Impact Findings from the Head Start Cares Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence

By Pamela A. Morris, Shira Mattera, Nina Castells, M. Bangser, K. Bierman, C. Raver. 2014

141 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/73902d649746c0a4df0648664c3e3379744b5655

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Citations in the corpus

Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “Growing up in poverty can produce disparities in SEC that can affect children’s learning experiences and developmental outcomes (Morris et al., 2014).”
Reducing Child Problem Behaviors and Improving Teacher-Child Interactions and Relationships: A Randomized Controlled Trial of Best in Class. (2018, background): “A recent large-scale study (Head Start CARES; Morris et al., 2014) evaluated the effects of enhancements to Head Start for children with social-emotional learning needs, comparing the effects of Preschool PATHS (Domitrovich, Cortes, & Greenberg, 2007), Incredible Years (Webster-Stratton, Reid, &…”
Two-Year Impact of a Mindfulness-Based Program on Preschoolers’ Self-Regulation and Academic Performance (2016, background): “However, as with the previous program, the positive effects were not maintained when the students were followed into kindergarten (Morris et al., 2014).”
Experimental Impacts of the “Quality Preschool for Ghana” Interventions on Teacher Professional Well-being, Classroom Quality, and Children’s School Readiness (2018, background): “High-quality ECE can improve children’s early learning skills, which are crucial for children’s transition and adaptation to school (e.g., Blair, 2002; Morris et al., 2014; Yoshikawa et al., 2013).”
Executive Function: Implications for Education. NCER 2017-2000. (2016, result): “The moderate to large effects in efficacy trials seen for PATHS and the CSRP are in contrast to smaller effects seen in a large-scale (N = 2,200 students) cluster RCT evaluations of these programs in Head Start preschool programs (d = .1–.2; Morris et al. 2014).”
A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions (2020, methodology): “For example, the Tools of the Mind intervention was most often implemented within multi-site cluster randomized designs, made use of multi-informant reports, and, in some cases, reported fidelity issues (e.g., Morris et al., 2014).”