Sentences with phrase «preschool teachers in our study»

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NEW YORK (Reuters Health)- Preschool teachers scored low on a nutrition knowledge quiz and seemed to have unhealthy eating habits themselves, researchers found in a small study.

The study is the first to examine preschool teachers» «self - efficacy» — or their belief in their ability and enjoyment for an academic area — in literacy, math and science.

Preschool teachers and staff show signs of implicit bias in administering discipline, but the race of the teacher plays a big role in the outcome, according to research conducted by the Yale Child Study Center.

Elisabet Fält et al., Exploring Nurses», Preschool Teachers» and Parents» Perspectives on Information Sharing Using SDQ in a Swedish Setting — A Qualitative Study Using Grounded Theory, PLOS ONE, 11th January 2016, http://dx.plos.org/10.1371/journal.pone.0168388

If the family agrees to participate in the study, the parents each complete a separate form and take the third questionnaire to their child's preschool for the teachers to complete.

Mads Mikkelsen plays a serial killer on TV's Hannibal, but in Thomas Vinterberg's study of rumors and self - righteous hysteria in a Danish village, he's a compassionate preschool teacher who falls under wrongful suspicion of child sexual abuse.

Some studies, for example, find that having a preschool teacher with a BA increases math scores; others find no effect on math scores but significant increases in writing scores; and still others find no effects whatsoever.

Recent studies have used correlational methods that compare outcomes for children in child - centered and content - centered classrooms in which teachers have self - selected their instructional approaches and children's parents have self - selected their preschools.

In one study, Robert Pianta, dean of the Curry School of Education at the University of Virginia, found that in observations of 700 preschool classrooms across 11 states, teachers in less than 15 percent of the classes demonstrated «effective teacher - student interactions.&raquIn one study, Robert Pianta, dean of the Curry School of Education at the University of Virginia, found that in observations of 700 preschool classrooms across 11 states, teachers in less than 15 percent of the classes demonstrated «effective teacher - student interactions.&raquin observations of 700 preschool classrooms across 11 states, teachers in less than 15 percent of the classes demonstrated «effective teacher - student interactions.&raquin less than 15 percent of the classes demonstrated «effective teacher - student interactions.»

This study examined the quality of the classroom climate and dyadic teacher — child relationships as predictors of self — regulation in a sample of socially disadvantaged preschool children (N = 206; 52 % boys).

In a recent Atlantic article, «The Underestimation of America's Preschool Teachers,» author Lillian Mongeau quotes Marcy Whitebook, director of the Center for the Study of Child Care Employment: «Existing brain science backs up what educators could only theorize in the 1970s: The first five years of a child's life are key to their overall brain developmenIn a recent Atlantic article, «The Underestimation of America's Preschool Teachers,» author Lillian Mongeau quotes Marcy Whitebook, director of the Center for the Study of Child Care Employment: «Existing brain science backs up what educators could only theorize in the 1970s: The first five years of a child's life are key to their overall brain developmenin the 1970s: The first five years of a child's life are key to their overall brain development.

Based on this and earlier studies, Reynolds and Temple say the key to CPC's success lies in both the quality of the program and its teachers, the opportunity for more than one year of participation, small classes, comprehensive family services, structured activity - based curricula focusing on language and literacy, and attention to continuity of learning from preschool to the early school grades.

The study also noted that kindergarten teachers reported the expectation that fewer of the children who had participated in the PATHS program in preschool would be held back a grade.

MDRC; New York, NY $ 180,000 over two years to investigate how specific teacher classroom practices are predictive of child outcomes and how effective professional development supports are for teachers in preschool classrooms implementing the Building Blocks math curriculum in New York City as part of the Making Pre-K Count study.

This study examined the quality of the classroom climate and dyadic teacher - child relationships as predictors of self - regulation in a sample of socially disadvantaged preschool children (N = 206; 52

The aims of this study were to examine mother - teacher agreement on oppositional defiant disorder (ODD) and conduct disorder (CD) symptoms and diagnoses in preschool children; to determine if context is a source of disagreement; and to explore if sex, referral status, and age moderated agreement rates.

Governments and preschools need to continue collecting more data, studying models of behavioral intervention, and investing in resources for preschool teachers.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The study examined the impact of a 26 - week intervention program targeted at teachers and designed to encourage and facilitate father / male involvement (Father / Male Involvement Preschool Teacher Education Program) in two state - funded prekindergarten programs for children identified as being at - risk for later school failure.

In classrooms using the 5th Edition, an independent, two - year impact study found evidence that The Creative Curriculum ® for Preschool is effective in helping children achieve positive outcomes, specifically higher literacy and math outcomes and increased teacher effectivenesIn classrooms using the 5th Edition, an independent, two - year impact study found evidence that The Creative Curriculum ® for Preschool is effective in helping children achieve positive outcomes, specifically higher literacy and math outcomes and increased teacher effectivenesin helping children achieve positive outcomes, specifically higher literacy and math outcomes and increased teacher effectiveness.

The study consisted of document reviews, telephone interviews with state agency respondents and local preschool directors, and in - person interviews with district administrators, principals, kindergarten teachers, and other KEA assessors.

In each of the four states we studied, pay differentials — between child care workers and preschool teachers, between preschool teachers in public schools and their counterparts in community settings, and between preschool and k - 12 teachers — pose problemIn each of the four states we studied, pay differentials — between child care workers and preschool teachers, between preschool teachers in public schools and their counterparts in community settings, and between preschool and k - 12 teachers — pose problemin public schools and their counterparts in community settings, and between preschool and k - 12 teachers — pose problemin community settings, and between preschool and k - 12 teachers — pose problems.

These include the Child Study, a multi-site longitudinal randomized controlled trial of the Friends of the Children professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary scStudy, a multi-site longitudinal randomized controlled trial of the Friends of the Children professional youth mentoring program; the Relief Nursery Study, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary scStudy, a randomized controlled trial of a multimodal therapeutic preschool program for at risk children and families; the Parent Child Study, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary scStudy, a randomized trial of Parenting Inside Out, a parent management training with incarcerated parents within adult corrections; the Paths Project, a study of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary scstudy of the transition into young adulthood for youth who were heavily involved with the juvenile justice system and who participated in a randomized trial of Multidimensional Treatment Foster Care (MTFC, now known as Treatment Foster Care Oregon); and the Linking the Interests of Families and Teachers (LIFT) Project, a study of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary scstudy of the transitions into young adulthood for participants in a randomized multi-modal school - based prevention intervention program that began during elementary school.

One study found preschool teachers who participated in an online professional development course and also received classroom mentoring graduated children with better language comprehension, more advanced phonological awareness, a larger vocabulary, and more letter knowledge than children in classrooms with teachers who received either none or less professional development support.