Birds sing and a cool breeze rustles through the leaves as a pair of squirrels scurry through the tall, green grass and up a tree — all under blue skies and sunshine.
Such scenes are typical during a leisurely, summer walk through a park — relaxing and uplifting for most people. For a team of University of Nebraska researchers, however, those elements may prove to be even more significant.
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).
A family partnership program developed by University of Nebraska researchers shows promise for addressing challenges related to early childhood obesity.
With an interdisciplinary team representing three Nebraska campuses, Brandy Clarke, assistant professor at the University of Nebraska Medical Center, led a pilot study for the program: Partners in Health: In it Together (PHIT).
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.
