Sentences with phrase «educational intervention research»

The Liu laboratory applies biostatistics to several areas of research, including: basic cancer research and clinical trials of cancer immunotherapy; infectious diseases; behavioral and educational intervention research; and research on health care outcomes.

Not exact matches

The researchers from the University's Department of Social Policy and Intervention, and the Swedish Institute for Social Research, Stockholm, studied the test scores measuring cognitive ability of children aged between 10 and 13, and found they had a strong effect on a child's subsequent educational performance.

Research conducted in Nantucket, Massachusetts suggests that educational interventions can lower the incidence of Lyme disease between 20 % and 60 % depending on the length of time people spend outdoors in areas where ticks are active.

Those who swear by it frequently invoke the results of Project Follow Through, the largest and most expensive educational research study ever mounted by the federal government, which compared the outcomes of over twenty different educational interventions in high - poverty communities over a multiyear period.

«I hope to develop a research career that informs educators, nonprofit organizations, and governmental agencies in the design of formal and informal educational opportunities and interventions that are culturally relevant, sensitive to children's contexts, and encourage a strong foundation for all children's lifelong learning.»

Research on private school choice, like most educational interventions, has focused on short - term outcomes like test scores and parent satisfaction.

Whitehurst rightly insisted, again and again, that valid information on the impact of an educational intervention can only be obtained through experimental research, most preferably by using a randomized field trial (RFT).

In recent decades, developments in research methodology, administrative record keeping, and statistical software have significantly enhanced the capabilities of researchers to make well - informed evaluations of the causal impacts of educational interventions.

Neuroscience research reveals that humor systematically activates the brain's dopamine reward system, and cognitive studies show that dopamine is important for both goal - oriented motivation and long - term memory, while educational research indicates that correctly - used humor can be an effective intervention to improve retention in students from kindergarten through college.

In the past five years, Response to Intervention (RtI) has become one of the most discussed, researched, and implemented educational improvement programs.

However, by pushing the field, providing support, and engaging researchers to develop ways of conducting such analyses while still being sensitive to needs of students and practitioners, educational research has progressed in fundamental ways with new important evidence on the effects of key programs and interventions.

Kristin Hallgren specializes in conducting in - depth, qualitative research on educational interventions.

Previous research on educational interventions often finds different effects for students from different racial groups.

With the movement toward research - practitioner partnerships, educational agencies can collaboratively develop effective interventions targeted on improving teachers» discipline practices — exploring their beliefs and raising expectations for minority students.

Guidance for those charged with these weighty decisions has come in the surprising form of a calm, judicious tome written in the style of a polished essay in analytic philosophy, replete with Aristotelian - like categories and topped off with citations from contemporary empirical research on the impact of specific educational interventions.

This trust has summarised educational research into a large variety of intervention strategies, stating how effective they are, their relative cost and how strong the evidence supporting these conclusions are.

I have been doing a lot of reading recently to find out what academic educational research studies can tell us about which interventions are effective for improving pupil progress.

These interventions are not discouraged by the research community which freely acknowledges their usefulness, but by the educational establishment which holds rigidly to organizational procedures and teaching methodologies which benefit the mass of students in our schools rather than the individual (Benbow & Stanley, 1997).

This 3 - D School provides comprehensive dyslexia therapy services by identifying children with the characteristics of dyslexia and providing an educational environment designed to include appropriate, multi-sensory, research - based interventions, academic enrichment, and positive experiences that challenge students and build the necessary skills for success later in life.

This specialty school provides comprehensive dyslexia therapy services by identifying children with the characteristics of dyslexia and providing an educational environment designed to include appropriate, multi-sensory research - based intervention, academic enrichment, and positive experiences that challenge students and build the necessary skills for success later in life.

By synthesizing the implications of this growing body of research, CEI identifies and disseminates educational interventions enabling elementary and middle school leaders to «fast track» academic progress.

This initiative focused on furthering the understanding of the scale - up (adoption, sustainability, expansion) of research - validated educational interventions in K - 12 settings.

Our policy priorities are based on research, both locally and nationally that show that an emphasis on early interventions for at - risk students and increased access to educational options are straightforward, effective means of improving academic performance for all students.

MTSS (or RTI) is an educational process that provides high - quality, research - based instruction and intervention based on individual learners» academic, social, and behavioral needs which are identified through screening and progress monitoring.

She has focused her recent research on the effectiveness of numerous school and district educational interventions designed to improve student achievement and has more than two decades experience conducting mixed methods studies.

Much of the existing research in the field has focused on elementary and, to a lesser extent, middle schools, where fostering social and emotional skills is often seen as part of the educational mission and early intervention is possible.

Her research interests emphasize applied educational measurement by designing and managing research studies to evaluate the effectiveness of multi-site intervention programs over time; investigating how school, teacher, and student factors affect student achievement; and developing, validating, and evaluating assessment systems.

Editor's Note: Author Jeff Kosovich, at the University of Virginia, works with mentor Chris Hulleman, Carnegie Fellow and a research associate professor in the department of educational leadership, policy, and foundations at the University of Virginia, to create practical and useful interventions to increase students» productive persistence.

(a) Provides employment and / or practicum experiences with adolescents in urban public school settings; (b) Provides ongoing support in the development of skills necessary to be an effective group facilitator, utilizing a science - based affective curriculum; (c) Heightens facilitators» understanding of the cultural and contextual factors that impact the psychosocial development of urban adolescents and their ability to achieve academically; (d) Exposes facilitators to the process of designing, implementing and evaluating large scale preventive interventions; (e) Examines educational policy and its implications for practice and research for urban education and school reform; and (f) Encourages facilitators» interest and pursuit of careers in education, psychology social work, counseling and / or other related fields.

AIR translates research and evidence - based practices into ready - to - use, effective models to identify students early and support them with appropriate interventions to achieving key educational milestones.

A significant body of research has concluded that student - learning gains garnered by classroom formative assessment practices were among the largest ever reported for educational interventions (e.g., Black and Wiliam, 1998).

These terms reference educational research demonstrating that appropriate early intervention, provided in kindergarten through third grade three, is very effective in closing the gap for struggling readers.

Most recently, Stacy has been working on projects assessing the values and goals of underrepresented students in a variety of educational contexts (two - year colleges, regional universities, and research universities in varied geographical areas of the United States), and developing interventions for underrepresented students in each context.

Her research employs social psychological interventions and social network analysis to understand and address real - world problems related to group identity, stigma, and psychological threat in educational settings and beyond.

While this research did not explore the links between district interventions and student learning, it did reaffirm the influence of districts on educational change, and set the stage for contemporary research on the district role in education reform.

We expect that School Counseling graduates, through direct intervention, collaboration, research, advocacy and leadership, will be proficient and excel at identifying and removing the barriers that impede equal access to educational and career opportunities for all students.

A growing body of research has examined the impact on behaviour and school performance of educational, youth - development, preventive, and clinical interventions that promote social and emotional learning (SEL).

She is using the Education Endowment Foundation DIY Intervention toolkit as a base as well as findings from the Rees Centre for Research into Fostering and Education and access to broader educational studies.

With a relatively larger (albeit still inadequate) body of literature, UCLA / Lovaas — based intervention and EIBI variant studies have revealed positive shifts in language, adaptive, cognitive, and educational outcomes, but our confidence (strength of evidence) in that effect is low because of the need for additional, confirmatory research, a lack of high - quality RCTs, and no studies that have directly compared effects of promising manualized treatment approaches.

Results of individual studies have suggested that some children who enter into intensive autism - specialized intervention services at young ages may show larger gains in terms of cognitive and adaptive functioning and early educational attainment than children who do not receive such services.2, — , 6 This research led to a reconceptualization of ASDs as a group of disorders marked by plasticity and heterogeneity and for which there was hope for better outcomes for some children who receive appropriate intervention.

Despite decades of research describing the harmful effects of family poverty on children's emotional and behavioral development, eg,12 - 17 experimental or quasi-experimental manipulations of family income that could go beyond description are rare18 and tend to examine the effect of such manipulations on physical health or academic attainment, rather than emotional or behavioral functioning.19, 20 Other analyses of the Great Smoky Mountains data set have focused on educational and criminal outcomes.21 The few studies looking at emotional or behavioral outcomes tend to have a short time frame.22, 23 Some studies of school - based interventions have followed up with children through to adulthood, 24,25 but we have found none that have looked at the long - term effects of family income supplementation on adult psychological functioning.

Such interventions are specifically implemented in the context of a professional counseling relationship and may include, but are not limited to: appraisal; individual, group, marriage, and family counseling and psychotherapy; the diagnostic description and treatment of persons with mental, emotional, and behavioral disorders or disabilities; guidance and consulting to facilitate normal growth and development, including educational and career development; the utilization of functional assessments and career counseling for persons requesting assistance in adjusting to a disability or handicapping condition; referrals; consulting; and research.

Research has shown that therapy is more effective when learning or an educational component is incorporated alongside therapy interventions (Baskin et al., 2010).

Ms.Twombly's areas of interest and research include systems of care for substance - exposed newborns, infant mental health, family - guided early intervention, and the use of standardized screening tools in diverse health, educational and social services settings.

Prior to the early intervention course the 149 children who were studied as part of the research refused to take orders, were prone to violent outbursts or extreme cheekiness, were hitting other children and were experiencing difficulty in settling into educational settings.

At PAS Intervention, we are dedicated to Ending Child Abuse and Parental Alienation through educational awareness, research / development, free online support groups, legislation, legal and any other venue available to us.

Sue was given this award in recognition for her paradigm shifting, innovative work in couple and family therapy interventions, her research and her contribution to the training of mental health professionals around the globe, as well as her popular educational books and programs for the public.

In response to this recent uptick in mindfulness - based interventions, an emerging body of research examines the effects of these interventions in educational settings.

We conclude that well - implemented community schools lead to improvement in student and school outcomes and contribute to meeting the educational needs of low - achieving students in high - poverty schools, and sufficient research exists to meet the Every Student Succeeds Act (ESSA) standard for an evidence - based intervention.