What Works: A Thorough Review of Early Childhood Prevention Programs in Reading

1995 ◽  
Vol 40 (2) ◽  
pp. 113-115
Author(s):  
Luis A. Vázquez
Keyword(s):  
Early Childhood ◽  
Prevention Programs ◽  
What Works ◽  
Early Childhood Prevention

“State standards and IEP goals. A lot of TPT products.” What Early Childhood Educators Report Using to Plan Mathematics Instruction

2020 ◽  
Author(s):  
Corey Peltier ◽  
Tiffany K Peltier ◽  
Taylor Werthen ◽  
Andy Heuer
Keyword(s):  
Special Education ◽  
Early Childhood ◽  
Special Education Teachers ◽  
Mathematics Instruction ◽  
State Standards ◽  
Early Childhood Educators ◽  
Future Research ◽  
Exceptional Children ◽  
What Works ◽  
What Works Clearinghouse

Access to high-quality resources is integral for educators to provide research-aligned mathematics instruction. Identifying the supplemental resources educators use to plan mathematics instruction can inform the ways researchers and organizations disseminate research-based practices. The goal of this study was to identify the frequency in which early childhood educators (i.e., pre-Kindergarten through third grade) reported using various resources to plan for mathematics instruction. Furthermore, we investigated whether differences were observed based on teacher factors (i.e., general or special education, route to certification, years of experience) and locale (i.e., rural, urban, suburban). We retained data from 917 teachers for data analysis. The three most frequently reported resources by educators were colleagues, Teachers Pay Teachers, and Google/Yahoo. The three least frequently reported resources were the typical outlets researchers use to reach teachers: What Works Clearinghouse, Teaching Exceptional Children, and Teaching Children Mathematics. General and special education teachers differed on their self-reported usage of five resources: colleagues, Google/Yahoo, teaching blogs, Teaching Exceptional Children, and the What Works Clearinghouse. Rural educators self-reported that they were less likely than suburban educators to use colleagues or specialists at the district to plan instruction. Implications for future research and practice are discussed.

scholarly journals Future Directions for Early Childhood Prevention of Mental Disorders: A Road Map to Mental Health, Earlier

2019 ◽  
Vol 48 (3) ◽  
pp. 539-554 ◽  
Author(s):  
Lauren S. Wakschlag ◽  
Megan Y. Roberts ◽  
Rachel M. Flynn ◽  
Justin D. Smith ◽  
Sheila Krogh-Jespersen ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Mental Disorders ◽  
Future Directions ◽  
Road Map ◽  
Early Childhood Prevention

It's Never Too Late! What Neuroscience Has To Offer High Schools

1999 ◽  
Vol 83 (608) ◽  
pp. 81-89 ◽  
Author(s):  
Robert K. Greenleaf
Keyword(s):  
High School ◽  
Early Childhood ◽  
Public Schools ◽  
High Schools ◽  
Critical Periods ◽  
Early Childhood Prevention

Decades of educational banners have promoted “Early childhood,” “Prevention,” “Critical periods of development,” and a host of other phrases that have focused the resources of dollars, programs, and time on the youngest of our charges in public schools. It it really too late by the time youngsters get to high school? Don't bet your neurons on it!

A Glass Half Full and Half Empty: The State of the Science in Early Childhood Prevention and Intervention Research

2020 ◽  
Vol 2 (1) ◽  
pp. 269-294
Author(s):  
Philip A. Fisher ◽  
Tyson V. Barker ◽  
Kellyn N. Blaisdell
Keyword(s):  
Early Childhood ◽  
Population Level ◽  
Prevention And Intervention ◽  
Implementation Evaluation ◽  
Intervention Science ◽  
Past Half Century ◽  
Standards Of Evidence ◽  
Early Childhood Prevention ◽  
State Of The Science ◽  
Past Half

In this article, we review the field of early childhood prevention and intervention science, describe noteworthy achievements over the past half-century by researchers in this area, and comment on current issues in need of ongoing attention. Although there have been many successes and noteworthy achievements in the field, in recent decades there has been little progress toward population-level impacts of early intervention. As such, novel empirical methods and revised standards of evidence are needed to complement (rather than replace) existing best practices for the development, implementation, evaluation, and scaling of effective programs.

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