This study is being completed with support from the Harvard Lemann Fund, and involves a collaboration with Dr's. To address questions about scalability, we will also explore whether there are differences in the effectiveness of PC based on the level of training and support provided to teachers. Using a three-arm cluster randomized control trial, we assess the impact of PC on children's social-emotional skills (e.g., executive function, emotion regulation, social competence) and academic outcomes (e.g., literacy, math scores). This study aims examines the efficacy of a culturally adapted social-emotional learning curriculum - Programa Compasso (PC) - in Brazilian primary schools. Terri Sabol and her research team at Northwestern University and is funded by the Institute of Education Sciences.Īssessing the impact of socio-emotional learning programing in Brazil (2016-2018) This project is conducted in collaboration with Dr. As part of this work, we will adapt an existing Systematic Social Observation (SSO) protocol to assess the characteristics of center neighborhoods and school grounds using publicly available neighborhood imaging. Specifically, we explore whether variation in treatment effects in the NCRECE professional development study is predicted by characteristics within school walls (e.g., the composition of students and teachers), as well as those outside of school walls. This project aims to understand the conditions under which professional development programs are more versus less effective. She has presented her work to audiences around the world, including the WHO, UNICEF, and the World Bank.Ĭlick here to see a full list of Dana McCoy's courses.Ĭontexts inside and outside of school walls as predictors of differential effectiveness in preschool professional development (2016-2019) in applied psychology with a concentration in quantitative analysis from New York University. McCoy's work has been published in journals such as Developmental Psychology, Child Development, Pediatrics, and The Lancet. in psychological and brain sciences from Dartmouth College and received her Ph.D. Before joining the HGSE faculty, McCoy served as an NICHD National Research Service Award post-doctoral fellow at the Harvard Center on the Developing Child. She has a particular interest in interdisciplinary theory, causal methodology, and ecologically valid measurement. McCoy's research is centered in both domestic and international contexts, including Brazil, Peru, Ghana, Tanzania, and Zambia. She is also interested in the development, refinement, and evaluation of early intervention programs designed to promote positive development and resilience in young children, particularly in terms of their self-regulation and executive function. Her work focuses on understanding the ways that poverty-related risk factors in children's home, school, and neighborhood environments affect the development of their cognitive and socioemotional skills in early childhood. Office Hours Contact: Email the Faculty Member and cc the Faculty Coordinatorĭana Charles McCoy is the Marie and Max Kargman Associate Professor in Human Development and Urban Education Advancement at the Harvard Graduate School of Education. Degree: Ph.D., New York University, (2013)Įmail:
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