A peer-reviewed article authored by researchers from the Nebraska Center for Research on Children, Youth, Families and Schools has been named 2012 Article of the Year by School Psychology Review, an academic journal published by the National Association of School Psychologists.
A CYFS research team has earned a $3.2 million U.S. Department of Education grant to explore whether an intervention approach that bridges living rooms and classrooms can also span the persistent achievement gap facing disadvantaged children.
Dubbed Getting Ready, the CYFS-designed intervention aims to strengthen parent-child relationships and foster family-school partnerships that improve the educational prospects of children at risk for developmental delays. Two of Getting Ready’s creators, CYFS Director Susan Sheridan and CYFS Research Associate Professor Lisa Knoche, are now leading a study of its ability to help these struggling children close gaps in cognition, language skills and social-emotional maturity as they enter preschool.
If research studies represent the jigsaw pieces to complex puzzles, meta-analyses assemble them into cohesive pictures that help resolve important questions.
CYFS Postdoctoral Fellow Elizabeth Moorman Kim and CYFS Director Susan Sheridan are currently gathering those pieces to clarify the impacts of two intervention-based approaches for engaging parents in their children’s education.
Two CYFS student affiliates will present their research – and immerse themselves in an “East meets West” culture – when they depart for a week-long visit to Hong Kong on Nov. 29.
Amanda Witte and Kadie Dooley, both doctoral candidates in the Department of Educational Psychology, were among four students recently selected to present research papers at the University of Hong Kong’s Postgraduate Research Conference on Dec. 3.
Affiliates of the Nebraska Center for Research on Children, Youth, Families and Schools showcased their recent and ongoing studies during the Nov. 12 College of Education and Human Sciences Student Research Conference.
The conference, held throughout Teachers College and Mabel Lee Halls, gave students a forum to unveil research papers and project posters among their CEHS peers and mentors. Jon Pedersen, CEHS associate dean for research and CYFS faculty affiliate, provided the conference’s opening remarks.
An intervention approach emphasizing parental engagement and family-school partnerships improves preschool children’s early language and literacy skills, according to a newly published study from the Nebraska Center for Research on Children, Youth, Families and Schools.
CYFS director Susan Sheridan discussed how relationships, environments and interventions shape the futures of children as part of the Chancellor’s Distinguished Lecture Series on Nov. 30, 2010.
The great irony of research on family-school partnerships is that its scholars have yet to fully tap the potential of collaboration.
With this in mind, CYFS recently spearheaded a movement to forge ties and unify research among leaders in the field.
The Center catalyzed these efforts by hosting more than 20 family-school partnership researchers at a national meeting held September 19-21 in Omaha, Neb.