Instructional Support and Academic Skills: Impacts of "INSIGHTS" in Classrooms with Shy Children

Autor/inn/en	McCormick, Meghan; White, Hope; Horn, Parham; Lacks, Rachel; O'Connor, Erin; Cappella, Elise; McClowry, Sandee
Titel	Instructional Support and Academic Skills: Impacts of "INSIGHTS" in Classrooms with Shy Children
Quelle	In: Early Education and Development, 29 (2018) 5, S.691-715 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2018.1435943
Schlagwörter	Early Childhood Education; Kindergarten; Grade 1; Student Characteristics; Social Development; Emotional Development; Low Income Groups; Urban Schools; Randomized Controlled Trials; Teaching Methods; Personality Traits; Program Effectiveness; Intervention; Student Needs; At Risk Students; Minority Group Students; Pretests Posttests; Questionnaires; Observation; Check Lists; Attention; Reading Skills; Mathematics Skills; Achievement Tests; Personality Measures; Statistical Analysis; Woodcock Johnson Tests of Achievement; Leiter International Performance Scale + Suchen Sie Ihr Suchwort? Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; School year 01; 1. Schuljahr; Schuljahr 01; Soziale Entwicklung; Gefühlsbildung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Fragebogen; Beobachtung; Checkliste; Aufmerksamkeit; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse
Abstract	Research Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of "INSIGHTS" into "Children's Temperament" on instructional support and students' math and reading skills in kindergarten and 1st-grade classrooms. "INSIGHTS" is a temperament-based social-emotional learning intervention with teacher, parent, and classroom programs. A total of 22 low-income urban elementary schools, 90 teachers, and 435 children were included in the study. Schools were randomly assigned to "INSIGHTS" or an attention-control condition. Multilevel modeling demonstrated larger impacts of "INSIGHTS" on instructional support in 1st-grade classrooms with greater mean classroom-level shyness scores. A further set of multilevel analyses showed larger impacts of "INSIGHTS" on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice or Policy: Results suggest the importance of considering temperament at the classroom level when deciding how to allocate limited resources to the implementation of temperament-based intervention and/or social-emotional learning programs. Moreover, providing professional development supports to teachers of shy students--who are at risk for poorer instruction and academic skills--should be considered by policymakers and practitioners. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01