Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children.
Aligning Research and Policy on Social-Emotional and Academic Competence for Young Children.
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DOI：
10.1080/10409289.2010.497452
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发表时间：
2010-10
影响因子：
2.9
通讯作者：
Hoagwood KE
中科院分区：
文献类型：
--
作者：
Nadeem E;Maslak K;Chacko A;Hoagwood KE
本文的目的是描述当前的教育政策与促进社会，情感和学术（海洋）的发展以及学术和社会情感能力的促进，并概念化为开发的互惠过程，这些过程应以整合，良好的方式由教育来支持。
本文审查了对幼儿教育有影响的主要公共政策和国家计划（例如，起步，没有孩子留下来，想法），并在这些政策中强调了可以支持SEA能力的计划，以及支持这些政策的局限性，以确定对SEA的限制。能力和总结，并提出建议，以更好地对准研究和支持海上能力的政策。
The purpose of this article is to describe current education policies as they relate to the promotion of social, emotional, and academic (SEA) development and competence for young children. Academic and social–emotional competencies are described and conceptualized as developmentally linked, reciprocal processes that should be supported by education in an integrated, holistic manner. The article reviews major public policies and national initiatives that have implications for the education of young children (e.g., Head Start, No Child Left Behind, IDEA) and highlights opportunities within these policies to promote programs that can support SEA competencies, as well as the limitations of these policies. The article also includes a review of the limitations of existing resources available to educators to identify evidence-based programs that support SEA competencies and concludes with recommendations for better alignment between research and policy to support SEA competencies.
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影响因子：
4.6
作者：
Ladd, GW;Kochenderfer, BJ;Coleman, CC
通讯作者：
Coleman, CC
DOI：
10.1080/1754730x.2008.9715730
发表时间：
2008-01-01
期刊：
ADVANCES IN SCHOOL MENTAL HEALTH PROMOTION
影响因子：
--
作者：
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通讯作者：
Ialongo, Nicholas S.
影响因子：
3.6
作者：
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通讯作者：
VITARO, F
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2
作者：
Bohlin, G;Hagekull, B;Rydell, AM
通讯作者：
Rydell, AM
影响因子：
4.9
作者：
Furrer, C;Skinner, E
通讯作者：
Skinner, E