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Showing 25 to 36 of 2736 entries
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Back to school to protect against coronary heart disease?.

BMJ (Clinical research ed.)

Richards JB, Evans DM.
PMID: 28855182
BMJ. 2017 Aug 30;358:j3849. doi: 10.1136/bmj.j3849.

No abstract available.

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Richards JB, Evans DM. Back to school to protect against coronary heart disease?. BMJ. 2017;358:j3849doi: 10.1136/bmj.j3849.
Richards, J. B., & Evans, D. M. (2017). Back to school to protect against coronary heart disease?. BMJ (Clinical research ed.), 358j3849. https://doi.org/10.1136/bmj.j3849
Richards, J Brent, and Evans, David M. "Back to school to protect against coronary heart disease?." BMJ (Clinical research ed.) vol. 358 (2017): j3849. doi: https://doi.org/10.1136/bmj.j3849
Richards JB, Evans DM. Back to school to protect against coronary heart disease?. BMJ. 2017 Aug 30;358:j3849. doi: 10.1136/bmj.j3849. PMID: 28855182.
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Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years.

Child development

Weidinger AF, Steinmayr R, Spinath B.
PMID: 28419417
Child Dev. 2018 Mar;89(2):e138-e156. doi: 10.1111/cdev.12806. Epub 2017 Apr 17.

Math competence beliefs and achievement are important outcomes of school-based learning. Previous studies yielded inconsistent results on whether skill development, self-enhancement, or reciprocal effects account for the interplay among them. A development-related change in the direction of their relation...

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Weidinger AF, Steinmayr R, Spinath B. Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years. Child Dev. 2017;89(2):e138-e156doi: 10.1111/cdev.12806.
Weidinger, A. F., Steinmayr, R., & Spinath, B. (2018). Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years. Child development, 89(2), e138-e156. https://doi.org/10.1111/cdev.12806
Weidinger, Anne F, et al. "Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years." Child development vol. 89,2 (2018): e138-e156. doi: https://doi.org/10.1111/cdev.12806
Weidinger AF, Steinmayr R, Spinath B. Changes in the Relation Between Competence Beliefs and Achievement in Math Across Elementary School Years. Child Dev. 2018 Mar;89(2):e138-e156. doi: 10.1111/cdev.12806. Epub 2017 Apr 17. PMID: 28419417.
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Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children.

Social science & medicine (1982)

Kull MA, Coley RL.
PMID: 26310590
Soc Sci Med. 2015 Oct;142:145-53. doi: 10.1016/j.socscimed.2015.08.030. Epub 2015 Aug 17.

RATIONALE: Extant research identifies associations between early physical health disparities and impaired functioning in adulthood, but limited research examines the emergence of these associations in the early years of children's lives.OBJECTIVE: This study draws on data from the Early...

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Kull MA, Coley RL. Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children. Soc Sci Med. 2015;142:145-53doi: 10.1016/j.socscimed.2015.08.030.
Kull, M. A., & Coley, R. L. (2015). Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children. Social science & medicine (1982), 142145-53. https://doi.org/10.1016/j.socscimed.2015.08.030
Kull, Melissa A, and Coley, Rebekah Levine. "Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children." Social science & medicine (1982) vol. 142 (2015): 145-53. doi: https://doi.org/10.1016/j.socscimed.2015.08.030
Kull MA, Coley RL. Early physical health conditions and school readiness skills in a prospective birth cohort of U.S. children. Soc Sci Med. 2015 Oct;142:145-53. doi: 10.1016/j.socscimed.2015.08.030. Epub 2015 Aug 17. PMID: 26310590.
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Enriching science, practice, and policy relevant to school psychology around the globe.

School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association

Jimerson SR.
PMID: 26974013
Sch Psychol Q. 2016 Mar;31(1):1-7. doi: 10.1037/spq0000153.

This editorial provides a brief synthesis of the past, present, and future of School Psychology Quarterly, highlighting important contributions as an international resource to enrich, invigorate, enhance, and advance science, practice, and policy relevant to school psychology around the...

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Jimerson SR. Enriching science, practice, and policy relevant to school psychology around the globe. Sch Psychol Q. 2016;31(1):1-7doi: 10.1037/spq0000153.
Jimerson, S. R. (2016). Enriching science, practice, and policy relevant to school psychology around the globe. School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association, 31(1), 1-7. https://doi.org/10.1037/spq0000153
Jimerson, Shane R. "Enriching science, practice, and policy relevant to school psychology around the globe." School psychology quarterly : the official journal of the Division of School Psychology, American Psychological Association vol. 31,1 (2016): 1-7. doi: https://doi.org/10.1037/spq0000153
Jimerson SR. Enriching science, practice, and policy relevant to school psychology around the globe. Sch Psychol Q. 2016 Mar;31(1):1-7. doi: 10.1037/spq0000153. PMID: 26974013.
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[Learning versus teaching. The new role of schools].

Revista de enfermeria (Barcelona, Spain)

[No authors listed]
PMID: 26121879
Rev Enferm. 2014 Dec;37(12):6-7.

No abstract available.

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Aprender frente a enseñar. El nuevo rol de las escuelas. [Learning versus teaching. The new role of schools]. Rev Enferm. 2014;37(12):6-7
(2014). Aprender frente a enseñar. El nuevo rol de las escuelas. [Learning versus teaching. The new role of schools]. Revista de enfermeria (Barcelona, Spain), 37(12), 6-7.
"Aprender frente a enseñar. El nuevo rol de las escuelas." [Learning versus teaching. The new role of schools]. Revista de enfermeria (Barcelona, Spain) vol. 37,12 (2014): 6-7.
Aprender frente a enseñar. El nuevo rol de las escuelas. [Learning versus teaching. The new role of schools]. Rev Enferm. 2014 Dec;37(12):6-7. Spanish. PMID: 26121879.
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Significance of the School Physical Environment - A Commentary.

The Journal of school health

Fisk WJ, Paulson JA, Kolbe LJ, Barnett CL.
PMID: 27246672
J Sch Health. 2016 Jul;86(7):483-7. doi: 10.1111/josh.12400.

No abstract available.

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Fisk WJ, Paulson JA, Kolbe LJ, et al. Significance of the School Physical Environment - A Commentary. J Sch Health. 2016;86(7):483-7doi: 10.1111/josh.12400.
Fisk, W. J., Paulson, J. A., Kolbe, L. J., & Barnett, C. L. (2016). Significance of the School Physical Environment - A Commentary. The Journal of school health, 86(7), 483-7. https://doi.org/10.1111/josh.12400
Fisk, William J, et al. "Significance of the School Physical Environment - A Commentary." The Journal of school health vol. 86,7 (2016): 483-7. doi: https://doi.org/10.1111/josh.12400
Fisk WJ, Paulson JA, Kolbe LJ, Barnett CL. Significance of the School Physical Environment - A Commentary. J Sch Health. 2016 Jul;86(7):483-7. doi: 10.1111/josh.12400. PMID: 27246672.
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Secondary education and HIV infection in Botswana.

The Lancet. Global health

Grépin KA, Bharadwaj P.
PMID: 26134874
Lancet Glob Health. 2015 Aug;3(8):e428-e429. doi: 10.1016/S2214-109X(15)00050-9. Epub 2015 Jun 28.

No abstract available.

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Grépin KA, Bharadwaj P. Secondary education and HIV infection in Botswana. Lancet Glob Health. 2015;3(8):e428-e429doi: 10.1016/S2214-109X(15)00050-9.
Grépin, K. A., & Bharadwaj, P. (2015). Secondary education and HIV infection in Botswana. The Lancet. Global health, 3(8), e428-e429. https://doi.org/10.1016/S2214-109X(15)00050-9
Grépin, Karen Ann, and Bharadwaj, Prashant. "Secondary education and HIV infection in Botswana." The Lancet. Global health vol. 3,8 (2015): e428-e429. doi: https://doi.org/10.1016/S2214-109X(15)00050-9
Grépin KA, Bharadwaj P. Secondary education and HIV infection in Botswana. Lancet Glob Health. 2015 Aug;3(8):e428-e429. doi: 10.1016/S2214-109X(15)00050-9. Epub 2015 Jun 28. PMID: 26134874.
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Understanding and Measuring Coach-Teacher Alliance: A Glimpse Inside the 'Black Box'.

Prevention science : the official journal of the Society for Prevention Research

Johnson SR, Pas ET, Bradshaw CP.
PMID: 26872479
Prev Sci. 2016 May;17(4):439-49. doi: 10.1007/s11121-016-0633-8.

Coaching models are increasingly used in schools to enhance fidelity and effectiveness of evidence-based interventions; yet, little is known about the relationship between the coach and teacher (i.e., coach-teacher alliance), which may indirectly enhance teacher and student outcomes through...

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Johnson SR, Pas ET, Bradshaw CP. Understanding and Measuring Coach-Teacher Alliance: A Glimpse Inside the 'Black Box'. Prev Sci. 2016;17(4):439-49doi: 10.1007/s11121-016-0633-8.
Johnson, S. R., Pas, E. T., & Bradshaw, C. P. (2016). Understanding and Measuring Coach-Teacher Alliance: A Glimpse Inside the 'Black Box'. Prevention science : the official journal of the Society for Prevention Research, 17(4), 439-49. https://doi.org/10.1007/s11121-016-0633-8
Johnson, Stacy R, et al. "Understanding and Measuring Coach-Teacher Alliance: A Glimpse Inside the 'Black Box'." Prevention science : the official journal of the Society for Prevention Research vol. 17,4 (2016): 439-49. doi: https://doi.org/10.1007/s11121-016-0633-8
Johnson SR, Pas ET, Bradshaw CP. Understanding and Measuring Coach-Teacher Alliance: A Glimpse Inside the 'Black Box'. Prev Sci. 2016 May;17(4):439-49. doi: 10.1007/s11121-016-0633-8. PMID: 26872479; PMCID: PMC4840105.
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HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork.

Sensors (Basel, Switzerland)

Díaz DJ, Boj C, Portalés C.
PMID: 27120601
Sensors (Basel). 2016 Apr 23;16(4). doi: 10.3390/s16040586.

This paper presents HybridPLAY, a novel technology composed of a sensor and mobile-based video games that transforms urban playgrounds into game scenarios. With this technology we aim to stimulate physical activity and playful learning by creating an entertaining environment...

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Díaz DJ, Boj C, Portalés C. HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork. Sensors (Basel). 2016;16(4)doi: 10.3390/s16040586.
Díaz, D. J., Boj, C., & Portalés, C. (2016). HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork. Sensors (Basel, Switzerland), 16(4), . https://doi.org/10.3390/s16040586
Díaz, Diego José, et al. "HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork." Sensors (Basel, Switzerland) vol. 16,4 (2016). doi: https://doi.org/10.3390/s16040586
Díaz DJ, Boj C, Portalés C. HybridPLAY: A New Technology to Foster Outdoors Physical Activity, Verbal Communication and Teamwork. Sensors (Basel). 2016 Apr 23;16(4). doi: 10.3390/s16040586. PMID: 27120601; PMCID: PMC4851100.
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The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism.

Behavior modification

Koegel RL, Oliver K, Koegel LK.
PMID: 28578590
Behav Modif. 2018 Jan;42(1):34-57. doi: 10.1177/0145445517706346. Epub 2017 Jun 03.

Research has demonstrated that incorporating restricted interests of an individual with autism into recess activities is effective at increasing socialization with typically developing peers. However, certain activity contexts may alter the reinforcing influence of the restricted repetitive behaviors (RRBs)...

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Koegel RL, Oliver K, Koegel LK. The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism. Behav Modif. 2017;42(1):34-57doi: 10.1177/0145445517706346.
Koegel, R. L., Oliver, K., & Koegel, L. K. (2018). The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism. Behavior modification, 42(1), 34-57. https://doi.org/10.1177/0145445517706346
Koegel, Robert L, et al. "The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism." Behavior modification vol. 42,1 (2018): 34-57. doi: https://doi.org/10.1177/0145445517706346
Koegel RL, Oliver K, Koegel LK. The Impact of Prior Activity History on the Influence of Restricted Repetitive Behaviors on Socialization for Children With High-Functioning Autism. Behav Modif. 2018 Jan;42(1):34-57. doi: 10.1177/0145445517706346. Epub 2017 Jun 03. PMID: 28578590.
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Rethinking physical activity for children: implications for the working poor.

Translational behavioral medicine

Harmon BE.
PMID: 28144836
Transl Behav Med. 2017 Mar;7(1):69-71. doi: 10.1007/s13142-017-0467-3.

Beauchamp, Rhodes, and Nigg propose a tripartite framework necessary for increasing physical activity among elementary-aged children. This framework includes legislation to increase time spent in physical activity during the school day, an extension of the school day for physical...

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Harmon BE. Rethinking physical activity for children: implications for the working poor. Transl Behav Med. 2017;7(1):69-71doi: 10.1007/s13142-017-0467-3.
Harmon, B. E. (2017). Rethinking physical activity for children: implications for the working poor. Translational behavioral medicine, 7(1), 69-71. https://doi.org/10.1007/s13142-017-0467-3
Harmon, Brook E. "Rethinking physical activity for children: implications for the working poor." Translational behavioral medicine vol. 7,1 (2017): 69-71. doi: https://doi.org/10.1007/s13142-017-0467-3
Harmon BE. Rethinking physical activity for children: implications for the working poor. Transl Behav Med. 2017 Mar;7(1):69-71. doi: 10.1007/s13142-017-0467-3. PMID: 28144836; PMCID: PMC5352651.
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A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps.

Global health action

Kamanda M, Sankoh O.
PMID: 26562137
Glob Health Action. 2015 Nov 11;8:28430. doi: 10.3402/gha.v8.28430. eCollection 2015.

BACKGROUND: The framework for expanding children's school access in low- and middle-income countries (LMICs) has been directed by universal education policies as part of Education for All since 1990. In measuring progress to universal education, a narrow conceptualisation of...

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Kamanda M, Sankoh O. A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps. Glob Health Action. 2015;8:28430doi: 10.3402/gha.v8.28430.
Kamanda, M., & Sankoh, O. (2015). A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps. Global health action, 828430. https://doi.org/10.3402/gha.v8.28430
Kamanda, Mamusu, and Sankoh, Osman. "A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps." Global health action vol. 8 (2015): 28430. doi: https://doi.org/10.3402/gha.v8.28430
Kamanda M, Sankoh O. A systematic review of the status of children's school access in low- and middle-income countries between 1998 and 2013: using the INDEPTH Network platform to fill the research gaps. Glob Health Action. 2015 Nov 11;8:28430. doi: 10.3402/gha.v8.28430. eCollection 2015. PMID: 26562137; PMCID: PMC4643180.
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Showing 25 to 36 of 2736 entries