Tag » emotional

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  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU

  Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

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  Gay, Lesbian, Bisexual, Transgender,and Questioning Youth Matter!

  1/5/09 - Kathleen A. King, Equity Alliance at ASU

  Presents general trends in the social and emotional well-being of youth who identify as Gay, Lesbian, Bisexual, Transgender, and Questioning (GLBTQ), followed by a guide of sexual orientation definitions. Additionally, readers learn a series of steps that schools must address in order to build inclusive, safe, and effective schools for all students, including those who identify as GLBTQ.

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  Immigration Then and Now: Old Face, New Story

  1/5/09 - Rene Galindo, Equity Alliance at ASU

  This paper is one of the brief practitioner oriented pamphlets called On Points produced by the National Institute for Urban School Improvement (NIUSI). The current wave of immigration is creating such an upheaval, and caught in this emotional jumble are first generation immigrant students. These students are being raised and educated in the United States and are developing understandings of their place within the nation and what it means to be an American. This On Point is designed to...

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  On the Nexus of Race, Disability, and Overrepresentation: What do we know? Where do we go?

  1/5/09 - National Institute for Urban School Improvement, , Equity Alliance at ASU

  The ethnic overrepresentation of students in special education programs in this country has been a recognized problem for more than 30 years. Simply defined, overrepresentation, or the disproportionate placement of students of a given ethnic group in special education programs, means that the percentage of students from that group in such programs is disproportionally greater than their percentage in the school population as a whole.1 Currently, African Americans tend to be significantly...

• The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students

  1/1/06 - Stevens, Tara, Olivárez, Arturo, Jr., Hamman, Doug

  The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...

• The Role of Cognition, Motivation, and Emotion in Explaining the Mathematics Achievement Gap Between Hispanic and White Students

  1/1/06 - Stevens, Tara, Olivárez Jr, Arturo, Hamman, Doug

  The authors investigated the relationships between cognitive, motivational, and emotional variables across Hispanic and White students to predict mathematics performance. A theoretically based structural model fit a total sample of 666 4th- to 10th-grade students well, supporting that self-efficacy, sources of self-efficacy, and emotional feedback were all stronger predictors of mathematics performance than general mental ability. Tests of the structural model across ethnicity suggested a...

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  Fostering Emotional Literacy in Young Children: Labeling Emotions

  1/18/09 - G. Joseph , P. Strain, M. M. Ostrosky

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Emotional literacy is the ability to identify...

• Self-regulation and the income-achievement gap

  1/1/08 - Evans, Gary W., Rosenbaum, Jennifer

  Abstract: The pervasive income-related achievement gap among children has been partially explained by parental investments. Wealthier parents provide more cognitively enriched environments (e.g., books, informal learning opportunities such as music lessons) and converse more with their children relative to low-income parents. However parental investment only partially accounts for the income-achievement gap. On average, low-income children have more difficulty regulating their emotions and...

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  Teaching Your Child About Feelings from Birth to Age 2

  1/18/09 - Center on the Social and Emotional Foundations for Early Learning,

  Young children experience many of the same emotions adults do. Children can feel angry, jealous, excited, sad, silly, frustrated, happy, and worried. The difference is that very young children—ages birth to 3—often lack the selfcontrol and language skills to express their strong feelings in ways that adults find acceptable. Instead, babies and toddlers communicate strong emotions through their sounds and actions.

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  Teaching Your Child to: Identify and Express Emotions

  1/18/09 - Center on the Social and Emotional Foundations for Early Learning,

  Young children deal with many of the same emotions adults do. Children get angry, sad, frustrated, nervous, happy, or embarrassed, but they often do not have the words to talk about how they are feeling. Instead, they sometimes act out these emotions in very physical and inappropriate ways.

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  Acknowledging Children’s Positive Behaviors

  1/18/09 - Matt Timm, Sharon Doubet

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Acknowledging positive behaviors is a strategy...

• Beyond Behavior

  1/1/00
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  Building Positive Teacher-Child Relationships

  1/18/09 - M.M. Ostrosky, E.Y. Jung

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments. In early childhood settings, each moment that...

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  Can Teacher Training in Classroom Management Make a Difference for Children’s Experiences in Preschool?: A Preview of Findings from the Foundations of Learning Demonstration

  1/23/09 - Pamela Morris , Cybele Raver , Chrishana M. Lloyd , Megan Millenky

  "This report offers a preview of promising findings from Foundations of Learning (FOL), a demonstration and random assignment evaluation in Newark and Chicago of an intervention that trains preschool teachers to better support children’s behavior and emotional development. The model tested in Foundations of Learning combined teacher training in effective classroom management with weekly classroom consultation. Consultants coached and mentored the teachers in the new strategies learned in...

• Chapters 3 and 16, Emotional intelligence: Why it can matter more than IQ.

  1/1/95 - Goleman, D.

• Characteristics of Emotional and Behavioral Disorders of Children and Youth

  1/1/93 - Kauffman, James M.