The added impact of parenting education in early childhood education programs: A meta-analysis

Many early childhood education (ECE) programs seek to enhance parents’ capacities to support their children's development. Using a meta-analytic database of 46 studies of ECE programs that served children age three to five-years-old, we examine the benefits to children's cognitive and pre-academic skills of adding parenting education to ECE programs for children and consider the differential impacts of: 1) parenting education programs of any type; 2) parenting education programs that provided parents with modeling of or opportunities to practice stimulating behaviors and 3) parenting education programs that were delivered through intensive home visiting. The results of the study call into question some general longstanding assertions regarding the benefits of including parenting education in early childhood programs. We find no differences in program impacts between ECE programs that did and did not provide some form of parenting education. We find some suggestive evidence that among ECE programs that provided parenting education, those that provided parents with opportunities to practice parenting skills were associated with greater short-term impacts on children's pre-academic skills. Among ECE programs that provided parenting education, those that did so through one or more home visits a month yielded effect sizes for cognitive outcomes that were significantly larger than programs that provided lower dosages of home visits

Politics and Piety

(Statement of Responsibility) by Todd Grindal(Thesis) Thesis (B.A.) -- New College of Florida, 1998(Electronic Access) RESTRICTED TO NCF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE(Bibliography) Includes bibliographical references.(Source of Description) This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.(Local) Faculty Sponsor: Snyder, Le

Compared to what? Variation in the impacts of early childhood education by alternative care type

Early childhood education research often compares a group of children who receive the intervention of interest to a group of children who receive care in a range of different care settings. In this paper, we estimate differential impacts of an early childhood intervention by alternative care setting, using data from the Head Start Impact Study, a large-scale randomized evaluation. To do so, we utilize a Bayesian principal stratification framework to estimate separate impacts for two types of Compliers: those children who would otherwise be in other center-based care when assigned to control and those who would otherwise be in home-based care. We find strong, positive short-term effects of Head Start on receptive vocabulary for those Compliers who would otherwise be in home-based care. By contrast, we find no meaningful impact of Head Start on vocabulary for those Compliers who would otherwise be in other center-based care. Our findings suggest that alternative care type is a potentially important source of variation in early childhood education interventions

Resumen de evidencia sobre la educación inclusiva

Este estudio tiene como objetivo identificar investigaciones que muestran los beneficios de la educación inclusiva no sólo para los estudiantes con discapacidades, pero especialmente para aquellos estudiantes sin dificultades, ya que la evidencia de estos beneficios para estudiantes con discapacidades ya está ampliamente difundida. Se presentan los resultados de una encuesta realizada a través de la revisión sistemática de 280 estudios de 25 países. De éstos, 89 estudios brindan evidencia científica relevante y se utilizaron como base para el análisis de este documento

Supermarket Shopping and The Food Retail Environment among SNAP Participants

<p>Much of the research on food deserts has focused on the relationship between the food retail environment and nutrition and health outcomes. Intermediary differences in food shopping patterns are often implicitly assumed to drive these relationships (environment hypothetically affects shopping, which hypothetically affects consumption). Research is limited, though, on whether these food shopping discrepancies exist. This article investigates whether a number of food shopping outcomes and the food retail environment are in fact associated and in which kinds of neighborhoods, using the Electronic Benefit Transfer (EBT) records of over 40 000 households receiving Supplemental Nutrition Assistance Program (SNAP) benefits in western Massachusetts. In some, though not all, food retail environments, we find a small but statistically significant negative association between continuous distance and both the percentage of SNAP redemptions spent at supermarkets and the number of benefit-spending trips taken to supermarkets. Nonetheless, SNAP households located in neighborhoods with what would be considered poor access to supermarkets still spent, on average, more than 75% of their redemptions at these retailers, only 5 percentage points lower than households located one block from a supermarket. These results suggest that SNAP participants’ inability to reach healthy food retailers is at most a minor driver of geographic disparities in nutrition and health outcomes.</p