Many interventions targeting cognitive skills or socioemotional skills and behaviors
demonstrate initially promising but then quickly disappearing impacts. Our article seeks to …

Some environmental influences, including intentional interventions, have shown persistent
effects on psychological characteristics and other socially important outcomes years and …

This commentary on the special section,“Implementation research in early childhood
education,” discusses 10 major conclusions drawn from implementation research and 7 …

One challenge in understanding “what works” in education is that effect sizes may not be
comparable across studies, raising questions for practitioners and policymakers using …

Advances in knowledge and opportunities for research in the prevention field of early
childhood intervention are discussed. Although significant progress in understanding the …

There is no universal guideline or rule of thumb for judging the practical importance or
substantive significance of a standardized effect size estimate for an intervention. Instead …

In the past several years, interest in social and emotional learning (SEL) has grown
significantly. What was once a specialized domain of educational research and practice is …

The authors examined intervention studies that appeared in 4 educational psychology
journals (Cognition & Instruction, Contemporary Educational Psychology, Journal of …

Early childhood education (ECE) programs have been shown to produce immediate positive
impacts on children's cognitive abilities, academic knowledge, and social-emotional skills …

There's a strong case for making social and emotional learning (SEL) skills and
competencies a central feature of elementary school. Children who master SEL skills get …