The original research and analyses presented in this article were supported by grants from IES (# R305LO30003) and W. T. Grant Foundation (#1656) to Lawrence Aber (PI) and from W. T. Grant Foundation (#7520) and NIMH (#1R01MH082085-01A2) to Joshua Brown and Stephanie Jones (PIs). The authors are very grateful to Tom Roderick and his entire staff at the Morningside Center for their talent at and commitment to developing and implementing the 4Rs (Reading, Writing, Respect, and Resolution) and to a rigorous external evaluation of the 4Rs. The authors are also enormously grateful to the many postdoctoral fellows, doctoral students, and research assistants at New York University, Fordham University, and Harvard University who have helped in every phase of the work reported here, from data collection through data analysis. Finally, we are grateful to the many thousands of students, hundreds of teachers, and dozens of schools who have made this work possible.
Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research
Version of Record online: 10 MAR 2011
© 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc.
Volume 82, Issue 2, pages 533–554, March/April 2011
How to Cite
Jones, S. M., Brown, J. L. and Lawrence Aber, J. (2011), Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention: An Experiment in Translational Developmental Research. Child Development, 82: 533–554. doi: 10.1111/j.1467-8624.2010.01560.x
- Issue online: 24 MAR 2011
- Version of Record online: 10 MAR 2011
- Second revision submitted to Child Development on January 5, 2011.
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