When parents and teachers work together, student behavior improves, along with their academic and social skills, according to a recent CYFS study.
Using the research-based program known as Teachers and Parents as Partners, the study examined how emphasis on strong relationships between schools and families in rural communities affects children’s outcomes. TAPP supports collaboration between teachers and parents to enhance students’ academic and social skills, and behavior.
Impacting communities begins with building community.
That was the message and purpose of the Sept. 19 Interdisciplinary Science Retreat, which drew more than 75 UNL researchers from the social, educational and behavioral sciences. The event provided opportunities to learn from national experts, identify local expertise and facilitate interdisciplinary collaborations.
As the school year begins at North Bend Elementary School, preschool teacher Morgan Root is supporting students of all grade levels with an evidence-based model developed by CYFS researchers.
Root is learning to facilitate the model, Teachers and Parents as Partners, as part of a new project focused on training rural school personnel. TAPP supports collaborative relationships between parents and teachers to improve students’ social, behavioral and academic outcomes. It also features a facilitator who guides the problem-solving process.
Though nearly one of every four U.S. students identifies as Latino, the country’s fastest-growing minority demographic faces many disparities in education outcomes.
The Nebraska Center for Research on Children, Youth, Families and Schools has earned a $3.5 million grant to explore how to better support Latino students by connecting their experiences at home and school.
A new Journal of School Psychology article co-authored by CYFS faculty affiliates suggests that conflict between temperamentally demanding elementary students and their teachers may predict later tension between those students and their classmates.
Some preschoolers listen to the teacher as others tune her out. While some stay within the lines, others color outside them. Some play by themselves; others share toys. And though some sit still, others fidget endlessly.
Collectively, Kathleen Rudasill sees these routine activities as a window into the emerging personalities of young children – one that potentially offers new perspectives on helping those from difficult backgrounds reach their potential.
UNL professor Susan Swearer, whose research on bullying has yielded collaborations with the White House and Lady Gaga, has launched a new initiative to support personal, social and cultural acceptance from childhood through adulthood.
Swearer’s Empowerment Initiative will facilitate translational research and outreach efforts designed to foster healthy communities, schools and families free from bullying and other negative behaviors.
The University of Texas at Austin’s Robert Crosnoe addressed how social marginalization affects teenage development during a recent Distinguished Lecture hosted by the Nebraska Center for Research on Children, Youth, Families and Schools.
Crosnoe, a professor of sociology at UT Austin, presented “Adolescence, Peers and the Challenges of High School” April 10 in the Nebraska Union’s Colonial Room.