Sentences with phrase «difference for children across»

Through effective programming, consistent messaging and a collective voice, together we are making a difference for our children across the state of Colorado.

By providing families with key resources and building strong, supportive communities, together we are making a difference for children across the state of Colorado.

Not exact matches

However, confidence intervals of these differences were overlapping with each other (P = 0.51 for the interaction), indicating no differential intervention effects on child IQ across maternal education categories.

We also estimated relative indices of inequality (RII) and slope indices of inequality (SII) as summary measures of relative and absolute inequalities of breastfeeding outcomes, respectively, across the entire distribution of maternal education.24 For child IQ, linear regression analyses using GEEs were performed to estimate mean IQ differences in lower maternal education from the reference category in each intervention group and compared between the groups.

«By rewarding donations that support public schools, providing tax credits for teachers when they purchase classroom supplies out of pocket, and easing the financial burden on families who send their children to independent, parochial or out - of - district public schools, we can make a fundamental difference in the lives of students, families and educators across the state,» he said.

With nearly one in 68 children in the U.S. diagnosed with autism, according to the Centers for Disease Control and Prevention, Pineda and her colleagues hope the new study will motivate researchers to better define differences in development across the lifespan, including the neonatal period.

If the single - parent family structure adversely affects children's educational outcomes, then the difference in trends across income groups could possibly account for more of the growing gap in educational attainment between rich and poor children than income inequality itself.

«While the date chosen by each state for cut - off appears to reflect an arbitrary approach to school starting age as shown by the differences within Australia, discussion forums including parents across Australia demonstrate that the date causes anxiety when children's birthdays fall close to that cut - off,» Dr Mergler said.

A research assistant will be supervised by Dr. Kim and will be responsible for organizing a student - level data set that will be used for the impact analyses, cleaning the data set at each wave of data collection, monitoring and reporting attrition across waves, and conducting descriptive analyses to check for baseline equivalence, attrition across waves, and posttest differences on the child - level outcomes.

Free schools and academies are making a huge difference to the quality of education right across the country and we very much look forward to establishing these new schools so that we can offer exceptional opportunities for learning to even more children.»

Across all five satisfaction indicators, the differences are, on average, 8, 5, and 11 percentage points for parents of children at the three age levels, respectively.

«By engaging our community in conversations across our differences, leveraging culturally responsive instruction, and educating children side by side in the same classrooms, we believe we are laying the foundation for a more just society.»

This is a unique and exciting opportunity for an experienced professional to play a pivotal role in the work of NET Academies and to make a visible difference in the lives of children across our family of schools.

You can make a difference for your child AND the lives of thousands of children across Colorado by becoming an advocate for charter public schools.

As we develop programs and establish expectations for young children, it is important to be explicit in recognizing and responding to differences across cultures.

The general pattern showing large jurisdictional differences after controlling for the covariates is consistent across each of the five developmental domains with children in Queensland and the ACT showing higher vulnerability compared to children living in the other jurisdictions.

For children, the difference in total and physical PedsQL scores between not overweight and overweight were not significant; however, a significant decrease in the social functioning subscale across each increase in weight category was observed.

There was no significant difference across groups for parent effectiveness / parent - child relationships due to improvement in the control group's score over time.

The difference in marital satisfaction was most pronounced among mothers of infants, while for men, the effect remained similar across ages of children.

For example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risFor example, compared to older mothers, teen mothers display lower levels of verbal stimulation and involvement, higher levels of intrusiveness, and maternal speech that is less varied and complex.47, 48 Mothers with fewer years of education read to their children less frequently25, 49 and demonstrate less sophisticated language and literacy skills themselves, 50 which affects the quantity and quality of their verbal interactions with their children.2 Parental education, in turn, relates to household income: poverty and persistent poverty are strongly associated with less stimulating home environments, 51 and parents living in poverty have children who are at risk for cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risfor cognitive, academic, and social - emotional difficulties.52, 53 Finally, Hispanic and African American mothers are, on average, less likely to read to their children than White, non-Hispanic mothers; 54 and Spanish - speaking Hispanic families have fewer children's books available in the home as compared to their non-Hispanic counterparts.25 These racial and ethnic findings are likely explained by differences in family resources across groups, as minority status is often associated with various social - demographic risks.

The results revealed that (1) for females and males, higher levels of depressive symptoms correlated with a more depressive attributional style; (2) females and males who met diagnostic criteria for a current depressive disorder evidenced more depres - sogenic attributions than psychiatric controls, and never and past depressed adolescents; (3) although no sex differences in terms of attributional patterns for positive events, negative events, or for positive and negative events combined emerged, sex differences were revealed on a number of dimensional scores; (4) across the Children's Attributional Style Questionnaire (CASQ) subscale and dimensional scores, the relation between attributions and current self - reported depressive symptoms was stronger for females than males; and (5) no Sex × Diagnostic Group Status interaction effects emerged for CASQ subscale or dimensional scores.

Thus, differences in alpha power in middle childhood may reflect perturbed neural development as a function of adverse early life experiences and a violation of the expectable environment for young children across childhood.