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Direct linkGreen, Amy L.; Ferrante, Stephen; Boaz, Timothy L.; Kutash, Krista; Wheeldon-Reece, Brooke – Psychology in the Schools, 2021
Early adolescence and the transition to middle school bring about many challenges for students and negative outcomes are not uncommon, including academic decline and social maladjustment. This developmental period is also marked by increased risk of mental health-related difficulties. Strengthening students' social and emotional competencies…
Descriptors: Social Emotional Learning, Developmentally Appropriate Practices, Preadolescents, Mentors
Ladeji-Osias, Jumoke O.; Partlow, LaDawn E.; Dillon, Edward C. – IEEE Transactions on Education, 2018
Contribution: This paper shows that participating in a year-round program for African-American male middle school students (ages 10-14) can positively impact their attitudes toward STEM, their confidence in problem solving and team work, and their interest in STEM careers, but may not impact the interest in taking STEM classes to the same extent.…
Descriptors: African American Students, Males, Middle School Students, Student Attitudes
Download full textWebster-Stratton, Carolyn; Reinke, Wendy M.; Herman, Keith C.; Newcomer, Lori L. – Online Submission, 2011
This article focuses on the Incredible Years Teacher Classroom Management (IY TCM) intervention as an example of an evidence-based program that embeds fidelity and adaptation within its design. First, the core features of the IY TCM program along with the methods, processes, and principles that make the intervention effective are described. The…
Descriptors: Intervention, Classroom Techniques, Coaching (Performance), Fidelity
Peer reviewedMcLeod, Nancy S.; Wright, Cheryl – Early Childhood Education Journal, 1996
Proposes using a developmentally appropriate practice framework to determine if a sexual abuse prevention program takes into consideration the unique learning abilities of preschool children. Reviews definition of and statistics related to sexual abuse. Compares appropriate and inappropriate teaching practices in child sexual abuse prevention…
Descriptors: Age Differences, Child Abuse, Developmentally Appropriate Practices, Individual Development
Peer reviewedBriggs, Freda; Hawkins, Russell M. F. – Early Child Development and Care, 1994
A follow-up study examined two programs intended to prevent child sexual abuse: (1) Protective Behaviors (Australia), which develops assertiveness skills to empower children; and (2) Keeping Ourselves Safe (New Zealand), which uses "What if..." problem-solving exercises. Revealed the importance of providing a school-based program that is…
Descriptors: Assertiveness, Child Abuse, Developmentally Appropriate Practices, Followup Studies
Corter, Carl, Ed.; Park, Norman W., Ed. – 1993
A study identified and analyzed exemplary and effective programs available in Canada for kindergarten students. The broad-based research team included members from faculties of education, boards of education, early childhood education programs, a research consulting firm, child development researchers, and teacher-practitioners. The study began…
Descriptors: Developmentally Appropriate Practices, Early Childhood Education, Emotional Development, Foreign Countries
