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Functional Family Therapy.

The functional family therapy approach described in this book, a synthesis of interpersonal, behavioral, and systems orientations, represents a new evolutionary step in the treatment of families. The goal of this book is to provide a clear description of the procedures and structure necessary for the successful practice of family therapy. 

Alexander, J., & Parsons, B. V. (1982). Functional family therapy. Monterey, CA, US: Brooks/Cole Publishing Company.

Call for Action to Prevent Gun Violence in the United States of America Interdisciplinary Group on Preventing School and Community Violence

In response to the continuing gun violence in American schools, an interdisciplinary group of 19 scholars are proposing an eight-point plan to prevent future tragedies that have become common place in the nation. This one-page position statement proposes a public health approach to protecting children as well as adults from gun violence involves three levels of prevention: (1) universal approaches promoting safety and well-being for everyone; (2) practices for reducing risk and promoting protective factors for persons experiencing difficulties; and (3) interventions for individuals where violence is present or appears imminent.

Astor, R. et al. (2018). Call for Action to Prevent Gun Violence in the United States of America. University of Virginia.

 

Ecology of the Family as a Context for Human Development: Research Perspectives

This review collates and examines critically a theoretically convergent but widely dispersed body of research on the influence of external environments on the functioning of families as contexts of human development.

Bronfenbrenner, U. (1986). Ecology of the family as a context for human development: Research perspectives. Developmental psychology22(6), 723.

Five Key Trends in U.S. Student Performance: Progress by Blacks and Hispanics, the Takeoff of Asians, the Stall of Non-English Speakers, the Persistence of Socioeconomic Gaps, and the Damaging Effect of Highly Segregated Schools

This paper advances the discussion of the achievements differences between the higher and lower social-class groups were increasing, particularly between children in the highest income group and everyone else issue by analyzing trends in the influence of race/ethnicity, social class, and gender on students’ academic performance in the United States. This paper also explores the ways in which English language ability relates to Hispanics’ and Asian Americans’ academic performance over time (Nores and Barnett 2014). 

Carnoy, M., & García, E. (2017). Five Key Trends in US Student Performance: Progress by Blacks and Hispanics, the Takeoff of Asians, the Stall of Non-English Speakers, the Persistence of Socioeconomic Gaps, and the Damaging Effect of Highly Segregated Schools. Economic Policy Institute.

The 2018 EdNext poll on school reform

Few issues engender stronger opinions in the American population than education, and the number and complexity of issues continue to grow.  The annual Education Next Survey of Public Opinion examines the opinions of parents and teachers across a wide range of topic areas such as: student performance, common core curriculum, charter schools, school choice, teacher salaries, school spending, school reform, etc.  The 12thAnnual Survey was completed in May, 2018.

Cheng, A., Henderson, M. B., Peterson, P.E. & West, M. R. (2019). The 2018 EdNext poll on school reform. Education Next19(1).

The Gap Within The Gap

Student's eligibility fro free or reduced-price lunch us a blunt measure fro economic disadvantage. This research use administrative data from Michigan to develop a more detailed measure of economic disadvantage. The data contain information on the entire population of students in the Michigan public schools. The results imply that the number of years that a child spends eligible for subsidized meals can be used to proxy for household income. 

Dynarski, M.S., Michelmore, K. The Gap Within The Gap. Brookings Institution. Retrieved from https://www.brookings.edu/research/the-gap-within-the-gap

Detrimental effects of reward: Reality or myth?

An analysis of a quarter century of research on intrinsic task interest and creativity revealed, however, that (a) detrimental effects of reward occur under highly restricted, easily avoidable conditions; (b) mechanisms of instrumental and classical conditioning are basic for understanding incremental and decremental effects of reward on task motivation; and (c) positive effects of reward on generalized creativity are easily attainable using procedures derived from behavior theory. 

Eisenberger, R., & Cameron, J. (1996). Detrimental effects of reward: Reality or myth?. American psychologist51(11), 1153.

Effectiveness of family preservation services

This article reviews recent studies of family preservation and related family-strengthening programs, estimates the effect sizes of outcomes in studies with control or comparison conditions, and discusses the status of research on family preservation services.

Fraser, M. W., Nelson, K. E., & Rivard, J. C. (1997). Effectiveness of family preservation services. Social Work Research21(3), 138-153.

Maternal employment and children's achievement in context: a meta-analysis of four decades of research

This meta-analysis of 68 studies (770 effect sizes) used random effects models to examine whether children's achievement differed depending on whether their mothers were employed.

Goldberg, W. A., Prause, J., Lucas-Thompson, R., & Himsel, A. (2008). Maternal employment and children's achievement in context: a meta-analysis of four decades of research. Psychological bulletin, 134(1), 77.

Lessons Learned From The Dissemination of Parenting Wisely, A Parent Training

An intervention was developed that did not rely upon trained or experienced service providers for its delivery to families with behavior disordered children and youth.

Gordon, D. A., & Stanar, C. R. Lessons Learned From The Dissemination of Parenting Wisely, A Parent Training.

Home environment and early cognitive development: Longitudinal research

This book presents the results of longitudinal studies in Canada and the United States that looked into the relationship between home environment and early cognitive development.

Gottfried, A. W. (Ed.). (2013). Home environment and early cognitive development: Longitudinal research. Academic Press.

Reliability and Validity of Inferences about Teachers Based on Student Scores

Policymakers and school administrators have embraced value-added models of teacher effectiveness as tools for educational improvement. Teacher value-added estimates may be viewed as complicated scores. This Paper examines the use of value-added modeling as a tool to identify effective teachers from ineffective instructors.

Haertel, E. H. (2013). Reliability and Validity of Inferences about Teachers Based on Student Scores. William H. Angoff Memorial Lecture Series. Educational Testing Service.

Modification of Behavioral Problems in the Home with a Parent as Observer and Experimenter

Four parents enrolled in a Responsive Teaching class carried out experiments using procedures they had devised for alleviating their children's problem behaviors. The techniques used involved different types of reinforcement, extinction, and punishment.

Hall, R. V., Axelrod, S., Tyler, L., Grief, E., Jones, F. C., & Robertson, R. (1972). MODIFICATION OF BEHAVIOR PROBLEMS IN THE HOME WITH A PARENT AS OBSERVER AND EXPERIMENTER 1. Journal of Applied Behavior Analysis5(1), 53-64.

The early catastrophe

In this study, researchers studied the ways in which daily exchanges between a parent and child shape language and vocabulary development. After four years these differences in parent-child interactions produced significant discrepancies in not only children’s knowledge, but also their skills and experiences with children from high-income families being exposed to 30 million more words than children from families on welfare.

Hart, B., & Risley, T. (2003). The early catastrophe. American Educator, 27(4), 6-9.

Visible learning

This influential book is the result of 15 years research that includes over 800 meta-analyses on the influences on achievement in school-aged students. This is a great resource for any stakeholder interested in conducting a serious search of evidence behind common models and practices used in schools.

Hattie, J. (2009). Visible learning. A synthesis of over, 800.

Visible Learning for Teachers: Maximizing Impact on Learning

This book takes over fifteen years of rigorous research into education practices and provides teachers in training and in-service teachers with concise summaries of the most effective interventions and offers practical guidance to successful implementation in classrooms.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Evaluating intensive family preservation programs: a methodological review

To determine the adequacy of evaluations of family preservation services (FPS), which are designed to support families and prevent out-of-home placements of children at risk of abuse or neglect, and to assess the effectiveness of FPS at reducing out-of-home placements of children

Henegan AM, Horwitz SM, Leventhal JM: Evaluation of intensive family preservation programs: a methodological review. Pediatrics 97:535–542, 1997

Community Treatment for Youth: Evidence-Based Interventions for Severe Emotional and Behavioral Disorders

This outstanding textbook presents innovative interventions for youth with severe emotional and behavioral disorders. Community Treatment for Youth is designed to fill a gap between the knowledge base and clinical practice through its presentation of theory, practice parameters, training requirements, and research evidence.

Hoagwood, K. I. M. B. E. R. L. Y., Burns, B. J., & Weisz, J. R. (2002). A profitable conjunction: From science to service in children’s mental health. Community treatment for youth: Evidence-based interventions for severe emotional and behavioral disorders, 327-338.

Great Myths Of Child Development

Great Myths of Child Development reveals the latest evidence–based science behind the myths and misconceptions about the developing child. The book challenges the most commonly held child development myths. It provides the best available evidence science behind such topical issues as sugar and behavior, antidepressants impact on children, childhood vaccines, spankings, time–out, and children crying before bedtime.

Hupp, S., & Jewell, J. (2015). Great myths of child development. John Wiley & Sons.

Home environment and school learning: A quantitative synthesis

This systematic search of educational, psychological, and sociological literature found 18 studies of 5,831 school-aged students on the correlation of home environment and learning in eight countries over a 19-year period were selected.

Iverson, B. K., & Walberg, H. J. (1982). Home environment and school learning: A quantitative synthesis. The Journal of Experimental Education, 50(3), 144-151.

Parent Management Training: Treatment for Oppositional, Aggressive, and Antisocial Behavior in Children and Adolescent

Here, Alan E. Kazdin brings together the conceptual and empirical bases underlying PMT with discussions of background, principles, and concepts, supplemented with concrete examples of the ways therapists should interact with parents and children.

Kazdin, A. E. (2008). Parent management training: Treatment for oppositional, aggressive, and antisocial behavior in children and adolescents. Oxford University Press.

How Does Reading Proficiency Correlate With a Student's Socio-Economic Status?

This analysis examines the influence of poverty on student reading performance across grade levels.

Keyworth, R. (2015). How does reading proficiency correlate with a student's socio-economic status? Oakland, CA: The Wing Institute. Retrieved from https://www.winginstitute.org/how-does-reading-proficiency

Multiple effects of home and daycare crowding.

This research examines the relationship between noise and preschool children's acquisition of prereading skills, environmental factors in preschool inclusive classrooms, and children's use of outdoorplay equipment.

Maxwell, L. E. (1996). Multiple effects of home and day care crowding. Environment and Behavior, 28(4), 494-511.

Family policies and children's school achievement in single‐versus two‐parent families.

This study investigated the gap in math and science achievement of third-and fourth-graders who live with a single parent versus those who live with two parents in 11 countries.

Pong, S. L., Dronkers, J., & Hampden‐Thompson, G. (2003). Family policies and children's school achievement in single‐versus two‐parent families. Journal of marriage and family, 65(3), 681-699.

The complex model of television viewing and educational achievement

Six studies containing data obtained from over 1 million students in elementary, intermediate, and high school were meta-analyzed to examine the relationship between amount of television viewing and educational achievement.

Razel, M. (2001). The complex model of television viewing and educational achievement. The Journal of Educational Research, 94(6), 371-379.

The Geography of Racial/Ethnic Test Score Gaps

The authors estimate racial/ethnic achievement gaps in several hundred metropolitan areas and several thousand school districts in the United States using the results of roughly 200 million standardized math and English language arts (ELA) tests administered to public school students from 2009 to 2013. They show that the strongest correlates of achievement gaps are local racial/ethnic differences in parental income and educational attainment, local average parental education levels, and patterns of racial/ethnic segregation, consistent with a theoretical model in which family socioeconomic factors affect educational opportunity partly through residential and school segregation patterns.

Reardon, S. F., Kalogrides, D., & Shores, K. (2019). The geography of racial/ethnic test score gaps. American Journal of Sociology124(4), 1164-1221.

Father Absence, Socioeconomic Status, and Race: Relations to Children's Cognitive Performance.

This meta-analysis looked at socioeconomic status and race statistics to determine whether there were relationships among socioeconomic status, race, and fathers absence from the home. The results of the meta-analysis appear to indicate that father-absence effects are independent of socioeconomic status or race.

Salzman, S. A. (1988). Father Absence, Socioeconomic Status, and Race: Relations to Children's Cognitive Performance.

Mental health services research and family-based treatment: Bridging the gap.

This chapter has two broad goals. The first is to acquaint researchers engaged in the emergent family intervention science and treatment development paradigms with a mental health services research perspective. The second is to describe multisystemic therapy as an example of the interface between treatment and services research.

Schoenwald, S. K., & Henggeler, S. W. (2002). Mental health services research and family-based treatment: Bridging the gap.

Predicting Therapist Adherence to a Transported Family-Based Treatment for Youth

This study examined relations between therapist, caregiver, and youth characteristics and therapist adherence to multisystemic therapy (MST). 

Schoenwald, S. K., Letourneau, E. J., & Halliday-Boykins, C. (2005). Predicting therapist adherence to a transported family-based treatment for youth. Journal of Clinical Child and Adolescent Psychology34(4), 658-670.

Home-Based Behavioral Treatment of Young Children with Autism

This study evaluated the impact of intensive behavioral treatment on the development of young autistic children.

Sheinkopf, S. J., & Siegel, B. (1998). Home-based behavioral treatment of young children with autism. Journal of autism and developmental disorders28(1), 15-23.

Socioeconomic status and academic achievement: A meta-analytic review of research

This meta-analysis reviewed the literature on socioeconomic status (SES) and academic achievement in journal articles published between 1990 and 2000. The results showed a medium to strong SES–achievement relation.

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of educational research, 75(3), 417-453.

Do Test Score Gaps Grow Before, During, or Between the School Years? Measurement Artifacts and What We Can Know in Spite of Them.

This research looked at test score gaps for a range of populations: between boys and girls; between black, white, and Hispanic children; between the children and the mother’s education; between children in poor and nonpoor families; and the gaps between high-poverty and low-poverty schools. They wanted to know whether gaps grow faster during summer or the school year. They were unable to answer this question as the results were inconclusive. Although, von Hippel and Hamrock did find the total gap in performance from kindergarten to eighth grade, is substantially smaller than the gap that exists at the time children enter school. The conclusion is that gaps happen mostly in the first five years of life. study suggests students who are behind peers at the time they enter kindergarten should receive early remedial instruction as the most efficacious way to improve overall performance.

von Hippel, P. T., & Hamrock, C. (2019). Do test score gaps grow before, during, or between the school years? Measurement artifacts and what we can know in spite of them. Sociological Science, 6, 43-80.

The relation between socioeconomic status and academic achievement

This meta-analysis of almost 200 studies that considered the relation between SES and academic achievement were examined. Results indicated that as SES is typically defined (income, education, and/or occupation of household heads) and typically used (individuals as the unit of analysis), SES is only weakly correlated (r = .22) with academic achievement.

White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological bulletin, 91(3), 461.

A Parent’s Guide to Response-to-Intervention
This guide provides a description of RTI specifically designed for parents of students with Learning disabilities.
Cortiella, C. (2006). A parent's guide to response-to-intervention. National Center for Learning Disabilities.
The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children’s Academic Achievement
This research looked at early, on-time, or delayed kindergarten enrollment and children’s mathematics and reading achievement from kindergarten through third grade.
DA?LI, . Y., & Jones, I. (2013). The Longitudinal Effects of Kindergarten Enrollment and Relative Age on Children’s Academic Achievement. Teachers College Record, 115, 030304.
Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents
This study examined self-discipline on eighth-grade students and the impact on final grades, school attendance, standardized achievement-test scores, and selection into a competitive high school program the following spring.
Duckworth, A. L., & Seligman, M. E. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
The Marshmallow Test: Mastering Self-control.
This book by psychologist Walter Mischel examines delayed gratification through his seminal work known as the �marshmallow test’ and how this factor has been shown to be a reliable predictor of one having a successful life, predicting higher SAT scores, better social and cognitive functioning, a healthier lifestyle and a greater sense of self-worth.
Mischel, W. (2014). The Marshmallow Test: Mastering Self-control. New York. Little, Brown and Company. 2014.
“Willpower” over the life span: decomposing self-regulation.
This article reviews the longitudinal work derived from the marshmallow test’, originally conducted by Mischel and colleagues, used to measure preschoolers’ ability to delay gratification.
Mischel, W., Ayduk, O., Berman, M. G., Casey, B. J., Gotlib, I. H., Jonides, J., ... & Shoda, Y. (2010). Willpower’over the life span: decomposing self-regulation. Social Cognitive and Affective Neuroscience, nsq081.
Evidence-Based Teaching: A Practical Approach
This book offers a thorough array of practical teaching methods backed by rigorous research to have the greatest effect along with practical techniques to apply these in actual classroom settings.
Petty. G. (2009). Evidence-Based Teaching: A Practical Approach. Nelson Thornes, Cheltenham, United Kingdom.
Read To Kids, But Not Necessarily From Birth
This commentary is in response to a recent article in the New York Times suggesting parents should read to their children from birth. Willingham examines the research and offers practical suggestions to parents.
Willingham, D. (2014). Read To Kids, But Not Necessarily From Birth. Daniel Willingham Science and Education Blog.
The Effects of On-time, Delayed and Early Kindergarten Enrollment on Children’s Mathematics Achievement: Differences by Gender, Race, and Family Socio-economic Status
This study examined the effect of delayed, early, and on-time kindergarten enrollment on children's kindergarten mathematics achievement the impact of the children's gender, race, and family SES status.
Yesil Dagli, U., & Jones, I. (2012). The Effects of On-Time, Delayed and Early Kindergarten Enrollment on Children's Mathematics Achievement: Differences by Gender, Race, and Family Socio-Economic Status. Educational Sciences: Theory and Practice, 12(4), 3061-3074.
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