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1.
School moves are common during elementary school in the United States. The authors address whether changing schools and residences affects the academic and behavioral development of young students. Utilizing data from the Early Childhood Longitudinal Study, the regression analyses show that, after controlling for prior achievement and behavior, students who experience nonroutine school changes, especially coupled with residential changes, are more likely to develop internalizing and externalizing behavior problems, are less engaged in classroom activities, and have slower reading growth compared to stable students.  相似文献   

2.
There has been increasing interest in the promotion of social and emotional learning in schools, and research has shown positive outcomes. However, relatively few studies have been conducted in kindergarten classrooms or considered the feasibility of kindergarten implementation. This study examined the effects of Strong Start on the social and emotional competence of 67 kindergarten students, using a time-series design. Four kindergarten teachers taught the ten Strong Start lessons in their classrooms. Results indicated gains in students’ prosocial behaviors and decreases in internalizing behaviors, as rated by teachers and parents. Implementation integrity and teachers’ ratings of social validity were high, suggesting the program’s feasibility and potential effectiveness in natural classroom settings. Limitations and implications are discussed.  相似文献   

3.
The continuity of behavioral adjustment from preschool through elementary school and junior high school years was examined. 541 children aged 9-15 years from a preschool epidemiological study were relocated and behavior checklist data obtained. Analyses focused on the relationship between internalizing and externalizing behavior dimensions from the preschool to follow-up periods. It was found that preschool externalizing symptoms were positively correlated with later externalizing and internalizing symptoms in the entire sample. Preschool internalizing symptoms, however, were predictive of later internalizing symptoms only for 2-year-old girls and 5- and 6-year-old boys. Similar results were obtained for clinically disturbed preschoolers. Results are consistent with previous findings regarding the longitudinal continuity of externalizing behavior but are at odds with reports of equal or greater stability of internalizing behavior. Given the magnitude of obtained correlations, even when significant, the results support the view that discontinuity rather than continuity in behavioral adjustment from preschool to later ages is the rule. The importance of examining other mediating variables in the prediction of behavioral adjustment and the need for models of development that encompass both stability and change are discussed.  相似文献   

4.
Research Findings: This study is an examination of (a) links between preschool children’s temperament (effortful control, shyness, and anger) and teacher–child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher–child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a midwestern city. Teachers provided ratings of children’s temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children’s effortful control was negatively associated with their level of conflict with teachers. Second, children’s effortful control was negatively related to teacher–child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children’s effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children’s effortful control and preschool classroom instructional and emotional support in the development of early teacher–child conflict.  相似文献   

5.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature.  相似文献   

6.
This study investigated the relationship of kindergarten teachers’ ratings of their students’ 21st century skills (college readiness skills) with students’ behavioral and academic performance. Teachers rated the frequency that their students (n = 579) demonstrated persistence, curiosity, affective, and cognitive (e.g., critical thinking) behaviors within their classrooms via the Human Behavior Rating Scale: Brief (HBRS: Brief, a teacher rating scale. The relationship of the HBRS: Brief teachers’ ratings was compared with data the school annually collected (behavioral ratings, academic performance, student office discipline referrals [ODRs], and absences). Hierarchical linear modeling indicated that teachers’ ratings of students’ persistence and cognition behaviors were significantly associated with students’ academic performance. Teachers’ persistence, curiosity, and externalizing affect ratings were predictive of behavioral ratings and teachers’ externalizing affect ratings were significantly associated with ODRs. The results support the efficacy of investigating teacher perceptions of students’ 21st century skills with kindergarteners.  相似文献   

7.
The present study uses multilevel modeling to understand early adolescents’ individual and class-level perceptions of social support in relation to their behavioral and emotional engagement in math and science. To capture individual relationships, we examined students’ self-perceptions of classroom social satisfaction, best friend quality, and teacher-student relatedness. Between classrooms, we considered collective perceptions of peer and teacher support. Participants were 761 fifth (n = 412) and sixth grade (n = 349) students nested within 44 classrooms who were 52% female and ethnically diverse. Results indicated that both peer and teacher relationships are important for early adolescents’ behavioral engagement, but teachers play a primary role in shaping emotional engagement toward subject-area content. Moreover, both individual and classroom-level indicators of perceived support explained variation in children’s engagement outcomes, highlighting the complex nature of classroom social relationships that necessitate teachers’ consideration.  相似文献   

8.
Student engagement has been identified as an influential mediator between classroom interactional quality and adolescent learning outcomes. This study examined the relationship between classroom quality and student behavioural engagement in secondary school classrooms. Three dimensions of classroom quality (emotional, organisational and instructional support) and the dimension of student engagement were observed in nine classrooms using the Classroom Assessment Scoring System. Self-ratings of behavioural engagement were provided by 181 Finnish secondary school students along with their teachers’ ratings of classroom-level student engagement. The results showed, first, that there was variation in both classroom quality and student behavioural engagement between the classrooms. Second, classroom organisational support was associated with observed and with teacher- and student-rated engagement, and instructional support was associated with student-rated and observed engagement. Third, emotional support did not have a direct effect on student engagement but contributed to student engagement indirectly via organisational and instructional support. There were no gender differences with respect to self-reported engagement. Class size had a positive effect on teacher-rated engagement. The results demonstrated specific associations between the domains of classroom quality and student behavioural engagement in secondary school classrooms.  相似文献   

9.
This preliminary study examined intervention effects of a universal prevention program offered by classroom teachers to public elementary school students. The Unique Minds School Program (M.B. Stern, 1999) is a teacher‐led program designed to promote cognitive‐social‐emotional (CSE) skills, including student self‐efficacy, problem solving, social‐emotional competence, and a positive classroom climate, with the dual goal of preventing youth behavioral problems and promoting academic learning. During 2 consecutive school years, 119 students and their teachers were assessed in the fall and spring of Grade 4 and again in the spring of Grade 5. As compared to students in the comparison school, students in the intervention showed gains in student self‐efficacy, problem solving, social‐emotional competencies, and math grades. Incremental gains within CSE domains were found after 1 and 2 years of intervention. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 405–417, 2005.  相似文献   

10.
This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students in 73 Head Start classrooms in which English was the only instructional language. Research Findings: Classroom concentration of Spanish speakers was not associated with Spanish-speaking DLLs’ year-end prosocial behavior. For problem behavior, there was a disordinal interaction between teacher social-emotional support and classroom concentration. In classrooms with higher teacher social-emotional support, the proportion of Spanish-speaking classmates was positively associated with Spanish-speaking children’s problem behaviors. In classrooms with lower teacher social-emotional support, the proportion of Spanish-speaking students per classroom was negatively associated with Spanish-speaking children’s problem behaviors. Practice or Policy: Findings highlight the value of shared-language peers in particular classroom contexts and have implications for DLL students’ preschool classroom placements.  相似文献   

11.
This study examined the extent to which kindergarten children’s academic pre‐skills are associated with their teachers’ subsequent teaching practices. The pre‐skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System instrument to observe 49 kindergarten teachers on their emotional support, classroom organisation and instructional support in kindergarten in the spring. The results of the multilevel modelling showed that low levels of academic pre‐skills in kindergarten classrooms in the fall predicted high classroom quality in the classrooms later on. The results suggest that the overall level of children’s academic pre‐skills in the classroom plays an important role in the ways in which teachers adapt their instructional practices to the needs of a particular classroom.  相似文献   

12.
The present study examined reciprocal influences between student–teacher relationship quality and students’ externalizing and internalizing behaviors in secondary education. Our sample included 1,219 secondary school students (49.1% boys; Mage = 13.53, SD = 1.77) from seventh, eighth, tenth, and eleventh grade. Students reported about their externalizing and internalizing behaviors and the quality of the relationships (closeness, conflict) with their Dutch and math teachers at three occasions within one school year. Cross-lagged path models showed positive reciprocal associations between conflict with the math teacher and externalizing behavior over time. For the Dutch teacher, externalizing behavior positively predicted conflict over time, but not the other way around. Externalizing behavior also negatively predicted closeness with both teachers over time.  相似文献   

13.
Teachers are often viewed as being primarily responsible for the quality of their classroom environment and teaching practices. Yet, the aggregate skills and competencies of children within classrooms may affect teachers’ ability to engage in emotionally and instructionally supportive interactions and maintain an organized classroom. The objectives of this study were to (1) identify common types of classrooms based on children’s academic and social-emotional competencies, and (2) examine the relation between classroom compositional profiles and the observed quality of classroom interactions across three domains, while accounting for the quality of interactions in teachers’ classrooms assessed during the prior school year. Participants included 117 third-grade teachers and their 1803 children from 53 urban public elementary schools, in the United States, composed of mostly Black and Latinx children from low-socioeconomic backgrounds. Data were collected as part of a randomized-controlled trial of a social-emotional learning intervention and included assessments of children’s English language arts test scores, social competence, aggressive behaviors, depression, and anxiety, and the observed quality of classroom-level emotional support, classroom organization, and instructional support. Latent profile analysis revealed three distinct profiles: (1) academically and behaviorally high-risk classrooms (9%), (2) academically and emotionally at-risk classrooms (48%), and (3) academically and behaviorally low-risk classrooms (43%). Classrooms in the high-risk profile had significantly lower levels of emotional support, classroom organization, and instructional support, while accounting for teachers’ prior year interactional quality and a set of key teacher and classroom demographic and compositional covariates. Implications for teacher accountability and school tracking practices within high-needs urban public schools are discussed.  相似文献   

14.
The complex mix of systematic and unsystematic discipline that characterizes most schools creates heightened potential for variation and violation in school and classroom behavior. The challenge of maintaining order intensifies with teachers' concerns about the growing inclusion of students with emotional and behavioral problems in general education classrooms and the general levels of diversity common in America's schools. Little is known about the demography (i.e., who, what, where, when, how) of behavior requiring attention from administrators and other professionals in elementary schools. The need for comprehensive and continuous monitoring of what goes on in schools within the context of increasing appropriate behavior and reducing inappropriate behavior is clear. In this research, we investigated the extent of variation in problem behavior at the school and classroom level. We evaluated office referrals, reasons for removing students from the classroom for discipline, and consistency of reasons for office referrals in schools using different recording systems. Rates of referral differed greatly among teachers within schools and a small group of students accounted for most of the documented behavior problems. The results have implications for efforts to improve academic and behavior instruction in elementary classrooms, which we discuss.  相似文献   

15.
Through this study we compared different informants and different behavior screening tools that are available to screen for behavioral and emotional risk. We examined screening results from 100 students from a high school with a high achiever's magnet program in the Southeastern United States (school demographics: 71% female and 79% black, non-Hispanic). This school conducted behavior screening using both teacher-report via the Student Risk Screening Scale, Internalizing/Externalizing (SRSS-IE) and student report via the Strengths and Difficulties Questionnaire (SDQ). Nonparametric correlation tests were conducted between the SRSS-IE and SDQ externalizing and internalizing scores. Generalized linear regression models were created based on the data (demographics, internalizing, and externalizing scores on both screening tools) to model the two count outcomes (office discipline referrals [ODRs] and absences). Diagnostic accuracy metrics were generated from the scores on both the SRSS-IE and SDQ with the outcome measures (ODRs and absences). Externalizing scores on both screening tools had statistically significant low correlations. The ODR model contained two predictors: externalizing score on the SRSS-IE and internalizing score on the SDQ, while the absence model contained grade and the externalizing score on the SDQ. The highest accuracy and agreement values were seen between students with elevated risks on both screening measures and ODRs. The results confirmed that teacher and student reporting, as well as different screening tools, will result in some different students being identified. The choice of informant and screening tools should be dependent on the needs and resources of the school.  相似文献   

16.
This study reports the findings of a pilot demonstration project called Together for Kids, which used a mental health consultation model to address the needs of young children with challenging behaviors who are identified in preschool classrooms. The study was conducted in four preschool programs and one Head Start program serving children ages 3–5, including both private-pay families and those using public subsidies. Rates of significant behavior problems as assessed by preschool teachers using a standardized scale were high, with 34% of all children enrolled in preschool classrooms in these sites over a 3-year period identified at-risk of externalizing or internalizing problems. Classroom teachers, as well as individual children and families identified as at-risk, were provided services, including, classroom observation and teacher training, individual child assessment and therapy, family assessment and support, and referrals for other family needs. Analysis of outcomes for 47 children and families with externalizing behavior problems who received individualized consultation, compared to 89 control children, and analysis of outcomes of a matched group of 19 intervention and 19 control children, revealed that the intervention was associated with significant improvements in classroom aggressive and maladaptive behavior, and growth in adaptive behavior. Improvements in child behavior were associated with total hours of individual child services provided, and with improvements in child developmental skills. Significant reductions in the rate of children suspended or terminated from child care programs were also found. Implications for further development of models of early childhood mental health consultation are discussed.  相似文献   

17.
In this paper, we examine common methods for using individual-level data to represent classroom composition by examining exemplary studies that thoughtfully incorporate such measures. Building on these studies, and using data from the Chicago School Readiness Project (CSRP), this paper examines theoretical and analytical implications of a set of different transformations of individual ratings of child externalizing behaviors in order to examine and compare the influence of these representations of classroom composition on Kindergarten internalizing behaviors, social competence, and attention/impulsivity problems. Results indicate that each Kindergarten outcome is influenced by distinct aspects of classroom composition of externalizing behaviors. Kindergarten internalizing behaviors are positively associated with the proportion of children in the Head Start classroom who started with externalizing scores above the 75th percentile regardless of the average value of externalizing behaviors in the classroom. In contrast, Kindergarten social competence is predicted by three aspects of the classroom distribution of externalizing behaviors in the fall of Head Start—the classroom mean, standard deviation, and skew. Finally, Kindergarten attention/impulsivity problems were not associated with any aspect of classroom composition of externalizing behavior examined in this paper.  相似文献   

18.
This study examined elementary school teachers’ experiences working with homeless students. Specifically, we focused on the psychosocial impacts of homelessness on students and their teachers. Qualitative, semi-structured interviews were conducted with 28 teachers who worked at designated public schools for family homeless shelters. A prominent theme that emerged from teachers’ accounts was how the instability tied to homelessness affected students’ behavioral, social, and emotional adjustment in the classroom (e.g. externalizing problems, difficulty developing peer relationships, and withdrawn behavior). Teachers’ own social and emotional competencies (e.g. fostering positive teacher–student relationships, and perspective taking) influenced the manner in which they responded to their students’ needs. Findings suggest that critical components may be lacking articulation in the McKinney-Vento Act’s Education for Homeless Children and Youth Program such as guidelines for teacher responsibilities, supports for teachers, and an emphasis not only on children’s academic but also social and emotional needs.  相似文献   

19.
Research Findings: Drawing from a Dutch sample of 113 Dutch children (M age = 37 months, SD = 3.5) from 37 early care and education classrooms (19 child care centers and 18 preschools), this study examined whether the relation between classroom emotional and behavioral support and children’s observed social integration and positive mood in a play situation depends on children’s observed behavioral self-regulation. Multilevel analyses revealed a positive association between emotional and behavioral support and children’s social integration for children low on behavioral self-regulation, but there was no such association for children high on behavioral self-regulation. Contrary to our expectations, children low on behavioral self-regulation showed more integration in the case of relatively highly supportive classrooms but not less integration in classrooms that were low in support. For children’s positive mood, a positive association with emotional and behavioral support was found, and no association was found with behavioral self-regulation. Practice or Policy: This study’s findings highlight the importance of emotionally and behaviorally supportive classroom experiences for young children’s social and emotional skills. Moreover, results hint that experts should perhaps not see children low in behavioral self-regulation as always at risk for poorer social outcomes.  相似文献   

20.
Torey Hayden’s portrayal of classroom behavior management in her teacher lore, autobiographical writings about teaching children with emotional and behavioral disorders, is examined. Five of her books were sampled: One child, Somebody else’s kids, Just another kid, Ghost girl and Beautiful child. Each of these books unfolds within the space of an elementary age, self‐contained classroom for children with emotional and behavioral disorders. Each technique Hayden used to respond to her students’ problem behaviors in the five books was categorized according to Fritz Redl’s theory on managing behavior problems. Redl identified five strategies educators can use to handle their students’ behavior problems: changing, managing, tolerating, preventing and accommodating. The methodology used to categorize Hayden’s techniques was analogous to constant comparative analysis of documents. Hayden is portrayed through Redl’s strategies as a teacher who relies on managing without consequences and changing techniques. Narrative passages illustrating these techniques are presented. The roles of altruism and student empowerment in Hayden’s storied model of classroom management are presented. Implications for Hayden as a role model for teachers of children with emotional and behavioral disorders are discussed.  相似文献   

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