Sentences with phrase «skills outcome study»

A controlled parenting skills outcome study examining individual differences and attendance effects.

A Controlled Parenting Skills Outcome Study Examining Individual Difference and Attendance Effects

Not exact matches

These outcomes are important for a sound, collaborative company culture where employees feel safe contributing new ideas and trying out new approaches: Google, for instance, conducted a study that found employees who felt psychologically safe in their environments were less likely to leave, more likely to leverage a diverse skill set and more likely to be successful.

New Evidence on How Skills Influence Human Capital Acquisition and Early Labor Market Return to Human Capital between Canada and the United States Steven F. Lehrer, Queen's University and NBER Michael Kottelenberg, Huron University College Lehrer and Kottelenberg analyze the roles played by cognitive and non-cognitive skills in educational attainment and early labor market outcomes using the Youth in Transition Survey from Canada and earlier results from a study of the National Longitudinal Survey of Youth in the United SSkills Influence Human Capital Acquisition and Early Labor Market Return to Human Capital between Canada and the United States Steven F. Lehrer, Queen's University and NBER Michael Kottelenberg, Huron University College Lehrer and Kottelenberg analyze the roles played by cognitive and non-cognitive skills in educational attainment and early labor market outcomes using the Youth in Transition Survey from Canada and earlier results from a study of the National Longitudinal Survey of Youth in the United Sskills in educational attainment and early labor market outcomes using the Youth in Transition Survey from Canada and earlier results from a study of the National Longitudinal Survey of Youth in the United States.

More rigorous longitudinal studies using outcome measures focusing on movement quality are recommended to understand any long - lasting influence on the motor skills in these infants.

Other investigators have reported a significant increase in adverse perinatal outcomes related to planned home births, especially where skilled birth attendants are not universally integrated into regional health systems, or in population - based studies that include at - risk pregnancies [20 — 22].

Willette and Webb say they wanted to take a more holistic approach with this study to better understand how this gene affects the course of the disease and certain outcomes such as motor skills and anxiety.

Harvard Graduate School of Education will work with the Strategic Education Research Partnership and other partners to complete a program of work designed to a) investigate the predictors of reading comprehension in 4th - 8th grade students, in particular the role of skills at perspective - taking, complex reasoning, and academic language in predicting deep comprehension outcomes, b) track developmental trajectories across the middle grades in perspective - taking, complex reasoning, academic language skill, and deep comprehension, c) develop and evaluate curricular and pedagogical approaches designed to promote deep comprehension in the content areas in 4th - 8th grades, and d) develop and evaluate an intervention program designed for 6th - 8th grade students reading at 3rd - 4th grade level.The HGSE team will take responsibility, in collaboration with colleagues at other institutions, for the following components of the proposed work: Instrument development: Pilot data collection using interviews and candidate assessment items, collaboration with DiscoTest colleagues to develop coding of the pilot data so as to produce well - justified learning sequences for perspective - taking, complex reasoning, academic language skill, and deep comprehension.Curricular development: HGSE investigators Fischer, Selman, Snow, and Uccelli will contribute to the development of a discussion - based curriculum for 4th - 5th graders, and to the expansion of an existing discussion - based curriculum for 6th - 8th graders, with a particular focus on science content (Fischer), social studies content (Selman), and academic language skills (Snow & Uccelli).

This study is designed to identify family and school factors that drive the development of children's socio - emotional skills and how these skills in turn help improve children's future outcomes.

This scheme of work takes students through stages in making a successful composition Key areas covered are observation drawing skills, key terminology, rules of composition, critical referencing — contextual studies, development of ideas in range of media and approach and realisation of outcomes.

A new study that looked at a more than 20 - year - old program designed to build social and emotional skills in young children found a surprising outcome: Participants had a higher likelihood of voting later in life.

Although these studies demonstrate how universal programs that teach SEL skills can have an economic impact, it must be noted that estimates are largely based on program effects for more readily monetized outcomes.

Dozens of studies of afterschool programs repeatedly underscore the powerful impact of supporting a range of positive learning outcomes, including academic achievement, by affording children and youth opportunities to practice new skills through hands - on, experiential learning in project - based after school programs.

Studies comparing learning outcomes for students taught via project - based learning versus traditional instruction show that when implemented well, PBL increases long - term retention of content, helps students perform as well as or better than traditional learners in high - stakes tests, improves problem - solving and collaboration skills, and improves students» attitudes towards learning (Strobel & van Barneveld, 2009; Walker & Leary, 2009).

Another study examined kindergarten teachers» ratings of their student's prosocial skills (e.g. kindness, sharing, and empathy) and discovered a strong correlation to adult outcomes such as higher educational attainment, stronger employment, and better mental health, in addition to reduced criminal activity and substance use (Jones, Greenberg, & Crowley, 2015).

There is growing consensus among researchers who study child development, education, and health that these skills are essential to learning and life outcomes.

Multiple studies demonstrate the important benefits on life outcomes by addressing social and emotional skills.

Summary: This article reports on anew Princeton study examined the long - term effects of a 20 - year - old program known as Fast Track, one of the earliest and largest programs designed to improve life outcomes for at - risk students by teaching psychosocial skills.

Though her study did not examine the reasons for the better long - term outcomes for students in bilingual programs, Umansky said other research suggests that students acquire transferable language skills and a better understanding of subjects like math and history by studying in their native language first.

School library impact studies show that school libraries have a positive effect on student outcomes, as they teach 21st - century skills, promote active engagement and critical thinking, and develop independent learners.

This study examines student outcomes associated with the Visual Thinking Curriculum (VTC), a program designed to foster students» thinking skills through looking at and discussing visual art.

While multiple meta - analyses and large - scale research studies have found that models following the bilingual approach can produce better outcomes than ESL models, as measured by general academic content assessments or measures of reading comprehension or skills, other studies indicate that the quality of instructional practices matter as well as the language of instruction.

During middle school, for example, students from elementary schools that had implemented the Developmental Studies Center's Child Development Project — a program that emphasizes community building — were found to outperform middle school students from comparison elementary schools on academic outcomes (higher grade - point averages and achievement test scores), teacher ratings of behavior (better academic engagement, respectful behavior, and social skills), and self - reported misbehavior (less misconduct in school and fewer delinquent acts)(Battistich, 2001).

The study found that Georgia's Pre-K Program produces significant positive outcomes for children, regardless of family income level or English language skills.

Thus, the causes and consequences of disparities in students» non-cognitive outcomes (known variously as socioemotional skills, character skills, social skills, and 21st - century skills), remains under - studied.

Learning outcomes refer to the anticipated results of a course of study — the skills, behaviors, or knowledge that a student is expected to possess.

A large - scale national study of Head Start classrooms found that the PATHS program improved outcomes in student emotional knowledge and social problem - solving skills among preschool students!

Academic Coaches may tutor students in 9th - 12th grade subjects, teach ACT workshops, lead study skills workshops, provide academic advising, outreach to teachers, counselors, and families, administer practice tests, manage a caseload of students to academic outcomes, develop curriculum, and manage programming.

A recent comprehensive study by Northwestern Professor Kirabo Jackson found that children with teachers who help them develop non-cognitive skills have much better outcomes than those who have teachers who may help them raise test scores.

Though the specific implementation of the 21st century skills in the countries studied varies considerably, all of these systems, Cheng says, are creating experiences for students that will enable them to become much more active learners, offering much more experiential learning and deliberately creating opportunities for students to pursue diverse learning outcomes.

For his research, he conducted a Randomized Control Trial in Selective Schools in Perú to study the impact of cognitive and social skills of peers on educational outcomes.

The implementation aspect of this study showed that the adult social emotional skills are essential to delivering a program that results in measurable child outcomes.

The authors [1] look at the skills that help to drive children's future outcomes, [2] describe how policy - makers, schools and families acknowledge the importance of fostering social and emotional skills development and the gap with the available teaching practices, [3] present an approach to the study of social and emotional skills and the underlying conceptual framework, and [4] highlight future work in this area.

According to Kennedy, amongst the 22 syllabi examined in the study, less than half acknowledged that there were competing solutions to environmental problems, and fewer still included developing critical thinking skills as a learning outcome.

A 2015 national study published in the American Journal of Public Health found statistically significant associations between SEL skills in kindergarten and key outcomes for young adults years later in education, employment, criminal activity, substance use, and mental health.

Summary: (To include comparison groups, outcomes, measures, notable limitations) The goal of the present study was to assess the effectiveness of Seeking Safety (SS) in a group format with incarcerated women who were receiving typical prison programming (e.g., educational services, substance abuse relapse prevention, work related skills, and some specialized classes focused on topics such as changing thinking patterns, anger management, or parenting skills).

To conclude, the present study has extended the previous empirical findings regarding the importance of early childhood education in stimulating cognitive skills and improving learning outcomes.

Our findings add insight into the pathways linking early childhood adversity to poor adult wellbeing.29 Complementing past work that focused on physical health, 9 our findings provide information about links between ACEs and early childhood outcomes at the intersection of learning, behavior, and health.29 We found that ACEs experienced in early childhood were associated with poor foundational skills, such as language and literacy, that predispose individuals to low educational attainment and adult literacy, both of which are related to poor health.23, 30 — 33 Attention problems, social problems, and aggression were also associated with ACEs and also have the potential to interfere with children's educational experience given known associations between self - regulatory behavior and academic achievement.34, 35 Consistent with the original ACE study and subsequent research, we found that exposure to more ACEs was associated with more adverse outcomes, suggesting a dose — response association.3 — 8 In fact, experiencing ≥ 3 ACEs was associated with below - average performance or problems in every outcome examined.

However, three studies had outcomes where one or two domains had a moderate risk of bias.45 — 47 Two studies had outcomes with high risk of bias in one domain.45 47 Based on an overall judgement across risk - of - bias domains, two outcomes (Comprehensive Test of Basic Skills Form (CTBS) math and reading scores) 47 and one study41 were excluded from the review.

Relative to children with no ACEs, children who experienced ACEs had increased odds of having below - average academic skills including poor literacy skills, as well as attention problems, social problems, and aggression, placing them at significant risk for poor school achievement, which is associated with poor health.23 Our study adds to the growing literature on adverse outcomes associated with ACEs3 — 9,24 — 28 by pointing to ACEs during early childhood as a risk factor for child academic and behavioral problems that have implications for education and health trajectories, as well as achievement gaps and health disparities.

Authors of individual studies have reported positive outcomes from early and intensive behavioral and developmental intervention in cognitive performance, language skills, and adaptive behavior when delivered over substantial intervals of time (ie, 1 — 2 years) compared with broadly defined eclectic treatments.

In these clinical random assignment studies, when therapists adhered to a manual of techniques and parents made changes in parenting skills (which were documented), the outcome included immediate posttreatment improvement and evidence of improvement 1 - 3 years after treatment.

In an early impact study on the effectiveness of «skills - based relationship education programs designed to help low - income married couples strengthen their relationships and, in turn, to support more stable and more nurturing home environments and more positive outcomes for parents and their children,» MDRC reported [20] «Overall, the program has shown some small positive effects, without clear indications (yet no clear negative proof) for improving the odds to stay together after 12 months.»

Nimmo, J. (1993) Social competence: A pilot study of a cognitive - behavioural social skills program with comparisons of outcomes for in - class and withdrawal groups.

Strengthening resiliency is an important outcome of this study as it reinforces maternal skills and supports infant development.

The concept of resilience and closely related research regarding protective factors provides one avenue for addressing mental well - being that is suggested to have an impact on adolescent substance use.8 — 17 Resilience has been variably defined as the process of, capacity for, or outcome of successful adaptation in the context of risk or adversity.9, 10, 12, 13, 18 Despite this variability, it is generally agreed that a range of individual and environmental protective factors are thought to: contribute to an individual's resilience; be critical for positive youth development and protect adolescents from engaging in risk behaviours, such as substance use.19 — 22 Individual or internal resilience factors refer to the personal skills and traits of young people (including self - esteem, empathy and self - awareness).23 Environmental or external resilience factors refer to the positive influences within a young person's social environment (including connectedness to family, school and community).23 Various studies have separately reported such factors to be negatively associated with adolescent use of different types of substances, 12, 16, 24 — 36 for example, higher self - esteem16, 29, 32, 35 is associated with lower likelihood of tobacco and alcohol use.

Such placements are more often used for adolescents and children with serious mental or physical health difficulties.51 Overall, the evidence suggests that group home placement is deleterious to children.52 Children in group care in the NSCAW study had poorer developmental outcomes than their counterparts in family environments, but they also had more intense needs at placement entry.53 In a study comparing young children reared in foster family homes to those in group homes, children in group care exhibited more compromised mental development and adaptive skills but similar levels of behavioral problems.54

Treatment Outcome Research Evergreen Psychotherapy Center Provides results of a study that combined emotional, cognitive, and family systems therapy and discusses parenting - skills training.

On social - emotional measures, foster children in the NSCAW study tended to have more compromised functioning than would be expected from a high - risk sample.43 Moreover, as indicated in the previous section, research suggests that foster children are more likely than nonfoster care children to have insecure or disordered attachments, and the adverse long - term outcomes associated with such attachments.44 Many studies of foster children postulate that a majority have mental health difficulties.45 They have higher rates of depression, poorer social skills, lower adaptive functioning, and more externalizing behavioral problems, such as aggression and impulsivity.46 Additionally, research has documented high levels of mental health service utilization among foster children47 due to both greater mental health needs and greater access to services.

57 Tolman and Bennet, A Review of Quantitative Research on Men Who Batter, Journal of Interpersonal Violence 5, 107 (1990); Edelson and Grusznski, Treating Men Who Batter: Four Years of Outcome Data from Domestic Abuse Project, Journal of Social Service Research 12 (1988); and Hamberger and Hastings, Skills Training for Treatment of Spouse Abusers: An Outcome Study, Journal of Family Violence 3 (1988).