Airriess, M., Johnson, C., McNamara, E., Soli, M., Weber, S. (2015, May). Preliminary Findings from the Saint Paul Child- Parent Center Expansion. Presentation conducted for Early Childhood Capstone at Humphrey School of Public Affairs , University of Minnesota.
Reynolds, A. J., Richardson, B., Hayakawa, C. M., Lease, E. M. Warner-Richter, M. Englund, M. M., Ou, S., Sullivan, M. (2014). Association of a full-day vs part-day preschool intervention with school readiness, attendance, and parent involvement. Journal of American Medical Association, 312(20):2126-34. doi: 10.1001/jama.2014.15376. MLS data
Reynolds, A., & Hayakawa, M. (2012, November). Expansion of the Child Parent Centers (PreK-3rd Grade Model): Opportunities to Promote Parent Engagement and Education. Paper Presentation at the Annual Association for Public Policy Analysis and Management (APPAM), Baltimore, Maryland.
Delphine Martinot, Alyson Sicard, Birsen Gul, Sonya Yakimova, Anne Taillandier-Schmitt & Célia Maintenant
Our compelling research of the week explores links among students' main sources of social support and their influence on school engagement in adolescence. For both groups, peer support was the only source to have a significant and positive effect on social engagement. The study suggests the benefits of SEL programs that strengthen peer support and prosocial behavior.
Akiko Hayashi, Jeffrey Liew, Samantha Dyanne Aguilar, Juliet M. Nyanamba & Yingying Zhao
Our compelling research of the week explains how culturally-relevant and embodied learning can promote social emotional learning (SEL). SEL curriculum policies should situate SEL within students’ lived experiences, physical environments, and community contexts.
Contributed by HCRC
By: Gwendolyn Graham