Zobrazeno 1 - 10
of 82
pro vyhledávání: '"Andrew J. Mashburn"'
Publikováno v:
Frontiers in Education, Vol 7 (2022)
Social–emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level i
Externí odkaz:
https://doaj.org/article/07291d22116c450f8f0991cbc0d8472f
Publikováno v:
Pilot and Feasibility Studies, Vol 6, Iss 1, Pp 1-12 (2020)
Abstract Background Mindfulness-based programs are a novel and promising approach for supporting teachers’ occupational health and well-being. Although rationales for mindfulness programs for teachers have been offered, the empirical research base
Externí odkaz:
https://doaj.org/article/5c2754a229294d44a4c58aadc8ca5dc7
Autor:
Emily Saxton, Cynthia Taylor, Robert W. Roeser, Margaret Cullen, Cristi Pinela, Emily Weiss, Jillayne Sorenson, Andrew J. Mashburn, Nicolette P. Rickert, Jaiya R. Choles, Jessica Robbeloth, Ellen A. Skinner
Publikováno v:
Journal of Educational Psychology. 114:408-425
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b242115218209aac096023b736526646
https://doi.org/10.1037/edu0000675
https://doi.org/10.1037/edu0000675
Autor:
Marc A. Brackett, Susan E. Rivers, Elise Cappella, Robert C. Pianta, Stephanie M. Jones, Jason T. Downer, Aki Hamagami, Marc S. Atkins, Bridget K. Hamre, Jamie DeCoster, Joshua L. Brown, Andrew J. Mashburn
Publikováno v:
Elem Sch J
Validating frameworks for understanding classroom processes that contribute to student learning and development is important to advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which p
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9349f2a5966b53c474a92dd5ebe19e0c
https://pubmed.ncbi.nlm.nih.gov/34497425
https://pubmed.ncbi.nlm.nih.gov/34497425
Publikováno v:
Early Educ Dev
RESEARCH FINDINGS: Children’s (n = 980) social competence during prekindergarten was assessed as a function of their teachers’ (n = 233) exposure to the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum and 2 levels of suppor
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::949ea90716831d8eb653e494e652b496
https://pubmed.ncbi.nlm.nih.gov/34497452
https://pubmed.ncbi.nlm.nih.gov/34497452
Publikováno v:
Early Educ Dev
Research Findings: Banking Time is a set of techniques designed to promote positive, supportive relationships through 1-on-1 interactions between teachers and children. Web-based training resources were made available to 252 preschool teachers who re
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f231c4be4d683c139108e1397770c2c4
https://pubmed.ncbi.nlm.nih.gov/34483630
https://pubmed.ncbi.nlm.nih.gov/34483630
Publikováno v:
Appl Dev Sci
MyTeachingPartner (MTP) is a teacher professional development program designed to improve the quality of teacher-child interactions in pre-kindergarten classrooms and children’s language and literacy development. The program includes language/liter
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1ce8b45f3a51353aab9c0e1e014b76e3
https://pubmed.ncbi.nlm.nih.gov/34483644
https://pubmed.ncbi.nlm.nih.gov/34483644
Autor:
Erik A. Ruzek, Andrew J. Mashburn, David W. Grissmer, Chelsea A. K. Duran, Elizabeth A. Cottone
Publikováno v:
Child Development. 91:577-595
Economic hardship can affect children's development through child-caregiver interactions, which may mediate cascading effects of other family stress processes. This study examined, simultaneously, the relations of financial strain, caregiver general
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::21a534f7b47d35961599c793a3135abf
https://doi.org/10.1111/cdev.13202
https://doi.org/10.1111/cdev.13202
Publikováno v:
Journal of Psychoeducational Assessment. 37:935-956
This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children’s observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task O
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::860e1c688749b9464df15a8c7f104f7e
https://doi.org/10.1177/0734282918819579
https://doi.org/10.1177/0734282918819579
Publikováno v:
Pilot and Feasibility Studies, Vol 6, Iss 1, Pp 1-12 (2020)
Pilot and Feasibility Studies
Pilot and Feasibility Studies
BackgroundMindfulness-based programs are a novel and promising approach for supporting teachers’ occupational health and well-being. Although rationales for mindfulness programs for teachers have been offered, the empirical research base evaluating
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3c269a571e4bb0b8f2d262433fbba50e
https://doi.org/10.1186/s40814-020-00718-7
https://doi.org/10.1186/s40814-020-00718-7