For the past 15 years, the Getting Ready research program has helped enhance school readiness for children age 5 and younger by bringing evidence-based parent engagement strategies to early childhood programs throughout Nebraska.
Thanks to additional, recent funding from the U.S. Department of Health and Human Services’ Preschool Development Grant, Nebraska researchers will move those strategies into practice.
Although kindergarten is widely recognized as the beginning of a child’s formal academic journey, preparation for that journey is crucial. Research shows that solid early childhood experiences provide substantial benefits for children’s success.
High-quality, early mathematical instruction is particularly important. Children’s early mathematical knowledge also predicts reading achievement even beyond kindergarten.
As demand increases for employees with expertise in science, technology, engineering and mathematics, representation of Latinos in STEM fields continues to lag.
As of 2011, Latinos represented only 7 percent of the American STEM workforce, despite accounting for more than 16 percent of the U.S. population.
For someone with hearing loss, a successful cochlear implant can change their world.
But because results vary among implant recipients, it is crucial to determine strong candidates for whom an implant will likely be successful.
A cochlear implant (CI) is a complex electronic device that can effectively restore hearing in individuals with severe to profound hearing loss. While the CI does not restore normal hearing and differs from hearing aids, which amplify sounds, it does provide a useful representation of sounds by directly stimulating the auditory nerve. The CI’s success depends on how well the auditory nerve functions.
Ed Daly, professor of educational psychology, led a Nov. 15 presentation in the Fall 2019 Methodology Applications Series. His presentation, “Single-Case Experimental Designs: Can You Really Conduct a True Experiment With So Few Participants?” is now available on video.
While constantly evolving technology such as the internet, smartphones and social media have connected the world like never before, various polls and surveys reveal that many people feel more isolated than ever.
In many ways, society has become polarized in recent years. For educators, the growing challenge is to find effective ways to ensure their schools are places where all students’ voices are heard and welcomed.
For the past 15 years, the Nebraska Center for Research on Children, Youth, Families and Schools has worked tirelessly to impact lives by conducting, supporting and sharing high-quality research in the social, behavioral and educational sciences.
For the next 15 years, the center has no plans to slow down.
For early childhood researchers, sharing a study’s findings with the public is a key element of their work. But a myriad of considerations can sometimes make the process confusing.
More than a dozen early childhood researchers gathered Oct. 29 for the NAECR Knowledge presentation, “Making Your Data Publicly Available.” Erica DeFrain and Leslie Delserone of University Libraries joined Jeffrey Stevens, associate professor of psychology, to lead a discussion about best practices for releasing research data to the public.
