschool Children
Landry, Susan H.; Zucker, Tricia A.; Taylor, Heather B.; Swank, Paul R.; Williams, Jeffrey M.; Assel, Michael; Crawford, April; Huang, Weihua; Clancy-Menchetti, Jeanine; Lonigan, Christopher J.; Phillips, Beth M.; Eisenberg, Nancy; Spinrad, Tracy L.; de Viliers, Jill; de Viliers, Peter; Barnes, Marcia; Starkey, Prentice; Klein, Alice – Developmental Psychology, 2014
Despite reports of positive effects of high-quality child care, few experimental studies have examined the process of improving low-quality center-based care for toddler-age children. In this article, we report intervention effects on child care teachers' behaviors and children's social, social-emotional classroom activities (RECC).…
Descriptors: Educational Quality, Early Childhood Education, At Risk Persons, Toddlers
Rogers, Ruth Ann – Pastoral Care in Education, 2010
This paper emerges from an evaluation conducted by the author into the impact of a community-based intervention scheme designed to reduce perceived levels of "anti-social behaviour" amongst young people living in deprived communities. Drawing from this evaluation, the paper discusses the difficulties in assessing quantifiable measures of…
Descriptors: Evaluation Methods, Intervention, Citizenship Education, Adolescents
Kaufman, Michelle R. – American Journal of Sexuality Education, 2010
Big Brothers/Big Sisters is a national program aimed at providing mentors for disadvantaged children. This study tested whether Big Sister mentors could be trained to increase communication with their Little Sisters about sexual health issues. The study tested an intervention based on social cognitive theory in which a sexual health communication…
Descriptors: Experimental Groups, Intervention, Mentors, Self Efficacy
Peterson, Carla A.; Mayer, Lynn Milgram; Summers, Jean Ann; Luze, Gayle J. – Early Childhood Education Journal, 2010
Poverty-related factors place children at higher risk for disabilities and also serve as barriers to families accessing services for their children and themselves. Early childhood practitioners can play a critical role in supporting families by providing services to overcome these obstacles and by working in partnership with specialized early…
Descriptors: Control Groups, Research Design, Individualized Family Service Plans, Intervention
Paterson Board of Education, NJ. – 1970
Published prior to the 1970 implementation of a Paterson, New Jersey, Title III early childhood program for 120 pre-kindergarten and 120 kindergarten aged disadvantaged children, the bulletin describes the school and student population, the evaluation procedure, differences between experimental and control groups, results of pretesting, the eight…
Descriptors: Disadvantaged, Disadvantaged Youth, Early Childhood Education, Exceptional Child Education
Paterson Board of Education, NJ. – 1971
Described is an on-going 1970-71 urban early childhood education project serving 120 pre-kindergarten and 120 kindergarten culturally disadvantaged children in Paterson, New Jersey. Discussed are the program rationale based on the importance of preschool experience and the need for a model demonstration project. Purposes of the special project are…
Descriptors: Disadvantaged, Disadvantaged Youth, Early Childhood Education, Exceptional Child Education
Peer reviewedScott, Ralph – Child Welfare, 1974
A description of an experiment in early intervention designed to promote learning in deprived children. Postprogram tests shed light on the nature of gains. (ST)
Descriptors: Compensatory Education, Disadvantaged Youth, Early Childhood Education, Home Visits
