Delving into the Latest Updates on Committee For Children with Synapse

Overview

The present experimental study aims to explore the effect of an interactive smart toy on children's stress modulation during a stressful experience compared to a non-interactive prototype. It is expected that children given the interactive prototype will experience faster and more effective stress modulation, in comparison to those being given the non-interactive prototype.
These findings will complement the ecologically valid data from week-long at-home deployments of the interactive prototype with families with low socioeconomic status.

Start Date01 Jun 2019

Sponsor / Collaborator

University College London

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100 Clinical Results associated with Committee For Children

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0 Patents (Medical) associated with Committee For Children

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14

Literatures (Medical) associated with Committee For Children

01 Jan 2023·AERA Open

The Front End of the STEM Teacher Pipeline: Early-Career STEM Teachers’ Field Experiences and Perceptions of Preparation

Author: Choate, Kathryn ; Brown, Nate ; Goldhaber, Dan ; Theobald, Roddy

A growing quantitative literature finds evidence that student teaching placements predict later outcomes of teacher candidates and their students, but there is little large-scale quantitative evidence about the mechanisms for these estimated relationships. We used data from a survey of STEM teachers in Washington State to better understand how their perceptions of preparation were related to student teaching placements and current classroom environment. We found evidence that the composition of students in student teaching classrooms was predictive of STEM teachers’ perceptions of their preparation. For example, STEM teachers who student taught in classrooms with more English language learners and economically disadvantaged students reported feeling prepared to teach these specific student populations. Likewise, STEM teachers who student taught in high-poverty classrooms tended to report feeling better prepared to manage their current classroom, particularly if they were currently teaching in a high-poverty classroom.

01 Dec 2020·Journal of School Health

A Mixed Methods Pilot Study of an Equity‐Explicit Student‐Teacher Relationship Intervention for the Ninth‐Grade Transition

Article

Author: Shi, Jiajing ; Brown, Eric C. ; Nguyen, Lillian ; Cook, Clayton R. ; Kiche, Sharon ; Brewer, Stephanie K. ; Gaias, Larissa M. ; Buntain‐Ricklefs, Jodie ; Duong, Mylien T.

ABSTRACTBACKGROUNDStudent‐teacher relationships are associated with the social and emotional climate of a school, a key domain of the Whole School, Whole Community, Whole Child Model. Few interventions target student‐teacher relationships during the critical transition to high school, or incorporate strategies for enhancing equitable relationships. We conducted a mixed‐methods feasibility study of a student‐teacher relationship intervention, called Equity‐Explicit Establish‐Maintain‐Restore (E‐EMR).METHODSWe tested whether students (N = 133) whose teachers received E‐EMR training demonstrated improved relationship quality, school belonging, motivation, behavior, and academic outcomes from pre‐ to post‐test, and whether these differences were moderated by race. We also examined how teachers (N = 16) integrated a focus on equity into their implementation of the intervention.RESULTSRelative to white students, students of the color showed greater improvement on belongingness, behavior, motivation, and GPA. Teachers described how they incorporated a focus on race/ethnicity, culture, and bias into E‐EMR practices, and situated their relationships with students within the contexts of their own identity, the classroom/school context, and broader systems of power and privilege.CONCLUSIONSWe provide preliminary evidence for E‐EMR to change teacher practice and reduce educational disparities for students of color. We discuss implications for other school‐based interventions to integrate an equity‐explicit focus into program content and evaluation.

01 Jan 2018·The Springer Series on Human Exceptionality

Scaling Up High-Quality Social-Emotional and Character Development in All Schools: A Set of Policy Recommendations to the US Secretary of Education

Author: Joan C. Duffell ; Samuel J. Nayman ; Maurice J. Elias

In this chapter, we make the case and propose policy recommendations to the US Secretary of Education, as well as state commissioners of education and other educational leaders, on how to effectively scale up high-quality social-emotional and character development (SECD) in all schools. First, we define SECD, social-emotional learning (SEL), and related competencies, identify effective approaches to developing these competencies through universal school-based programming, and summarize the known individual, social, and economic benefits of systematic efforts to promote these competencies in schools. Next, we review the current state of US education policy with regard to SEL and SECD, including the scope of program implementation, state standards, preservice and in-service teacher development, evaluation and assessment, and funding. We end the chapter with a set of policy recommendations on how to leverage existing strengths and build further capacity for making SECD an integral and seamless component of the education system.

100 Deals associated with Committee For Children

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100 Translational Medicine associated with Committee For Children

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