Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.
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Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice.Teacher consultation and coaching within mental health practice: classroom and child effects in urban elementary schools.Future directions for positive development intervention research.Low-income children's self-regulation in the classroom: scientific inquiry for social change.Translating multilevel theory into multilevel research: challenges and opportunities for understanding the social determinants of psychiatric disordersA qualitative process evaluation of classroom-based cognitive behaviour therapy to reduce adolescent depression.Measuring psychosocial environments using individual responses: an application of multilevel factor analysis to examining students in schoolsChildren's emotion understanding: A meta-analysis of training studiesLife Course Associations between Victimization and Aggression: Distinct and Cumulative Contributions.Life Course Associations between Victimization and Aggression: Distinctive and Cumulative Contributions.Social and Emotional Learning Services and Child Outcomes in Third Grade: Evidence from a Cohort of Head Start Participants.Training children's theory-of-mind: A meta-analysis of controlled studies.Improving Low-Income Preschoolers' Theory of Mind: A Training Study.The Modified Depression Scale (MDS): A Brief, No-Cost Assessment Tool to Estimate the Level of Depressive Symptoms in Students and SchoolsChildren's behavioral regulation and literacy: The impact of the first grade classroom environment.The sustained impact of adolescent violence histories on early adulthood outcomesImplementation of Teacher Consultation and Coaching in Urban Schools: A Mixed Method Study.Preschool executive functions, single-parent status, and school quality predict diverging trajectories of classroom inattention in elementary school.Social-information-processing patterns mediate the impact of preventive intervention on adolescent antisocial behavior.Predicting individual differences in low-income children's executive control from early to middle childhood.Direct and Mediated Effects of a Social-Emotional and Character Development Program on Adolescent Substance Use.Evaluating Youth Development Programs: Progress and Promise.Unpacking the Black Box of the CSRP Intervention: The Mediating Roles of Teacher-child Relationship Quality and Self-regulation.Enhancing the Emotional and Social Skills of the Youth to Promote their Wellbeing and Positive Development: A Systematic Review of Universal School-based Randomized Controlled Trials.School-Based Interventions to Promote Empathy-Related Responding in Children and Adolescents: A Developmental Analysis.The efficacy of the enhanced Aussie Optimism Positive Thinking Skills Program in improving social and emotional learning in middle childhood.Person mobility in the design and analysis of cluster-randomized cohort prevention trials.An emerging action science of social settings.Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth.Promoting quality of program delivery via an internet message delivery system.Mediation and spillover effects in group-randomized trials: a case study of the 4Rs educational intervention.Links Between Contexts and Middle to Late Childhood Social-Emotional Development.Emotion Knowledge and Attention Problems in Young Children: a Cross-Lagged Panel Study on the Direction of Effects.Integrating Health Education in Academic Lessons: Is This the Future of Health Education in Schools?Systemic trauma.Dramatic pretend play games uniquely improve emotional control in young children.Physical activity, sedentary behaviour, and psychosocial well-being among young South Korean children.Using assessment to individualize early mathematics instruction.Navigating middle grades: role of social contexts in middle grade school climate.
P2860
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P2860
Two-year impacts of a universal school-based social-emotional and literacy intervention: an experiment in translational developmental research.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年学术文章
@wuu
2011年学术文章
@zh-cn
2011年学术文章
@zh-hans
2011年学术文章
@zh-my
2011年学术文章
@zh-sg
2011年學術文章
@yue
2011年學術文章
@zh
2011年學術文章
@zh-hant
name
Two-year impacts of a universa ...... tional developmental research.
@en
Two-year impacts of a universa ...... tional developmental research.
@nl
type
label
Two-year impacts of a universa ...... tional developmental research.
@en
Two-year impacts of a universa ...... tional developmental research.
@nl
prefLabel
Two-year impacts of a universa ...... tional developmental research.
@en
Two-year impacts of a universa ...... tional developmental research.
@nl
P2093
P2860
P1433
P1476
Two-year impacts of a universa ...... tional developmental research.
@en
P2093
J Lawrence Aber
Joshua L Brown
Stephanie M Jones
P2860
P304
P356
10.1111/J.1467-8624.2010.01560.X
P577
2011-03-10T00:00:00Z