Zobrazeno 1 - 10
of 25
pro vyhledávání: '"Emily C. Hanno"'
Autor:
Dana Charles McCoy, Emily C. Hanno
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
Children living in low-income and conflict-affected settings face unique systemic risk factors that shape their social, emotional, and mental well-being. However, little is known about how these and other systemic factors may impede or support the de
Externí odkaz:
https://doaj.org/article/64f63faab3c34d8a81c7d6b0228154d3
Publikováno v:
AERA Open, Vol 8 (2022)
Little research in education has focused on school neighborhoods. We employ a novel systematic social observation tool—the internet-based School Neighborhood Assessment Protocol (iSNAP)—within Google Street View to quantify the physical character
Externí odkaz:
https://doaj.org/article/ea1d18d9f1ad4c11ae3755d4cdf95c0e
Publikováno v:
AERA Open, Vol 7 (2021)
Commonly regulated structural quality features, like educator education levels and group size, are thought to be foundational to the quality of children’s everyday experiences in early education and care settings. Yet little is known about how thes
Externí odkaz:
https://doaj.org/article/c5a22c460e034c8bbf34d0e323383873
Autor:
Madelyn Gardner, Emily C. Hanno, Wendy S. Wei, Rosa Guzman Turco, Stephanie M. Jones, Nonie K. Lesaux
Publikováno v:
Early Childhood Research Quarterly. 63:24-38
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::d3be7b74487adc12eb5a92f7665db438
https://doi.org/10.1016/j.ecresq.2022.11.004
https://doi.org/10.1016/j.ecresq.2022.11.004
Autor:
Emily C, Hanno
Publikováno v:
Journal of School Psychology. 92:96-120
This study used person-centered approaches to examine whether educator beliefs and practices transformed as a result of a randomized coaching intervention focused on the quality of teacher-child interactions. It also considers whether educators' beli
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::7856a5accceae7afa56712f57c88ccf5
https://doi.org/10.1016/j.jsp.2021.12.001
https://doi.org/10.1016/j.jsp.2021.12.001
Autor:
Emily C. Hanno
Publikováno v:
Early Education and Development. 34:530-550
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::34f2877c5cfdf273bc3ff68f57613a8d
https://doi.org/10.1080/10409289.2022.2053476
https://doi.org/10.1080/10409289.2022.2053476
Autor:
Emily C. Hanno
Publikováno v:
Educational Researcher. 51:173-185
Coaching is an increasingly used professional development approach involving ongoing, individualized teacher-coach exchanges hypothesized to drive immediate changes in teachers’ practices with students. Examining this hypothesis, the present study
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a7e7a98e7944b7d1001a809d7eb42f72
https://doi.org/10.3102/0013189x211062896
https://doi.org/10.3102/0013189x211062896
Publikováno v:
Journal of Developmental & Behavioral Pediatrics. 43:168-175
Objective The coronavirus disease 2019 pandemic and associated public health measures have influenced all aspects of life for children and families. In this study, we examine changes in children's behavioral health and families' well-being at the sta
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::6abe5e3cc6025fde91aebf43ed97c669
https://doi.org/10.1097/dbp.0000000000001010
https://doi.org/10.1097/dbp.0000000000001010
Autor:
Gabriela Fonseca, Cristine Pinto, Vladimir Ponczek, Dana Charles McCoy, Natália Marchi, Emily C. Hanno
Publikováno v:
Child Development. 92:1951-1968
Despite global demand, the large-scale effects of social-emotional learning (SEL) programming in developing countries remain underexplored. Using a randomized control trial, this study examined the effectiveness of a school-wide SEL intervention-Prog
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a546e0a5b53c1cb96ac63127b1bc33f7
https://doi.org/10.1111/cdev.13579
https://doi.org/10.1111/cdev.13579
Publikováno v:
Infancy. 25:526-534
Theoretical models assume that parental knowledge about child development and caregiving motivates parental stimulation, shaping child development. Evidence supporting these models is scarce in low- and middle-income countries (LMICs). This study tes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b11348c7fb7fb196981b1fe6e138b972
https://doi.org/10.1111/infa.12335
https://doi.org/10.1111/infa.12335