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Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students
Article
Article
Mindfulness‐based interventions for improving cognition, academic achievement, behavior, and socioemotional functioning of primary and secondary school students
Brandy R. Maynard et al · SAGE Publishing · 2017 · ISSN 1891-1803
This Campbell systematic review examines the effectiveness of school‐based Mindfulness‐based interventions (MBIs) on cognition, behavior, socio‐emotional outcomes and academic achievement. The review summarizes 61 ...
LCC TENDOlNvY2lhbCBTY2llbmNlcw~~Idioma English
El enlace apunta a material asociado, anexos, tablas, datos o página complementaria. No se marca como libro/texto completo.
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Preschool predictors of later reading comprehension ability: a systematic review
Article
Article
Preschool predictors of later reading comprehension ability: a systematic review
Hanne Næss Hjetland et al · SAGE Publishing · 2017 · ISSN 1891-1803
This Campbell systematic review examines the relationships between skills in preschool and later reading comprehension. The review summarizes evidence from 64 longitudinal studies that have observed these relationships. ...
LCC TENDOlNvY2lhbCBTY2llbmNlcw~~Idioma English
El enlace apunta a material asociado, anexos, tablas, datos o página complementaria. No se marca como libro/texto completo.
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The Tools of the Mind curriculum for improving self‐regulation in early childhood: a sytematic review
Article
Article
The Tools of the Mind curriculum for improving self‐regulation in early childhood: a sytematic review
Alex Baron et al · SAGE Publishing · 2017 · ISSN 1891-1803
This Campbell systematic review examines the evidence on the effectiveness of the Tools of the Mind curriculum in promoting children?s self‐regulation and academic skills, in order to inform its implementation in schoo...
LCC TENDOlNvY2lhbCBTY2llbmNlcw~~Idioma English
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