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IES Grant

Title: Reading, Writing, Respect and Resolution: The Impact of a Social and Character Development and Literacy Program on Teachers and Children
Center: NCER Year: 2003
Principal Investigator: Aber, J. Lawrence Awardee: New York University
Program: Social and Character Development      [Program Details]
Award Period: 4 years Award Amount: $2,369,900
Type: Efficacy and Replication Award Number: R305L030003
Description:

Publications

Book chapter

Gershoff, E.T., and Aber, J.L. (2006). Neighborhoods and Schools: Contexts and Consequences for the Mental Health and Risk Behaviors of Children and Youth. In L. Balter, and C.S. Tamis-Lemonda (Eds.), Child Psychology: A Handbook of Contemporary Issues (2nd ed., pp. 611–645). New York: Psychology Press/Taylor and Francis.

Jones, S.M., Brown, J.L., and Aber J.L. (2008). Classroom Settings as Targets of Intervention and Research. In M. Shinn, and H. Yoshikawa (Eds.), Towards Positive Youth Development: Transforming Schools and Community Programs (pp. 58–76). New York: Oxford University Press.

Larusso, M.D., Brown, J.L., Jones, S.M., and Aber, J.L. (2009). School Context and Micro-Contexts: The Complexity of Studying School Settings. In L.M. Dinella (Ed.), Conducting Psychology Research in School-Based Settings: A Practical Guide for Researchers Conducting High Quality Science Within School Environments (pp. 175–197). Washington, DC: APA Books.

Journal article, monograph, or newsletter

Aber, L., Brown, J.L., Jones, S.M., Berg, J., and Torrente C. (2011). School-Based Strategies to Prevent Violence, Trauma, and Psychopathology: The Challenges of Going to Scale. Development and Psychopathology, 23(2): 411–421.

Brown, J.L., Jones, S.M., LaRusso, M.D., and Aber, J.L. (2010). Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. Journal of Educational Psychology, 102(1): 153–167.

Hoglund, W., Jones, S.M., Brown, J.L. and Aber. J.L. (2015). The Evocative Influence of Child Academic and Social-Emotional Adjustment on Parent Involvement in Inner-City Schools. Journal of Educational Psychology, 107(2): 517–532.

Horan, J.M., Brown, J.L., Jones, S.M., and Aber, J.L. (2016). The Influence of Conduct Problems and Callous-Unemotional Traits on Academic Development Among Youth. Journal of Youth and Adolescence, 45(6): 1245–1260.

Jones, S.M., Brown, J.L., and Aber, J.L. (2011). Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research. Child Development, 82(2): 533–554.

Jones, S.M., Brown, J.L., Hoglund, W.G., and Aber, J. (2010). A School-Randomized Clinical Trial of an Integrated Social-Emotional Learning and Literacy Intervention: Impacts After 1 School Year. Journal Of Consulting and Clinical Psychology, 78(6): 829–842.

Long, K., Brown, J.L., Jones, S.J., Aber, J.L., and Yates, B. (2015). Cost Analysis of a School-Based Social and Emotional Learning and Literacy Intervention. Journal of Benefit-Cost Analysis, 6(3): 545–571.

Molano, A.E., Jones, S.M., Brown, J.L., and Aber, J.L. (2013). Selection and Socialization of Aggressive and Prosocial Behavior: The Moderating Role of Social-Cognitive Processes. Journal of Research on Adolescence, 23(3): 424–436.

VanderWeele, T., Hong, G., Jones, S.M., and Brown, J.L. (2013). Mediation and Spillover Effects in Group-Randomized Trials: A Case Study of the 4Rs Educational Intervention. Journal of the American Statistical Association, 108(502): 469–482.


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