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Direct linkPianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia; Ruzek, Erik; Ansari, Arya; Hofkens, Tara; DeCoster, Jamie – Grantee Submission, 2020
The present study reports associations between features of directly observed classroom processes and school readiness skills across the academic year for 1498 children enrolled in publicly funded pre-K programs in a large and diverse county. In models adjusting for a range of child and family covariates, evidence was detected for the separate, and…
Descriptors: School Readiness, Preschool Children, Public Schools, Preschool Education
Rucinski, Christina L.; Sutton, Essie; Carlton, Richmond; Downer, Jason; Brown, Joshua L. – Applied Developmental Science, 2021
Research has shown that racial/ethnic diversity in elementary schools and classrooms benefits children's academic achievement and feelings of safety and belonging. The current study aimed to expand on existing research by examining associations between classroom racial/ethnic composition and upper elementary children's social-emotional development…
Descriptors: Student Diversity, Elementary School Students, Social Development, Emotional Development
Kim, Helyn; Cameron, Claire E.; Kelly, Cara A.; West, Hall; Mashburn, Andrew J.; Grissmer, David W. – Journal of Psychoeducational Assessment, 2019
This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…
Descriptors: Preschool Children, Interaction, Teacher Student Relationship, Peer Relationship
