Not exact matches
Fox tells the story from beginning to end: childhood in the German - American parsonage; nine grades of school followed by three years in a denominational «college» that was not yet a college and three year's in Eden Seminary, with graduation at 21; a five - month pastorate due to his father's death; Yale Divinity School, where despite
academic probation because he had no accredited degree, he earned the B.D. and M.A.; the Detroit pastorate (1915 - 1918) in which he encountered industrial America and the race
problem; his growing reputation as lecturer and writer (especially for The Christian Century); the teaching career at Union Theological Seminary (1928 - 1960); marriage and family; the landmark books Moral Man and Immoral Society and The Nature and Destiny of Man; the founding of the Fellowship of Socialist Christians and its journal Radical Religion; the gradual move from Socialist to liberal Democratic politics, and from leader of the Fellowship of Reconciliation to critic of pacifism; the break with Charles Clayton Morrison's Christian Century and the inauguration of Christianity and Crisis; the founding of the Union for Democratic Action, then later of Americans for Democratic Action; participation in the ecumenical movement, especially the Oxford Conference and the Amsterdam Assembly; increasing friendship with government officials and service with George Kennan's policy - planning group in the State Department; the first stroke in 1952 and the
subsequent struggles with ill health; retirement from Union in 1960, followed by short appointments at Harvard, at the Center for the Study of Democratic Institutions, and at Columbia's Institute of War and Peace Studies; intense suffering from ill health; and death in Stockbridge, Massachusetts, in 1971.
The best study of this approach, using evidence from Charlotte, North Carolina (see «Solving America's Math
Problem,» features, Winter 2013), shows that pushing students into course work for which they are ill prepared actually harms their
subsequent academic achievement.
The revamped admission process would address a long - standing
problem: Programs are oversubscribed during the once - a-year admissions process, but underenrolled during the
subsequent academic year.
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.
Outcomes consisted of women's number and timing of
subsequent pregnancies, months of employment, use of welfare, food stamps, and Medicaid, educational achievement, behavioral
problems attributable to the use of substances, rates of marriage and cohabitation, and duration of relationships with partners and their children's behavior
problems, responses to story stems, intellectual functioning, receptive language, and
academic achievement.
More specifically, some authors (McGrath and Repetti, 2002; Ybrandt, 2008) have found that children's negative
academic self - perceptions were linked to
subsequent internalizing / externalizing
problems, with significant differences depending on age - related factors and gender differences.
Youth who both bully others and are bullied are at greatest risk for
subsequent behavioral, mental health, and
academic problems.
In this review, we first describe the magnitude of the peer
problems faced by children with ADHD, as well as the potential impact of these peer difficulties on children's
subsequent behavioral, emotional, and
academic maladjustment.
The present study examined the role of early fathering in
subsequent trajectories of social emotional and
academic functioning of preschool children with behavior
problems.