Developing cognitive-social-emotional competencies to enhance academic learning

Linares, L. Oriana; Rosbruch, Nicole; Stern, Marcia B.; Edwards, Martha E.; Walker, Gillian; Abikoff, Howard; Alvir, José

doi:10.1002/pits.20066

Cited by 90 publications

(58 citation statements)

References 35 publications

(24 reference statements)

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“…It appears that when teachers perceived afore-mentioned experiences as important in early childhood in relation to children's learning outcomes. This is commensurate with the precise research and conceptualizations that socio-emotional learning experiences and DAP are supportive for children's both social and academic learning outcomes (Epstein, 2007;Linares et al, 2005;McClelland, Acock, & Morrison, 2006;NAEYC, 2009;Takanishi & Bogard, 2007).…”

Section: Discussionmentioning

confidence: 91%

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Ahmetoğlu¹,

Acar²,

Aşık-Öztürk³

2018

UCER-B

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Considering the importance of how perceptions of teachers affect their practice in early childhood education, the purpose of the current study was to examine how teachers perceive children's developmental and educational experiences in relation to children's learning outcomes perceived by teachers. We recruited 219 preschool teachers Results from canonical correlations showed that the importance given to educational and developmental experiences of children, and the importance to children's learning outcomes were significantly associated. Further, the importance of the current findings in early childhood education is discussed.

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Section: Discussionmentioning

confidence: 91%

Turkish Early Childhood Educators’ Perceptions of Child Development and Education in the Preschool Years

Ahmetoğlu¹,

Acar²,

Aşık-Öztürk³

2018

UCER-B

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“…Despite the strong effects obtained, the difference in baseline grades across schools undermines an unequivocal interpretation of the Time × School interaction obtained by Linares et al (2005). The implementation of the UMSP is confounded with undetermined variables responsible for baseline differences.…”

Section: From P To P Rep and P Support : Two Examples From Psychologymentioning

confidence: 82%

“…To control for student maturation, we compare these improvement percentages with those expected from a non-UMSP school: Results indicate that 75% of students improve in reading and only 35% in math. Subtracting the expected improvement percentage in non-UMSP from UMSP shows that slightly more than half of the students would obtain better math grades after 2 years if exposed to the UMSP; no effect is expected in reading grades.Despite the strong effects obtained, the difference in baseline grades across schools undermines an unequivocal interpretation of the Time × School interaction obtained by Linares et al (2005). The implementation of the UMSP is confounded with undetermined variables responsible for baseline differences.…”

mentioning

confidence: 82%

“…Whether 65% is a meaningful failure rate or not is a theoretical and practical consideration, not a statistical one. In a treatment comparison study, Linares et al (2005) analyzed 14 outcome measures in fourthgraders, comparing students in a school that adopted the Unique Minds School Program (UMSP) with one that did not, over a 2-year period. Two of the outcome measures were academic grades in reading and in mathematics.…”

Section: From P To P Rep and P Support : Two Examples From Psychologymentioning

confidence: 99%

“…Scime and Norvilitis (2006): Group 1 = ADHD, Group 2 = No-ADHD; Mathematics scores were based on total number of problems completed and number of problems completed correctly; TMMS-C = Trait Meta-Mood Scale for Children. Linares et al (2005): Group 1 = Grades at baseline, Group 2 = Grades at Year 2; reading and math grades are on a range of 1 (unsatisfactory) to 4 (excellent). All p values were estimated from published data using one-tailed t tests for independent samples.…”

Section: The Loss Of False Certainty Is a Gainmentioning

confidence: 99%

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Better statistics for better decisions: Rejecting null hypotheses statistical tests in favor of replication statistics

Sanabria

Killeen

2007

Psychology in the Schools

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Despite being under challenge for the past 50 years, null hypothesis significance testing (NHST) remains dominant in the scientific field for want of viable alternatives. NHST, along with its significance level p, is inadequate for most of the uses to which it is put, a flaw that is of particular interest to educational practitioners who too often must use it to sanctify their research. In this article, we review the failure of NHST and propose p rep , the probability of replicating an effect, as a more useful statistic for evaluating research and aiding practical decision making.Statistics can address three different types of questions (Royall, 1997): What should I believe?2. How should I evaluate this evidence? What should I do?The first two are of great importance to scientists: Finding the answers to these questions defines their praxis. The last question, on which we focus here, is of greater relevance to practitioners who must deal with decisions that have practical consequences. In its simplest form, a decision is a choice between two alternative courses of action. All other things being equal, optimal decisions favor courses of action that are expected to yield higher returns (e.g., better indices of class attendance) and are less costly to implement over those that are expected to yield lower returns and cost more. Choices with dominant alternatives are trivial; it is when costs and expected returns covary in the same direction that practical choices may become dilemmas, invoking the aid of decision committees and statisticians. Costly actions must be justified by their returns exceeding some minimum standard of expected improvement. Once that minimum improvement is defined, researchers produce data from which statisticians, in turn, are expected to determine whether the minimum improvement is real or not. Null hypothesis significance tests (NHST) are the conventional tool for making these evaluations. The privileged status of NHST is most clearly reflected in its prevalence as a diagnostic tool in the psychological and educational literature and in its entrenchment in the statistical training of education and psychology professionals. We will illustrate its use by applying the NHST routine to the solution of a practical binary-choice situation and demonstrate its inadequacy in informing a decision in that scenario. We argue that the probability of obtaining a minimum cost-effective return is more informative than arbitrary decisions about statistical significance and provide the rationale and algorithm for its estimation. The Null Hypothesis Significance Testing RoutineImagine that you are asked to evaluate a method for teaching English as a second language (ESL). How would you decide whether this new method for teaching ESL is better than the traditional one? First, you would collect data from two groups of students being taught ESL, matched as closely as possible on all potentially relevant variables, one using the old teaching method (Group OLD), and the other the new method (Group NEW). At...

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