A six-district study of educational change: direct and mediated effects of the child development project

By D. Solomon, V. Battistich, M. Watson, E. Schaps, C. Lewis. 2000

408 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ac4cb85ae0a3c40fd1081b7eec7c6e2e9a6d6059

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In Clinical Psychology

In Education

Citations in the corpus

Students' Need for Belonging in the School Community (2000, methodology): “Data from both CDP studies (Solomon et a1.,1996; Solomon et al., 2000; Watson et al.,”
The Relationship of Character Education Implementation and Academic Achievement in Elementary Schools (2003, neutral): “The Child Development Project, one of the most widely studied character education programs, found little evidence of academic gain during its elementary school initiative ( Solomon, Battistich, Watson, Schaps, & Lewis, 2000 ).”
Implementation Matters: A Review of Research on the Influence of Implementation on Program Outcomes and the Factors Affecting Implementation (2008, background): “…3 of 6 Saunders et al. (2006) Physical health promotion 2 Fidelity & dosage Observations, interviews & record review Categorical 1 of 1 Solomon et al. (2000) Mental health & academics 1 Fidelity Observations & self-report Categorical 14 of 28 Spoth et al. (2002) Substance…”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, background): “…students found continuing positive effects, especially among those from the elementary schools identified as having a high level of implementation quality as assessed by classroom observation and teachers' selfreported attitudes toward students (Battistich et al., 1997; Solomon et al., 2000).”
The Intersection of Culture and Achievement Motivation. (2011, background): “expand the degree to which they are motivated by contributing to the wellbeing of the group?” Some research suggests that indeed they can (Solomon et al., 2000).”
Race and Belonging in School: How Anticipated and Experienced Belonging Affect Choice, Persistence, and Performance (2015, background): “3 inconsistently, to improved academic achievement (Faircloth & Hamm, 2005; Juvonen, 2006; Roeser, Midgley, & Urdan, 1996; Solomon et al., 2000).”