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.
Something to chew on: Despite oral disease being mostly preventable, it remains one of the world’s most common illnesses. But for many Latino immigrant families, limited access and high cost make dental services prohibitive.
While studies demonstrate that dental appearance and aesthetics have important implications for positive self-esteem, relationships and employment outcomes, perceptions of dental aesthetics held by immigrant families have not been investigated.
Recent studies show that 85 percent of the U.S. population has access to 4G — fourth-generation — broadband network technology.
Which means 15 percent of Americans do not.
In Nebraska, the numbers are better: A recent report by Nebraska Broadband indicates broadband is available to 99.5 percent of the state’s residents.
Although studies reveal that immigrants and ethnic minorities are among those at greatest risk for poor health outcomes, little research exists on rural immigrants who experience a disproportionate burden of poverty and economic hardship.
Evan Choi, associate professor of child, youth and family studies, is using restricted-access versions of U.S. Census Bureau data to examine rural, low-income immigrant families and their health-related behaviors — and how they relate to their children’s health and developmental outcomes.
As populations in many rural Nebraska counties decline, those that are stable or growing share a common element: ethnic diversity.
A University of Nebraska–Lincoln study recently explored how cultural and economic resources generated by diverse populations can help smaller communities not only survive, but thrive.
Gregory is having a bad day. A school field trip has been canceled, and he is angry.
He is joined by a teacher and a kindergartner, who together discuss ways Gregory might cope with his emotions and keep his behavior under control.
“These are some things he might want to do,” the teacher says. “But there are other things he could do instead.”
A peer-reviewed research paper highlighting the success of a research-based program designed by CYFS has been named the 2017 Article of the Year by the Journal of School Psychology.
The article, “A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship,” appeared in the April 2017 issue of the Journal of School Psychology. It was one of two separate articles published about the outcomes of research using Conjoint Behavioral Consultation (CBC), a program now known as Teachers and Parents as Partners (TAPP).
Brainstorm, develop, implement, modify — and repeat. As rural Nebraska school districts use this adaptable approach to create after-school programs, a CYFS research team is taking similar steps to evaluate their progress.
The team is joining a 30-month project, Expanded Learning Opportunity Design Challenge, which involves Auburn, Beatrice, Boone Central, Centura and Grand Island school districts. Teachers and administrators from each district are developing after-school and summer programs for K-12 students, with a focus on integrating science, technology, engineering and mathematics.
