2. Influence of the child study center on elementary school programming

1974 ◽  
Vol 24 (1) ◽  
pp. 127-129
Author(s):  
Shirley R. Kellam
Keyword(s):  
Elementary School ◽  
Child Study ◽  
School Programming ◽  
Study Center

scholarly journals Remote or Removed: Predicting Successful Engagement with Online Learning during COVID-19

2021 ◽  
Vol 7 ◽  
pp. 237802312098820
Author(s):  
Thurston Domina ◽  
Linda Renzulli ◽  
Brittany Murray ◽  
Alma Nidia Garza ◽  
Lysandra Perez
Keyword(s):  
Elementary School ◽  
Student Engagement ◽  
High Speed ◽  
Initial Period ◽  
Learning Opportunities ◽  
Academic Learning ◽  
Socioeconomic Resources ◽  
Using Data ◽  
School Programming ◽  
Remote Learning

Using data from a spring 2020 survey of nearly 10,000 parents of elementary school parents in one large southeastern public school district, the authors investigate predictors of elementary school student engagement during the initial period of pandemic remote learning. The authors hypothesize that household material and technological resources, school programming and instructional strategies, and family social capital contribute to student engagement in remote learning. The analyses indicate that even after controlling for rich measures of family socioeconomic resources, students with access to high-speed Internet and Internet-enabled devices have higher levels of engagement. Exposure to more diverse socioemotional and academic learning opportunities further predicts higher levels of engagement. In addition, students whose families remained socially connected to other students’ families were more likely to engage online.

The Yale Child Study Center Project

2017 ◽  
pp. 313-325
Author(s):  
Sally Provence
Keyword(s):  
Child Study ◽  
Study Center

Coding and Clairvoyance in a Dual Aspect Test with Children

1965 ◽  
Vol 20 (3) ◽  
pp. 745-748
Author(s):  
Stanley Krippner
Keyword(s):  
School Children ◽  
Multiple Choice ◽  
State University ◽  
Kent State University ◽  
Summer Reading ◽  
Child Study ◽  
Reading Clinic ◽  
Study Center

During a summer reading clinic held at the Kent State University Child Study Center, 40 school children were asked to record their guesses in regard to 25 cards in a sealed envelope. The multiple-choice answer sheets listed 25 series of 5 words. The envelope, however, contained coded symbols of these words in the form of photographic reproductions. Test II involved a deck of 25 cards containing the words themselves rather than pictures of the words. To encourage motivation, a transistor radio was promised to the highest scorer. On Test I, correct choices were not made significantly more often than chance. On Test II, the number of hits was statistically significant, indicating that coded symbol targets were more difficult to perceive by clairvoyance than non-coded targets.

A 2-year path to competency: A developmental framework for pediatric psychology training at the Yale Child Study Center.

2015 ◽  
Vol 3 (3) ◽  
pp. 218-224 ◽  
Author(s):  
Bradley Jerson ◽  
Laurie Cardona ◽  
Andrea C. Lewallen ◽  
Kevin R. Coleman ◽  
Michele Goyette-Ewing
Keyword(s):  
Pediatric Psychology ◽  
Psychology Training ◽  
Developmental Framework ◽  
Child Study ◽  
Study Center
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