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Social and Behavioral Sciences Commons™
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Articles 1 - 27 of 27
Full-Text Articles in Social and Behavioral Sciences
Swinging Bridge - December 10, 2004, Sarah Adams
Swinging Bridge - December 10, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - November 19, 2004, Sarah Adams
Swinging Bridge - November 19, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - November 12, 2004, Sarah Adams
Swinging Bridge - November 12, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - November 5, 2004, Sarah Adams
Swinging Bridge - November 5, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - October 29, 2004, Sarah Adams
Swinging Bridge - October 29, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - October 15, 2004, Sarah Adams
Swinging Bridge - October 15, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - October 8, 2004, Sarah Adams
Swinging Bridge - October 8, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - October 1, 2004, Sarah Adams
Swinging Bridge - October 1, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - September 24, 2004, Sarah Adams
Swinging Bridge - September 24, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - September 17, 2004, Sarah Adams
Swinging Bridge - September 17, 2004, Sarah Adams
Student Newspapers & Magazines
No abstract provided.
Children's Experience Of Loneliness At School And Its Relation To Bullying And The Quality Of Teacher Interventions, George Berguno, Penny Leroux, Katayoun Mcainsh, Sabera Shaikh
Children's Experience Of Loneliness At School And Its Relation To Bullying And The Quality Of Teacher Interventions, George Berguno, Penny Leroux, Katayoun Mcainsh, Sabera Shaikh
The Qualitative Report
Forty-two children aged between 8 and 10 years were interviewed about their experience of loneliness at primary school. The children were further asked to describe their experiences of being bullied, as well as to comment on their perception of the consequences of particular teacher interventions. It was found that a majority of children (80%) had periods of being lonely at school and that these experiences were associated with boredom, inactivity, a tendency to withdraw into fantasy, and a passive attitude towards social interactions. Moreover, children who invested in very few friendships were more vulnerable to becoming isolated. Similarly, a majority …
Review Of Social Competency Training For Pre-School And Elementary School Age Students At Risk For Developing Or Classified With Emotional/Behavioral Disorders, Cristine C. Sosa
Review Of Social Competency Training For Pre-School And Elementary School Age Students At Risk For Developing Or Classified With Emotional/Behavioral Disorders, Cristine C. Sosa
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
Social competency training is a common intervention for students at risk for developing or classified with emotional/behavioral disorders. However, a review of research indicated that it is only mildly effective in producing significant outcomes for these students. A number of factors have been identified as possibly impacting the success of social competency training, including: the intervention setting, the timing of intervention, characteristics of participants, characteristics of interventions and the outcome measurements ~d. A review of literature was conducted to evaluate these factors. Findings of the review indicate that there are not significant differences between interventions conducted in regular education and …
Swinging Bridge - April 30, 2004, Amy Raj
Swinging Bridge - April 30, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - April 23, 2004, Amy Raj
Swinging Bridge - April 23, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - April 2, 2004, Amy Raj
Swinging Bridge - April 2, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - March 12, 2004, Amy Raj
Swinging Bridge - March 12, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - March 5, 2004, Amy Raj
Swinging Bridge - March 5, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - February 27, 2004, Amy Raj
Swinging Bridge - February 27, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - February 20, 2004, Amy Raj
Swinging Bridge - February 20, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Swinging Bridge - February 13, 2004, Amy Raj
Swinging Bridge - February 13, 2004, Amy Raj
Student Newspapers & Magazines
No abstract provided.
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
The Effective Provision Of Pre-School Education (Eppe) Project: Findings From Pre-School To End Of Key Stage 1, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
The Effective Provision Of Pre-School Education (Eppe) Project: Findings From Pre-School To End Of Key Stage 1, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This research brief describes the effects of education in the pre-school period (ages 3 and 4) as measured at primary school entry (rising 5) and in Years 1 and 2 (ages 6 and 7).
Where Is The Story?: Intertextual Reflections On Literary Research And Practices In The Early School Years, Pauline Harris, Jillian Trezise, W N. Winser
Where Is The Story?: Intertextual Reflections On Literary Research And Practices In The Early School Years, Pauline Harris, Jillian Trezise, W N. Winser
Faculty of Social Sciences - Papers (Archive)
The authors gave the following talk at the 2003 NCTE Annual Convention in San Francisco upon receiving the Alan C. Purves Award, presented to the RTE article from the previous year's volume judged most likely to have an impact on classroom practice. Writing as lead author, Pauline Harris traces the history of her interest in children's intertextuality through her life as a classroom teacher, her doctoral studies in the Bay Area, and her recent work with colleagues Jillian Trezise and W. N. Winser in Australia. As they describe the impetus behind their award-winning article and suggest directions for future research, …
Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …
The Effective Provision Of Pre-School Education (Eppe) Project: Findings From The Early Primary Years, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
The Effective Provision Of Pre-School Education (Eppe) Project: Findings From The Early Primary Years, Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart
Faculty of Social Sciences - Papers (Archive)
This brief focuses on the main findings related to pre-school effects on children's development up to age 7.