Decades of research show that Teachers and Parents as Partners (TAPP) improves children’s academic, social and behavioral outcomes, while building stronger, more effective relationships between parents and teachers.
Developed at the University of Nebraska–Lincoln, the family-school partnership intervention has been implemented in Nebraska, Colorado, Missouri, Wisconsin and rural Appalachian communities, expanding its reach in recent years through distance technology.
A panel of researchers discussed the latest programming, interventions and resources being used to promote early childhood social-emotional development across Nebraska at the NAECR Networking event April 15.
Panelists included Kerry-Ann Escayg, assistant professor of teacher education, University of Nebraska at Omaha; Sara Kupzyk, assistant professor of psychology, University of Nebraska at Omaha; and Abbie Raikes, associate professor of health promotion, University of Nebraska Medical Center
In recent years, remote technology-based research has rapidly increased in popularity and offers several advantages.
However, this approach also carries the risk of disingenuous responses, posing a real threat to data integrity.
Alexandra Terrill, associate professor, Departments of Occupational & Recreational Therapies and Physical Medicine & Rehabilitation at the University of Utah, led an April 4 MAP Academy methodology presentation that outlined real-world examples of scammers across a range of study design types.
HyeonJin Yoon, MAP Academy research assistant professor, led the third and final presentation of the 2024-25 Methodology Applications Series March 28 at Carolyn Pope Edwards Hall.
Video is now available of Yoon’s presentation, titled, “Navigating Research Data Repositories to Support Secondary Analyses.”
Tackling society’s biggest challenges takes more than individual effort — it demands bold ideas, multiple perspectives and collective action.
As the needs of society grow more complex, collaboration between researchers and field-based partners has become essential for creating meaningful change.
How can early childhood researchers incorporate artificial intelligence into their work?
Early childhood researchers discussed strategies, tools and best practices for incorporating AI into their work during the spring NAECR Knowledge event March 13.
Mel Sedlacek, office associate with the Department of Child, Youth and Family Studies, and IDEA campus coordinator, led the virtual presentation for 21 attendees representing all four University of Nebraska campuses and the Buffett Early Childhood Institute.
For the past 20 years, the Nebraska Center for Research on Children, Youth, Families and Schools has remained committed to making positive difference in people’s lives through research in the social, behavioral and educational sciences.
As CYFS looks ahead to the next 20 years, the center is offering a new funding opportunity: The CYFS Signature Research Impact Program.
As student populations grow and change throughout American schools, teachers face new challenges in meeting students’ needs and preparing them for long-term success.
For educators, both practicing and in training, experience is key.
Jillian Harpster, assistant professor of practice in the Department of Teaching, Learning and Teacher Education, recently led a project to help preservice middle school teachers broaden their practical experiences, and to provide seventh and eighth graders with the opportunity to engage in the college experience.
