Relevant bibliographies by topics / Young parent program

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Young parent program'

Author: Grafiati
Published: 19 February 2023

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Journal articles on the topic "Young parent program"

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Jung, Seokyung, and Seunghee Kim. "The development and application of a parent education program about reading books activities for parents with young children." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 13 (July 15, 2022): 603–21. http://dx.doi.org/10.22251/jlcci.2022.22.13.603.

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Objectives This study developed and investigated the effects of a parent education program about reading books activities for parents with young children. Methods Researchers developed a parent education program about reading books activities for parents with young children according to a 5-step process. The effects of the program were observed from fifteen parents of S preschool(experimental group) and fifteen parents of H preschool(comparative group). The experimental group participated in the parent education program about reading books activities for parents with young children, and the parents of the comparative group read books to their children at home freely. The effectiveness verification of the program was conducted for eight weeks from the 19th of July to the 17th of September in 2021 using a contact or contact-free way. Results The parent education program about reading books activities for parents with young children was composed of the contents and teaching-learning methods for parents with young children to interact with their children effectively, to improve maternal efficacy, and to promote their children’s language development. The results of this study showed that the scores of the parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary were meaningfully increased. Conclusions This study provided the information about a parent education program toward increasing parents’ maternal efficacy, the interaction between parents and their young chidlren, and young children’s vocabulary by demonstrating the educational effects of a parent education program about reading books activities for parents with young children. It was significant that this study suggested an effective parent education program to promote young children’s development and increase parents’ maternal efficacy.
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Joyce, Bonnie G. "Parent involvement: A model for program development." Rural Special Education Quarterly 8, no. 2 (June 1987): 7–13. http://dx.doi.org/10.1177/875687058700800202.

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Despite extensive research indicating that parent involvement is an important part in the intervention efforts with young, handicapped children, many parents elect not to participate in their child's educational program. Findings in this study indicate that only 35% of the parents with preschool handicapped children express interest in participating in their child's educational program. In an attempt to increase parent participation, a model for individualizing parent involvement is presented. Through an interview procedure, parents of preschool, handicapped children identify parent involvement activities in which they would like to participate. Most parents express interest in participating in a combination of activities, which serve as the basis for the model.
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Kim, Min Hee. "Exploring the Direction of Early Childhood Parent Education through Theory and Research Trends." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 17 (September 15, 2022): 665–83. http://dx.doi.org/10.22251/jlcci.2022.22.17.665.

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Objectives This study aims to present guidelines for parent education through the exploration of theories, programs, and research trends. Methods The theories and programs related to the education of parents of young children were reviewed, and a total of 143 domestic journals were analyzed. Results Results Five theories and four programs related to parent education were compared and analyzed, and the results of analysis of trends in domestic academic journals related to parent education were presented by research period, research method, and research topic. 1) Research on education of parents of young children has continued to increase since 2000. 2) In terms of research methods, quantitative studies were mainly conducted, and investigatory research studies and program development studies were the most frequent. In the second phase, qualitative research increased markedly. 3) In terms of themes, during the first phase, many studies were conducted in relation to parent education programs, whereas during the second phase, many studies were conducted in relation to the social aspects of parent education. Conclusions The direction of education proposed for parents of young children derived through the exploration of parent education theories, programs and research trends is the strengthening of each of the following: expert-parent cooperative parent education; diversification of parent education according to changes in family form; parent education focused on young children of a future society; sustainable development parent education; reinforcement of preliminary parental education. In addition, a practical alternative to early childhood institution- centered parental education was suggested. The results of this study is intended to provide direction for future research on parent education, provide practical guidelines for parent education in early childhood education institutions, give policy direction in the education of parents of young children, and serve as the impetus for finding a solution for the low fertility rate problem.
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Francis, Grace L., April Regester, and Alexandra S. Reed. "Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood." Career Development and Transition for Exceptional Individuals 42, no. 4 (December 19, 2018): 235–45. http://dx.doi.org/10.1177/2165143418813912.

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Parent involvement and parent–professional collaboration influence positive transitions from school into adult life among young adults with disabilities. However, parents frequently report being uninformed and uninvolved in transition planning and there is a paucity of information on how to develop these relationships in high school and postsecondary settings. The purpose of this study was to investigate the perspectives of parents of young adults who graduated from a postsecondary education program. We conducted semistructured interviews with 26 parents of young adults with intellectual and developmental disabilities who graduated from a postsecondary education program in the United States. Participants identified five primary barriers to parent–professional collaboration and six strategies to support parent involvement and collaboration. Implications for practice and research are discussed.
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Waddington, Hannah, Larah van der Meer, Jeff Sigafoos, and Andrew Whitehouse. "Examining parent use of specific intervention techniques during a 12-week training program based on the Early Start Denver Model." Autism 24, no. 2 (September 19, 2019): 484–98. http://dx.doi.org/10.1177/1362361319876495.

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Contemporary parent-implemented early intervention programs for children with autism spectrum disorder usually incorporate a range of techniques with different theoretical underpinnings. While research suggests that parents often learn to implement interventions with an acceptable degree of overall fidelity, there is limited research into parent use of individual intervention techniques. This study included five mothers of young children with autism spectrum disorder who participated in a 12-week parent training program based on the Early Start Denver Model. Ten-minute play samples were coded for the mothers’ use of 18 specific Early Start Denver Model techniques before, during, and 1 month after the training program. The correlation between the mothers’ use of each Early Start Denver Model technique and their child’s level of engagement and expressive language was also calculated. Results suggest that all mothers increased the number of techniques that they were using from baseline to parent training. Some Early Start Denver Model techniques were moderately or strongly correlated with both child engagement and expressive language. There was considerable variation in outcomes across all mother–child dyads. These preliminary results have implications for how parents are trained/coached to implement interventions for young children with autism spectrum disorder. Lay abstract Parents of young children with autism are often taught to deliver interventions which involve several different types of strategies. Research suggests that parents can usually learn to deliver these interventions but not much is known about their use of each specific intervention strategy. This study included five mothers of young children with autism who participated in a 12-week parent training program based on the Early Start Denver Model. We measured their use of 18 different ESDM strategies before, during, and 1 month after the training program. We found that parents increased the number of strategies that they used during the training program. There were differences between mothers in terms of the ESDM strategies that they used the most during the training. We also found that some of the strategies were more closely related to children’s levels of engagement and language than others. This suggests that parent training should be adapted to suit each parent’s needs.
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Watson-Jarvis, Kay, Tanis R. Fenton, Kristyn Hall, Mary Waterman, and Kristina Van Nest. "Acceptability of a Program for Parenting Young, Overweight Children." ICAN: Infant, Child, & Adolescent Nutrition 4, no. 2 (February 24, 2012): 122–24. http://dx.doi.org/10.1177/1941406412438393.

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A group lifestyle education program for overweight/obese children 6 to 15 years old and parents was adapted for the youngest age group (6-9 years) based on program evaluation. The new curriculum had parents reflect on their influence over the family health-related environment while exploring feeding and activity relationships. Children experienced self-expression through verbal, physical, and creative facets of healthy lifestyle behaviors. Six groups experienced a 2-week program (two 5-hour sessions on 2 consecutive Saturdays). Summary evaluation demonstrated significant increases in parent perceived knowledge for each subject area and a high degree of program satisfaction. One recommendation by parents was to receive this information earlier in the parenting experience.
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Brager, Jenna, Susan M. Breitenstein, Hailey Miller, and Deborah Gross. "Low-Income Parents’ Perceptions of and Engagement With a Digital Behavioral Parent Training Program: A Mixed-Methods Study." Journal of the American Psychiatric Nurses Association 27, no. 1 (September 11, 2019): 33–43. http://dx.doi.org/10.1177/1078390319872534.

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BACKGROUND: Parent training is a method for strengthening parenting skills, reducing child behavior problems, and promoting positive parent–child relationships. However, few parents have access to these evidence-based programs. The ezParent program, a tablet-based delivery adaptation of the group-based Chicago Parent Program, is a parent training program designed to address the needs of families raising young children in urban poverty. AIMS: This study aimed to explore (a) parents’ perceptions of the benefits and barriers associated with their use of the ezParent program and (b) the ways in which the ezParent components and perceived usability varied by program use (module completion). METHOD: An explanatory mixed-methods design was used with the overall intent to use the qualitative data to help explain in greater detail the quantitative results. RESULTS: Fifty-nine parents of 2- to 5-year-old children from two pediatric primary care clinics serving predominantly low-income and racial/ethnic minority families in Chicago (Cohort 1) and Baltimore (Cohort 2) participated in follow-up interviews. Among those interviewed, 23 (38.9.5%) parents completed all six modules and 12 parents (20.3%) completed none of the modules. However, of those 12, 8 (67%) logged in to the program and completed portions of Module 1. Parents who completed more modules reported more program benefits, and those who completed fewer modules reported more barriers. CONCLUSIONS: Exploring users’ experience with current digital applications, researchers and application developers can better design future tablet-based interventions to be both effective and acceptable by consumers.
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Francis, Grace L., and Alexandra S. Reed. "Rethinking Efforts to Ground the Helicopter Parent: Parent Experiences Providing Support to Young Adults With Disabilities." Focus on Autism and Other Developmental Disabilities 34, no. 4 (February 7, 2019): 246–56. http://dx.doi.org/10.1177/1088357619827931.

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Transitioning out of school is often challenging, especially for young adults with disabilities. Fortunately, parent involvement can enhance the transition process and student outcomes following graduation. However, there is limited information regarding how and why parents provide support to their young adults in high school and college, thus reducing the ability for professionals to maximize parental investment in the well-being of their young adults. The purpose of this study was to learn about parent experiences providing support to their children with disabilities as they age into adulthood. A total of 26 parents of postsecondary education program (PSE) graduates participated in interviews. Participants described how they provided support to their young adults, discussed reasons why they provided support, and offered recommendations for other parents to effectively support their children with disabilities as they age into adulthood.
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Strange, Cecily, Elaine Bennett, Maggie Tait, and Yvonne Hauck. "A qualitative evaluation of a Young Parents Program ( YPP ) – Parent and facilitator perspectives." Health Promotion Journal of Australia 30, no. 3 (February 2019): 402–12. http://dx.doi.org/10.1002/hpja.228.

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Pallante, Paloma, Cristina Perales, Vanessa Rigsby, Kathleen Wilson, and Daniela Rubin. "Implementation of a Pilot Parent-focused Physical Activity Program with Latino Families in a Head Start Program." Californian Journal of Health Promotion 17, no. 2 (December 23, 2019): 13–27. http://dx.doi.org/10.32398/cjhp.v17i2.2286.

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Introduction and Background. Physical activity (PA), even at young age, is associated with physical and psychological health. This study determined the feasibility of implementing a parent-led PA intervention and evaluated potential outcomes. Methods. Parent-child pairs from a Head Start center were randomized into intervention (N=20) and control (N=18) groups. All families received a bag of play equipment. Parents completed questionnaires assessing their own and their children’s PA, as well as self-efficacy, social control (SC), and social support (SS) regarding their provision of PA to their children. Parents in the intervention were trained in self-regulatory skills, facilitation of PA, and attended two playdates. Parents rated the playdates, activity sheet and equipment on a 5-point Likert scale. Results. Parents rated the playdates (M=4.9, SD=0.3), the activity sheet (M=4.7, SD=0.7) and the equipment bag (M=5, SD=0.0) highly. Child’s PA, parent’s moderate-to-vigorous PA, total PA, parental efficacy, SC, and SS showed no significant intervention effects. Overall, child and parent PA increased significantly over time (p=.02 for both). Conclusions. The intervention was positively received, with 90% completion rate and high ratings of the intervention materials. Longer interventions with more contact may be needed to influence potential outcomes.
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Dissertations / Theses on the topic "Young parent program"

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Fish, Thomas Robert. "Effects Of An Intervention Program On Parents Of Young Adults With Disabilities." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1046880666.

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DiCero, Kimbell E. "Small Circles| A Parenting Adolescent Prevention and Intervention Program for Young Families in the Teen Parent Shelter Program in Massachusetts." Thesis, William James College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10933031.

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The Small Circles program was developed as a prevention and intervention demonstration project. It was designed as a new approach to meeting the needs of a vulnerable population with barriers to necessary services, teen mothers and their infants. The goals of the program are the reduction of child abuse and/or neglect and fostering typical development in the infants. Teen parents face gaps in and barriers to services including lack of time as well as paucities of available mental health care, parent child development groups, and dependable transportation. Small Circles is designed to fill those gaps and overcome those barriers by placing the program within shelters for teen parents and their children in Massachusetts. The program has two interacting modalities: dyadic therapy with the teen and her infant and a parent child development group. Each component takes place once a week for four weeks. The program goals would be met through a focus on the development of a positive and flexible attachment relationship through a parallel process with the therapist and teen and the teen and her infant. The demonstration project was developed through an extensive review of the literature and a survey of currently available programs that serve this population. It was evaluated by four expert reviewers, each with a particular area of expertise. The reviewers’ feedback was overall favorable with relevant suggestions for revision. Feedback was provided that the program would be improved by an emphasis on developing the precursors to attachment that are measurable, a focus on intervention alone rather than a combination with prevention, and by highlighting interventions that are evidence based. These suggestions for revision will move the initial effort to a measurable, flexible program that works to meet the criteria for its targets and goals, and ultimately provides the best services and outcomes for the teen families.

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Felstead, Karen. "Young mothers: Discursive constructions of their lives and identities." Thesis, Federation University Australia, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/175274.

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The notion that early motherhood is a significant problem for society is widely documented in the academic literature, and there is a complicated history surrounding young pregnant and parenting women in social and educational policy contexts. Less is known about young mothers themselves and how they experience the social and material effects of early motherhood. The purpose of this study was to examine how young mothers, who attended a young parent program in Lake City in Victoria Australia, experienced early motherhood and how they contested the social discourses that framed their lives. Using a poststructural lens and drawing on the work of Michel Foucault, this thesis used narrative inquiry and discourse analysis to examine the complex nature of seven young mothers’ lives. Analysis of the narrative data showed that despite the complexities, early motherhood was a significant turning point as the young mothers drew on resources of resistance and responsibility to transform their lives. An analysis of the social welfare policy practices identified surveillance and regulation measures as responses to alleviate long-term welfare dependency but did not account for the structural and economic barriers that young mothers encountered in their lives. In educational contexts, the young mothers in this study had experienced disrupted education trajectories before moving to an alternative setting. The findings highlight that they were ‘invisible’ in mainstream educational contexts and while ‘learning from the margins’ in the young parent program. This study found that the voice of the young mother was missing in the social and educational policy discourses, and the complexities of early motherhood were not accounted for within the policies. This thesis argues that young mothers’ voices need to be included in strategic policy responses to address issues of inequity and reduce the structural and economic barriers faced by young mothers.
Doctor of Philosophy
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Bolton, Alexis. "Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1345.

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Among preschool-aged children, conduct problems (CP) are the number one reason for referral to mental health professionals. Research has consistently indicated that behavioral parent training (BPT) is the most effective technique for treating children’s disruptive behavior; however, there is a lack of research regarding BPT effects in children below the age of 3. Preventive behavioral parent training (PBPT) can be considered a preventive extension of BPT. The purpose of this study was to determine the degree to which PBPT might yield immediate effects in reducing rates of conduct problems (i.e., noncompliance and tantrums) displayed by typically developing young children. Overall, findings indicated that all four child participants displayed decreased rates of noncompliance and tantrums as predicted.
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Williams, Jillian Leigh. "Helping Our Toddlers, Developing Our Children’s Skills (HOT DOCS): An Investigation of a Parenting Program to Address Challenging Behavior in Young Children." Scholar Commons, 2009. https://scholarcommons.usf.edu/etd/86.

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This study investigated outcomes of a parent training curriculum: Helping Our Toddlers Developing Our Children's Skills (HOT DOCS), using secondary analyses of existing data collected between May 2007 and March 2009. The evaluation studied the impact of specific components of the parent training program on both participants' knowledge and attitudes and their perceptions of target children's behavior. Caregivers (n = 334) of children between the ages of 18 months and 5.11 years of age who were participants in the parent training program were included in the study. Measures included a pre/post knowledge test, pre/post rating scales of child problem behavior, and a program evaluation survey. Results indicated significant increases in caregiver knowledge following participation in the program, but non-significant differences between groups of participants based on various demographic variables. Prior to participation in the program, caregivers' perceptions of the severity of child problem behaviors were significantly different from that of the normative population. Following participation in the program, results showed a significant decrease in caregiver perceptions of the severity of child problem behaviors, regardless of caregiver/target child demographic variables. Caregiver feedback indicated high levels of satisfaction with the program.
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Nelson, Dana C. "Parenting and child care as predictors of language, cognitive, and behavioral outcomes in young, low-income children /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/9010.

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Seghers, Patricia. "Deconstructing television teaching adults to mediate violent programming for the young child /." Click here for text online. The Institute of Clinical Social Work Dissertations website, 2003. http://www.icsw.edu/_dissertations/seghers_2003.pdf.

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Dissertation (Ph.D.) -- The Institute for Clinical Social Work, 2003.
A dissertation submitted to the faculty of the Institute of Clinical Social Work in partial fulfillment for the degree of Doctor of Philosophy.
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Hederos, Carl-Axel. "Asthma in young children : epidemiology, burden of asthma and effects of a parental information program /." Stockholm : Karolinska institutet, 2007. http://diss.kib.ki.se/2007/978-91-7357-251-4/.

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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.

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Cristofoli, Emerson. "Estigma e trabalho: juventude ex-presidiária do Programa Pró-Egresso de Toledo - Paraná." Universidade Estadual do Oeste do Parana, 2013. http://tede.unioeste.br:8080/tede/handle/tede/2010.

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Made available in DSpace on 2017-07-10T18:20:31Z (GMT). No. of bitstreams: 1 Emerson Cristofoli.pdf: 1861929 bytes, checksum: 85b0281f6f693d4f69591eeb2670d3b7 (MD5) Previous issue date: 2013-09-05
The present dissertation investigates the perceptions of young former-prisoners about work, from their speech on structural conditions study that affect them, on aspects and implications of social vulnerability and also the Pro-Egresso Program from Toledo. Its main analysis focuses on the perceptions of work in the tracjetories of life of a young former-prisoners that attended the Pro-Egresso Program of Toledo. Therefore, we carried out an in depth research at the Pro-Egresso Program of Toledo - PR and an analysis of the trajectories of life of young former-prisoners based on their relationship with work. The research methodology included analyzes of the prison system, public politics, stigma, documentary research and interviews conducted at Pro-Egresso of Toledo. The theoretical referencial was build up from theoretical conceptions of recognized academic authors and also from dissertations and theses. In this theoretical framework we highlighted authors such as: ABRAMOVAY, ARANTES, BARATTA, CACCIAMALI, CAPELLER, ESTEVES, FOUCAULT, GOFFMAN, GROPPO, JULIÃO, KERBAUY, WOOD, MARX, POCHMANN, RITTER, SAINTS, SALES, SERON and VIEIRA. Our study has the analysis of aspects and implications of social vulnerability related to young people imprisonment as a starting point, bringing about how social vulnerability can act as a conductor in this process. The Pro-Egresso Program of Toledo was investigated in depth and showed, based on data from Legal Files Catalogues (1984/2009), that young former-prisoners were mainly young people from social vulnerability backgrounds, specially when related to work , professionalization and education. Regarding the impact of social and economic structures on young citizens that were subject to this research, we verified that historically the social set of youth suffers due to legal decisions and contradictory politics that do not meet the real demands of the heterogeneous Brazilian youth. The young former-prisoners, subjects of this research, disclosed through analyzes of their perceptions on work, their earlier participation in the labor market, due to the need of a complementary family income and even emancipation. Marked by limited professional experiences in precarious conditions of work they question the role of professionalization as an access tool to formal work. The scars of imprisonment mark these youths which carries the stigma of being a former-prisoner almost everywhere. In their search, there are other elements that demonstrate that work is a source of mix feelings namely burden and accomplishment. Finally, work as saving hope is not such a redeemer as previously expected.
A dissertação investiga as percepções de jovens ex-presidiários sobre o trabalho, a partir de suas falas, do estudo da estigmatização que afeta estes jovens e de aspectos e implicações da vulnerabilidade social. Investiga ainda o Programa Pró-Egresso de Toledo por meio de análise documental. O foco principal de análise evidencia as percepções sobre o trabalho na trajetória de vida de jovens ex-presidiários atendidos pelo Programa Pró-Egresso de Toledo. Para tanto, realizamos pesquisa em profundidade no Programa Pró-Egresso em Toledo-PR e análise da trajetória de vida de jovens ex-presidiários com base em suas relações com o trabalho. O método de pesquisa incluiu análise do sistema prisional, de políticas públicas e o uso da técnica de pesquisa documental e da técnica de entrevista no Pró-Egresso de Toledo. O referencial teórico foi constituído em concepções teóricas de autores reconhecidos academicamente e também em dissertações e teses. Neste arcabouço teórico evidenciamos autores como: Abramovay, Arantes, Baratta, Cacciamali, Capeller, Esteves, Foucault, Goffman, Groppo, Julião, Kerbauy, Madeira, Marx, Pochmann, Ritter, Santos, Sales, Seron e Vieira. Partimos da análise sobre aspectos e implicações da vulnerabilidade social relacionada ao aprisionamento de jovens evidenciando como a vulnerabilidade social pode atuar como condicionante neste processo. O Programa Pró-Egresso de Toledo é investigado em profundidade e revelou, à luz dos dados de seu Catálogo do Acervo Jurídico (1984/2009) que os jovens ex-presidiários se tratavam de jovens em condições de vulnerabilidade social principalmente com relação ao trabalho, profissionalização e educação. Com relação às estruturas sociais e econômicas as quais os jovens sujeitos desta pesquisa são afetados, verificamos que historicamente o conjunto social da juventude padece de decisões legais e politicas contraditórias que não comtemplam as demandas reais da heterogênea juventude brasileira. Os jovens ex-presidiários revelam através da análise de suas percepções sobre o trabalho a existência da precocidade de entrada no mundo do trabalho, responsável, pela necessidade de complementar a renda familiar e até de emancipação. Marcados por curtas experiências profissionais em condições de trabalho precárias colocam em dúvida o papel da profissionalização como acesso ao trabalho formal. As sequelas do cárcere marcam estes jovens que carregam o estigma de ex-presidiários em quase todos os lugares. Em suas falas, há outros elementos que demonstram que o trabalho é fonte de sentimentos contraditórios como: pesar e realização de sonhos. Por fim, a esperança salvacionista do trabalho não é tão redentora como superficialmente imaginamos.
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Books on the topic "Young parent program"

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Nevo, Dana. Single parent career program: New directions for young mothers. Springfield, Ill.]: The Section, 1989.

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College, Truman. Single parent career program and new directions for young mothers. Chicago, Ill: Truman College, 1987.

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Association, American Music Therapy, ed. Bright start music: A developmental program for music therapists, parents, and teachers of young children. Silver Springs, Maryland: American Music Therapy Association, Inc., 2013.

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D, McKay Gary, and Dinkmeyer James S, eds. Parenting young children: Helpful strategies based on Systematic Training for Effective Parenting (STEP) for parents of children under six. Circle Pines, MN: American Guidance Service, 1989.

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Dinkmeyer, Don C. Parenting young children: Helpful strategies based on Systematic Training for Effective Parenting (STEP) for parents of children under six. Circle Pines, Minn: AGS, 1989.

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C, Dinkmeyer Don, ed. Parenting young children: Systematic Training for Effective Parenting (STEP) of children under six. Circle Pines, Minn: AGS, 1997.

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Dear parents: Letters to parents of young children. Fort Atkinson, Wis: Alleyside Press, 1995.

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Illinois. Dept. of Public Aid. The Young parents program--: A better future for you and your child. Chicago, Ill: Illinois Dept. of Public Aid, 1987.

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1955-, Swenson Susan Griffis, ed. Inspiring young authors year-round: A handbook for teachers and parents. Racine, Wis: Treetop Pub., 1989.

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McEwan, Elaine K. The ABCs of school success: Nurturing young minds. Wheaton, Ill: Harold Shaw Publishers, 1995.

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Book chapters on the topic "Young parent program"

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Danko, Christina M., Kelly A. O’Brien, Kenneth H. Rubin, and Andrea Chronis-Tuscano. "The Turtle Program: PCIT for Young Children Displaying Behavioral Inhibition." In Handbook of Parent-Child Interaction Therapy, 85–98. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97698-3_6.

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Comer, Jonathan S., Cristina del Busto, Anthony S. Dick, Jami M. Furr, and Anthony C. Puliafico. "Adapting PCIT to Treat Anxiety in Young Children: The PCIT CALM Program." In Handbook of Parent-Child Interaction Therapy, 129–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97698-3_9.

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Webster-Stratton, Carolyn, Sarah Dababnah, and Erin Olson. "The Incredible Years® Group-Based Parenting Program for Young Children with Autism Spectrum Disorder." In Handbook of Parent-Implemented Interventions for Very Young Children with Autism, 261–82. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90994-3_17.

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Frydenberg, Erica, Jan Deans, and Rachel Liang. "Developing Coping Skills in the Early Years: A Positive Educational Approach." In The Palgrave Handbook of Positive Education, 369–93. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_15.

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AbstractThere are numerous ways to construe positive education in the early years, particularly as it relates to wellbeing and positive emotional outcomes. The teaching of coping skills provides tools for wellbeing within a positivist framework through emphasising the use of productive coping strategies and reducing the use of unhelpful, non-productive strategies. This chapter provides an example of teaching coping skills in early childhood: the Early Years Coping Project. The project helped young children articulate and understand coping constructs and provided tools to help parents and teachers to assess children’s coping. Visual tools facilitated the development of children’s coping skills in classroom activities. Parents were encouraged to develop their parenting skills and their own coping, utilising the emotion and coping language that is common to them and their children. The parent program was subsequently adapted in a format that was readily communicated to a culturally diverse population, using the generic frameworks and constructs of coping. Coping concepts and constructs have subsequently been incorporated into a COPE-Resilience curriculum. We highlight several applications and extensions of the curriculum. Coping skills provide a template for healthy social-emotional development that can be utilised in different contexts throughout life.
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Monga, Suneeta, and Diane Benoit. "The Taming Sneaky Fears Program: The Pivotal Role of Parents." In Assessing and Treating Anxiety Disorders in Young Children, 185–203. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-04939-3_11.

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D’Arcy, Grace, and Ilaria Mariani. "Science Gallery Dublin—Open Mind: Improving Mental Health of Young People." In Springer Series in Design and Innovation, 119–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78733-2_12.

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AbstractTo face the challenge of improving mental health and well-being with young people, Science Gallery Dublin initiates a high-school programme for mentorship among students. Involving academics, NGO’s, psychologists, parents, teachers, college and high-school students, ‘Open Mind’ intends to use hobbies and individual attitudes for favouring empowerment and the overall atmosphere of the school, also leading to a long-term increased well-being and fewer mental health issues.
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Noyes-Grosser, Donna M., Ron Benham, and Tracy Osbahr. "Implementing Services for Children with ASD and Their Families Within State Early Intervention Programs: A View from Two States – Opportunities, Challenges, and Future Directions." In Handbook of Parent-Implemented Interventions for Very Young Children with Autism, 459–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90994-3_28.

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Kyritsi, Konstantina P., and Flora Bacopoulou. "Cultural Accommodation of the Strengthening Families Program for Parents and Young Adolescents 10–14: Greek Phase I and II Study." In GeNeDis 2020, 283–99. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78787-5_34.

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Chronis-Tuscano, Andrea, Kelly O’Brien, and Christina M. Danko. "Module 1: Psychoeducation and Theoretical Foundations." In Supporting Caregivers of Children with ADHD, 25–40. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190940119.003.0002.

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In Module 1, parents learn the theoretical foundations for the program. This is a time to build rapport, learn more about the child’s specific problems, identify treatment goals, and instill hope. Parents learn about two foundational models in Module 1: the ABC model of child behavior and the transactional model of attention-deficit/hyperactivity disorder (ADHD) and families. The difficulties that children with ADHD experience can contribute to parent stress and/or negative reactions to their child. Parents may feel frustrated, stressed, worried, and/or sad about their child’s behavior. Some parents may blame themselves or feel they’re not doing a good job. On the other hand, the degree to which a parent is responsive and sensitive can help or hinder temperamentally at-risk infants and young children in terms of the later development of ADHD-related problems. Teaching parents effective ways to respond to their child can have important implications for the child’s ongoing adjustment.
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Fernández, Johanna. "The Church Offensive." In The Young Lords, 155–92. University of North Carolina Press, 2020. http://dx.doi.org/10.5149/northcarolina/9781469653440.003.0007.

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In winter 1969, the Young Lords recited scripture, channeled the revolutionary Jesus, and occupied the First Spanish United Methodist Church for its indifference to social violence, which combined with its promises of happiness in the hereafter, they argued, cloaked a project of social control. Rechristened, The People’s Church, the Lords’ prefigurative politics and project included a free medical clinic and redress of community grievances and needs, from housing evictions to English translation at parent-teacher meetings. Their hot morning meals to poor school-aged children became what is now the federal school breakfast program. As antidote to the erasure of culture and history that accompanied colonization and slavery in the Americas, they sponsored alternatives to public school curricula on the Puerto Rican independence movement, black American history, and current events. In the evening, they curated spurned elements of Afro-Puerto Rican culture and music performed by underground Nuyorican Poets and new genres of cultural expression, among them the spoken word poetry jam, a precursor to hip hop. They served revolutionary analysis with Mutual Aid. Their daily press conferences created a counternarrative to representations of Puerto Ricans as junkies, knife-wielding thugs, and welfare dependents that replaced traditional stereotypes with powerful images of eloquent, strategic, and candid Puerto Rican resistance.
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Conference papers on the topic "Young parent program"

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Rusdi, Annisa, and Dewi Rokhanawati. "Breastfeeding Experience in Young Mothers: A Scoping Review." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.33.

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ABSTRACT Background: Young mothers go through the transitional stages of becoming parent and adult simultaneously. This poses a breastfeeding challenge that older mother does not encounter. The coverage of breastfeeding in young mothers was lower and the average duration of breastfeeding was shorter than that of adult mothers. The study aimed to review experience of breastfeeding in young mothers. Subjects and Method: A scoping review framework were adapted from Arksey and O’Malley method. It consists of five stages: 1) Identify research questions, 2) Identify relevant articles, 3) Select studies, 4) Comply data, 5) Summarize and report results. The inclusion criteria were original research, published from 2009-2019, and in English language. The exclusion criteria were randomized controlled trial study, reviewed articles, and reports or books. The quality of the article was assessed using Hawker’s Quality Assessment Tool and reported by PRISMA flowchart. Results: Eleven articles were selected from 562. The experience of breastfeeding in young mothers has been described in three mains thematic: (1) Mother decision to breastfeed were more self-centered, (2) The success of breastfeeding was supported by many factors, including feeling comfortable while breastfeeding, family and peer support, knowledge of breastfeeding benefits, and support from health workers, and (3) Obstacles during breastfeeding such as mothers feeling confined, community responses, worries about food consumption, have many roles, the assumption that babies are more satisfied with formula milk, physical discomfort, and inadequate response from health workers. Conclusion: Experience of breastfeeding in young mothers is influenced by three aspects: 1) Decision making to breastfeed, 2) Factors that support the implementation of breastfeeding, and 3) Constraints during breastfeeding. Keywords: Breastfeeding, experience, adolescents, young mothers Correspondence: Annisa Rusdi. Universitas ‘Aisyiyah Yogyakarta. Faculty of Health Sciences Master Program of Midwifery. Jl. Ringroad Barat No.63, Mlangi Nogotirto, Gamping, Sleman district, Yogyakarta, Indonesia. Email: Ann isa.rusdi0196@yahoo.com Mobile: 081275121348/089502800478 DOI: https://doi.org/10.26911/the7thicph.03.33
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Oprea, Daniela. "School Effects of Attachment Break in Context of Economic Migration of Parents." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/23.

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Romania is going through a period of economic transition, subject to the pressures of globalization that affect the evolution of the family, at the micro social level, structurally, from the behaviour and relational point of view. The continuous process of changes in the labour market, the inefficiency of the association between vocational training and job satisfaction, the financial difficulties felt by most families but also the challenge of modernity have emphasized the phenomenon of migration in the last decade. The departure of parents who have to work abroad has become a worrying phenomenon with a higher incidence in the eastern half of the country. It has got complex effects on the evolution of the family, especially on the children left at home with one of their parents or their tutors. Nowadays, the studies show more and more situations of neglect in which children become victims and suffer emotionally and physically. They also suffer various abuses, they are exploited through work or sex. In schools, there is a new profile of special educational requirements (not deficiencies), the profile of children left at home without parental support. It is worrying the migration phenomenon seen as a value model by the young generation and its negative effects at school level: decrease of motivation for learning or school abandonment. The present study discusses a review of the current scientific literature objectively, which examines the impact of breaking attachment relationships between children and parents on socio-emotional development and school outcomes. The Romanian society knows an important socio-economic phenomenon, which has grown since 1990: migration. In 2017, a study carried out at the request of the Romanian Government recorded more than 85,000 children left home alone with one of the parents or without parental supervision. We aim to analyse what effects at school and socio-emotional level have the loss of attachment ties having as moderators the gender of the migrant parent, the duration of the separation, the age at which the separation occurs. When these relationships are interrupted, the child’s emotional development is affected, his emotional balance having repercussions in his social life. The purpose of this study is to identify, monitor the dimensions of the phenomenon in intensely affected areas (Braila and Galati counties), the psycho-pedagogical aspects of children with migrant parents exposed to situations of vulnerability, marginalization and to propose a program of educational strategies in order to optimize school motivation. The main objective of the research is to identify, evaluate and involve them into adaptive actions that have as their objective the rebalancing of the socio-affective relations
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Wu, Hao. "Decision Making of Chinese Immigrant Parents on Young Children's English-Mandarin Dual-Language Program Enrollment." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691540.

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Aririguzo, Lynda C., Kimberly Lopez, and Cary Cain. "“He’s Not Too Young”: Empowering Parents in Child Language Development Through UpWORDS, A Parenting Education Program." In AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.72.

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Carlsson, Christer, Pirkko Walden, Tuomas Kari, Markus Makkonen, and Lauri Frank. "Forming Sustainable Physical Activity Programs Among Young Elderly - A Combined ELM & UTAUT Approach." In Digital Support from Crisis to Progressive Change. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-485-9.31.

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There is consensus in health studies that regular physical activities of sufficient intensity and duration contribute to better health both in the short and long term. In an ongoing research program, we focus on getting the young elderly, the 60-75 years age group, to adopt and include physical activities as part of their daily routines. One reason for addressing young elderly is large numbers – in Finland health care costs for the elderly was 3.7 B€ in 2019 and will increase dramatically if the young elderly group is in bad shape when they reach the 75+ age group. We are finding out that systematic physical activities can serve as preventive health care for the young elderly. We are also learning that digital services can be instrumental for building sustainable physical activity programs.
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Engel, Carla, Carole Boylan, Tessa McKenna, Sophia Morgan, Udo Reulbach, and Elizabeth Barrett. "GP209 Evaluating parent training programmes for self-harm – a five year investigation of the effectiveness of the SPACE (supporting parents and carers of young people with self-harm thoughts and behaviours) programme." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.268.

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Melonashi, Erika. "DETERMINANTS OF HEALTH RISK BEHAVIORS AMONG ALBANIAN ADOLESCENTS AND YOUNG ADULTS: IMPLICATIONS FOR TEACHERS’ AND PARENTS’ EDUCATION PROGRAMS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0886.

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Curtis, Pennny, Jill Thompson, Oliver Quarrell, and Helen Santini. "F18 ‘They’re not there for you’: impact of service organisation on the psychosocial experiences of young people with johd, and their parents, in england." In EHDN 2018 Plenary Meeting, Vienna, Austria, Programme and Abstracts. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/jnnp-2018-ehdn.122.

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Carlsson, Christer. "Self-Efficacy Improves UTAUT to Describe Adoption of HealthEnhancing Physical Activity Programs." In Digital Restructuring and Human (Re)action. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.4.2022.37.

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There is consensus in health studies that regular physical activities of sufficient intensity and duration contribute to better health both in the short and long term. In an ongoing research program, we focus on getting young elderly, the 60-75 years age group, to adopt and include physical activities as part of their everyday routines. Regular health-enhancing physical activities can serve as preventive health care, which will improve and sustain quality of life and build up savings in health-care macro costs for an ageing population. We have learned that digital service tools can be instrumental for the adoption and use of activity programs, and that the Unified Theory of Acceptance and Use of Technology (UTAUT) is instrumental for the acceptance and use of digital tools and services. We will argue that the UTAUT is not sufficient as such but can be enhanced to describe the adoption and use of health-enhancing physical activity programs.
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Reports on the topic "Young parent program"

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Trew, Sebastian, Daryl Higgins, Douglas Russell, Kerryann Walsh, and Maria Battaglia. Parent engagement and involvement in education for children and young people’s online, relationship, and sexual safety : A rapid evidence assessment and implications for child sexual abuse prevention education. Australian Catholic University, August 2021. http://dx.doi.org/10.24268/acu.8w9w4.

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[Excerpt] We recently conducted a rapid evidence review on educational programs that focus on child sexual abuse (CSA) prevention (Trew et al., 2021). In that review, we learned that child-focused CSA prevention education could be enhanced by looking at how to improve the parent engagement or involvement. We know from a previous review (Hunt & Walsh, 2011), that parents’ views about CSA prevention education are important. But further evidence is needed to develop concrete strategies for strengthening parent engagement in appropriate and effective ways. As identified in the above-mentioned review (Trew et al., 2021), prominent researchers in the CSA prevention field have noted that if prevention efforts are to be successful, it is imperative to include parents (Hunter, 2011; Mendelson & Letourneau, 2015; J. Rudolph & M.J. Zimmer-Gembeck, 2018; Wurtele & Kenny, 2012). This research focuses on two complementary aspects of parent engagement in CSA prevention: (i) parent participation in parent-focused CSA prevention (ii) parent participation in school-based or child-focused CSA prevention.
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Nolan, Anne, and Emer Smyth. Talking about sex and sexual behaviour of young people in Ireland. ESRI, November 2020. http://dx.doi.org/10.26504/rs112.

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Research from a joint ESRI/HSE Health and Wellbeing research programme analyses how young people receive information on sex and relationships. Using data from the Growing up in Ireland ’98 Cohort at 13 and 17 years of age, the research also examines the role of this information in shaping sexual behaviours among Irish adolescents. The research finds that four in ten 17 year-olds have not spoken to their parents about sex and relationships.
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Sandoval-Aguilera, Karina, Jaime Carcamo-Oyarzun, and Nicolas Aguilar-Farias. Effectiveness of health promotion programs with parental or family involvement for increasing moderate-to-vigorous physical activity in school-aged children: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, October 2021. http://dx.doi.org/10.37766/inplasy2021.10.0003.

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Review question / Objective: The purpose of this systematic review is to examine studies that have assessed the effectiveness of health promotion programs with parental or family involvement for increasing moderate-to-vigorous physical activity in school-aged children. Condition being studied: Research has shown that parental or family support is positively associated with overall physical activity in children and young people. However, little is known about the differential effect of involving parents and family members when implementing interventions for promoting physical activity in children and adolescents compared with strategies that only rely on actions focused on the individuals or school environments. Information sources: A search strategy for articles will be carried out in the following databases: Embase, Pubmed, SPORTDiscus, Scopus and CINAHL. Also, a search from gray literature (academic google, Open Gray) and references from the articles found in the first stage will be conducted.
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Raei, Lamia. A Pathway to Youth Employment: Youth internships programme in Jordan. Oxfam IBIS, August 2021. http://dx.doi.org/10.21201/2021.7956.

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As part of the Youth Participation and Employment (YPE) programme, Oxfam’s partner INJAZ works to bridge the skills gap between the educational system and the changing needs of the labour market in Jordan. Oxfam supports the INJAZ internship programme, which aims to integrate young people into private-sector companies in order to help inform their future career choices. For many young people who participate in the programme, their internship is a stepping-stone to full employment. This case study presents examples of young people who enrolled in the scheme, enhanced their skills, and found a job. Though the uncertainty caused by COVID-19 has affected the pace of recruitment, Oxfam and INJAZ are still working tirelessly to achieve the programme’s mission.
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Barker, Gary, Jorge Lyra, and Benedito Medrado. The roles, responsibilities, and realities of married adolescent males and adolescent fathers: A brief literature review. Population Council, 2004. http://dx.doi.org/10.31899/pgy22.1004.

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From the perspective of developing countries, we know relatively little about married adolescent males and adolescent fathers, and much of what we know is inferred from research with young women or comes from a few specific regions in the world. However, there has been a growing interest in the issue on the part of researchers, policy-makers, and program staff. This interest has coincided with increasing attention in general to men, with gender studies, and with sexual and reproductive health initiatives. Early marriage and early childbearing are much more prevalent among young women than young men, and the negative consequences are more significant among young women. Nonetheless, it is the behavior and attitudes of men, within social contexts where gender hierarchies favor men over women, that often create young women’s vulnerability. Much of the research and literature on adolescent fathers comes from Latin America, the Caribbean, North America, and Europe. This paper reviews some of the literature on young married men and young fathers, concluding with suggestions for engaging young men to promote better reproductive and sexual health and more favorable life outcomes for married adolescent women and young men.
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Abufhele, Alejandra, David Bravo, Florencia Lopez-Boo, and Pamela Soto-Ramirez. Developmental losses in young children from pre-primary program closures during the COVID-19 pandemic. Inter-American Development Bank, January 2022. http://dx.doi.org/10.18235/0003920.

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The learning and developmental losses from pre-primary program closures due to COVID-19 may be unprecedented. These disruptions early in life, when the brain is more sensitive to environmental changes, can be long-lasting. Although there is evidence about the effects of school closures on older children, there is currently no evidence on such losses for children in their early years. This paper is among the first to quantify the actual impact of pandemic-related closures on child development, in this case for a sample of young children in Chile, where school and childcare closures lasted for about a year. We use a unique dataset collected face-to-face in December 2020, which includes child development indicators for general development, language development, social-emotional development, and executive function. We are able to use a first difference strategy because Chile has a history of collecting longitudinal data on children as part of their national social policies monitoring strategy. This allows us to construct a valid comparison group from the 2017 longitudinal data. We find adverse impacts on children in 2020 compared to children interviewed in 2017 in most development areas. In particular, nine months after the start of the pandemic, we find a loss in language development of 0.25 SDs. This is equivalent to the impact on a childs language development of having a mother with approximately five years less education. Timely policies are needed to mitigate these enormous losses.
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Patton, Desmond, and Catalina Vallejo. Examining Violence and Black Grief on Social Media: An Interview with Desmond Upton Patton. Just Tech, Social Science Research Council, February 2022. http://dx.doi.org/10.35650/jt.3020.d.2022.

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As part of our “What Is Just Tech?” series, we invited several social researchers—scholars, practitioners, artists, and activists—to respond to a simple yet fundamental question: “What is just technology?” This interview was conducted by Just Tech program officer Catalina Vallejo, who spoke with Desmond Upton Patton, Professor of Social Work at Columbia University and Just Tech Advisory Board member. Patton (he/him) studies how gang-involved youth conceptualize threats on social media and the extent to which social media may shape or facilitate youth and gang violence. He is the founding director of SAFElab, which centers young people’s perspectives in computational and social work research on violence, trains future social work scholars, and actively engages in violence prevention and intervention. In their conversation, Vallejo and Patton spoke about social media as an amplifier of violence, the importance of lived experience informing computational research, and misunderstandings about Black grief.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Thomson, Sue, Nicole Wernert, Sima Rodrigues, and Elizabeth O'Grady. TIMSS 2019 Australia. Volume I: Student performance. Australian Council for Educational Research, December 2020. http://dx.doi.org/10.37517/978-1-74286-614-7.

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The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).
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Bingham, Sonia, and Craig Young. Sentinel wetlands in Cuyahoga Valley National Park: I. Ecological characterization and management insights, 2008–2018. Edited by Tani Hubbard. National Park Service, February 2023. http://dx.doi.org/10.36967/2296885.

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Sentinel wetlands at Cuyahoga Valley National Park (NP) comprise a set of twenty important management areas and reference sites. These wetlands are monitored more closely than other wetlands in the wetlands monitoring program and are the focus of the volunteer monitoring program for water levels. We used the Ohio Rapid Assessment Method (ORAM) to evaluate habitat in the sentinel wetlands. A total of 37 long-term sample plots have been established within these wetlands to monitor biological condition over time using vegetation as an indicator. Vegetation is intensively surveyed using the Vegetation Index of Biotic Integrity (VIBI), where all plant species within the plot are identified to the lowest taxonomic level possible (genus or species). Sample plots were surveyed twice from 2008 to 2018 and the vegetation data were evaluated using five metrics: VIBI, Floristic Quality Assessment Index (FQAI), percent sensitive plant species, percent invasive graminoids, and species richness. These metrics are discussed for each location. This report also highlights relevant land use histories, common native plant species, and invasive species of concern at each wetland. This is the first report in a two-part series, designed to summarize the results from intensive vegetation surveys completed at sentinel wetlands in 2008–2018. Boston Mills, Virginia Kendall Lake, Stumpy Basin, Columbia, and Beaver Marsh are all in excellent condition at one or more plots. They have unique habitats with some specialized plant species. Fawn Pond is in good condition at most plots and scores very high in comparison to other wetlands within the riverine mainstem hydrogeomorphic class. Metric scores across mitigation wetlands were low. Two of the three wetlands (Brookside and Rockside) are not meeting the benchmarks originally established by the United States Army Corps of Engineers and Ohio Environmental Protection Agency. Krejci is still a young mitigation site and success will be determined over time. Park-supported invasive species control efforts will be crucial for long-term success of these sites and future mitigation/restoration projects. The wetlands monitored because of proposed ecological restoration projects (Pleasant Valley, Stanford, and Fawn Pond) have extensive invasive plant communities. These restoration sites should be re-evaluated for their feasibility and potential success and given an order of prioritization relative to the newer list of restoration sites. Cuyahoga Valley NP has added many new areas to their list of potential wetland restoration sites after these areas were selected, and there may be better opportunities available based on restoration objectives. Restoration goals should be based on the park's desired future conditions, and mitigation goals of outside partners may not always be in line with those. The multiple VIBI plots dispersed throughout the large wetlands at Cuyahoga Valley NP detected and illuminated spatial patterns in condition. Many individual wetlands had a wide range of VIBI scores within their boundaries, sometimes reflecting localized disturbances, past modifications, and management actions. Most often, these large fluctuations in condition were linked to local invasive plant infestations. These infestations appear to be the most obvious and widespread threat to wetland ecosystems within the park, but also the most controllable threat. Some sensitive species are still present in some of the lowest scoring plots, which indicates that invasive plant species control efforts may pay off immediately with a resurgence of native communities. Invasive plant control at rare habitat sites would have large payoffs over time by protecting some of the park's most unique wetlands. Reference wetlands would also be good demonstration sites for park managers to try to maintain exemplary conditions through active management. Through this work, park managers can evaluate the feasibility, effectiveness, and scalability of management practices required to maintain wetland condition.
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