This project relates to the published manuscript available at https://doi.org/10.1177%2F1747021820923944
The purpose of this IES-funded project (#R305A180293, PI = Bailey) was to evaluate the efficacy of Preschool RULER, an approach to social and emotional learning focused on young children and the key adults in their lives (https://rulerapproach.org). The goal was to offer access to Preschool RULER to participating preschools and investigate the impact of RULER access on children’s academic and social-emotional skills, the social-emotional skills, and practices of school leaders and teachers, and school and classroom climate.
Word knowledge is critical for speaking, reading and writing, yet a substantial proportion of children with language impairment demonstrate poor word learning and consequently poor vocabulary. Because vocabulary has a causal relationship with reading comprehension, this presents a significant national health concern. To develop effective interventions, we require a clear understanding of the deficits underlying poor word learning.
In an attempt to bridge the opportunity gap that exists prior to schooling, understanding the specific activities, resources, and interactions that take place in the home that encourage higher academic achievement has become a primary concern in the field. Many researchers have begun to narrow in on domain-specific activities and resources in the home as a way to explain development in specific educational areas.
The study generated new data by assessing 140 South African primary school children three times from 2019 to 2021.
Mathematical thinking is in high demand in the global market, but approximately six percent of school-age children across the globe experience math difficulties (Shalev, et al., 2000). The home math environment (HME), which includes all math-related activities, attitudes, beliefs, expectations, and utterances in the home, may be associated with children’s math development.
There is a growing concern about international reports citing the US student population is falling behind in STEM related outcomes.
Research efforts have turned towards understand why this happening. There has been a long history of successful research examining what is called the "home literacy environment" (e.g., Griffin & Morrison, 1997), which describes family practices that are
There is a growing concern about the influence of math anxiety on achievement outcomes and an individual’s potential for success. In response, many studies have investigated the effects of math anxiety on math ability and math outcomes in a variety of mathematics classes and at an assortment of grade levels. The attitudinal, behavioral, and cognitive correlates, as well as the sources of math anxiety have also been explored, but in all previous studies of math anxiety there is one conspicuous shortcoming.
