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Editorial Statement:

Editorial Statement: Three articles in this section deal specifically with the effects of early intervention programs in samples of students defined to be "at risk" for academic difficulty. The interventions are very different, but they show demonstrably positive effects in these samples, highlighting the critical impor­ tance of continued attention and support of effective early childhood interventions. Frances Campbell and Craig Ramey evaluated the long-term intellectual and academic benefits of the Carolina Abecedarian Project (ABC). Unlike many other investigations of Head Start programs, this research-based pro­ gram followed children over a 10-year period of schooling, until they were 15 years old, comparing treated students with comparable untreated controls. Comparisons were also made between students receiving the program in preschool and those whose introduction was delayed until elementary school. Results showed significantly higher academic performance for stu­ dents given earliest treatment in preschool. Most importantly, these advan­ tages were found to remain significant 7-10 years after treatment subsided. Steven Ross, Lana Smith, Jason Casey, and Robert Slavin provide a comparison of the processes and outcomes associated with two widely adopted programs for improving the reading performance of at-risk children: Reading Recovery and Success for All. Their careful analyses of these pro­ grams during one school year reveal advantages for each approach and suggest the benefits of combining elements of these complementary efforts. A very different kind of research study by Susan Neuman, Tracy Hage- dorn, Donna Celano, and Pauline Daly describes a collaborative interview- discussion approach to family literacy offered to teenag e mothers in an African- American community. The mothers worked with professionals on ways to pro­ mote and support their children's school success for 10 one-hou r sessions. The mothers' beliefs about early learning were elicited as part of the data collected and used to direct and personalize discussion activities. These researchers feel their model might provide impetus for others wh o work with teenage parents to help promote early literacy development in their children. Also included in this issue are two remaining articles: David Johnson, Roger Johnson, Bruce Dudley, Marty Ward, and Douglas Magnuson investi­ gate the effects of a peer mediation program on the conflict resolution strategies employed by elementary grade students. Their findings show signif­ icant differences between conflicts occurring in the school and those occurring in the home. There was also a significant impact of the program on the resolution strategies used by the children. Finally, Anthony Pellegrini, Patti Huberty, and Ithel Jones examine the effects of the timing of recess periods in kindergarten, second-grade, and fourth-grade classrooms on children's classroom and recess behavior. They interpret their findings in terms of play deprivation theory, and massed versus distributed practice. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Editorial Statement:

American Educational Research Journal , Volume 32 (4): 1 – Jun 24, 2016

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Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312032004742
Publisher site
See Article on Publisher Site

Abstract

Three articles in this section deal specifically with the effects of early intervention programs in samples of students defined to be "at risk" for academic difficulty. The interventions are very different, but they show demonstrably positive effects in these samples, highlighting the critical impor­ tance of continued attention and support of effective early childhood interventions. Frances Campbell and Craig Ramey evaluated the long-term intellectual and academic benefits of the Carolina Abecedarian Project (ABC). Unlike many other investigations of Head Start programs, this research-based pro­ gram followed children over a 10-year period of schooling, until they were 15 years old, comparing treated students with comparable untreated controls. Comparisons were also made between students receiving the program in preschool and those whose introduction was delayed until elementary school. Results showed significantly higher academic performance for stu­ dents given earliest treatment in preschool. Most importantly, these advan­ tages were found to remain significant 7-10 years after treatment subsided. Steven Ross, Lana Smith, Jason Casey, and Robert Slavin provide a comparison of the processes and outcomes associated with two widely adopted programs for improving the reading performance of at-risk children: Reading Recovery and Success for All. Their careful analyses of these pro­ grams during one school year reveal advantages for each approach and suggest the benefits of combining elements of these complementary efforts. A very different kind of research study by Susan Neuman, Tracy Hage- dorn, Donna Celano, and Pauline Daly describes a collaborative interview- discussion approach to family literacy offered to teenag e mothers in an African- American community. The mothers worked with professionals on ways to pro­ mote and support their children's school success for 10 one-hou r sessions. The mothers' beliefs about early learning were elicited as part of the data collected and used to direct and personalize discussion activities. These researchers feel their model might provide impetus for others wh o work with teenage parents to help promote early literacy development in their children. Also included in this issue are two remaining articles: David Johnson, Roger Johnson, Bruce Dudley, Marty Ward, and Douglas Magnuson investi­ gate the effects of a peer mediation program on the conflict resolution strategies employed by elementary grade students. Their findings show signif­ icant differences between conflicts occurring in the school and those occurring in the home. There was also a significant impact of the program on the resolution strategies used by the children. Finally, Anthony Pellegrini, Patti Huberty, and Ithel Jones examine the effects of the timing of recess periods in kindergarten, second-grade, and fourth-grade classrooms on children's classroom and recess behavior. They interpret their findings in terms of play deprivation theory, and massed versus distributed practice.

Journal

American Educational Research JournalSAGE

Published: Jun 24, 2016

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