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Download full textTimothy W. Curby; Katherine M. Zinsser; Rachel A. Gordon; Emma G. Casey – AERA Open, 2024
This study explores how observed emotion-focused teaching in preschool classrooms differs across classroom activity settings. Forty-three teachers were observed across several mornings. A total of 1,604 video cycles were coded for levels of emotion-focused teaching (e.g., total, modeling, responding, and instructing) and their activity settings…
Descriptors: Social Emotional Learning, Differences, Preschools, Learning Activities
Direct linkGospel Y. Kim; SoHyun Lee; Kathleen N. Tuck; Jose R. Martinez – Focus on Autism and Other Developmental Disabilities, 2024
The purpose of this study was to examine the effects of embedding special interest areas (SIAs) in whole-group (WG) instruction on engagement and out-of-seat (OOS) behaviors for young children with autism spectrum disorder (ASD) in general education classrooms. A multiple baseline across participants design was used to evaluate the functional…
Descriptors: Autism Spectrum Disorders, Students with Disabilities, Student Behavior, Learner Engagement
Selma Koyuncu; Kristiina Kumpulainen; Arniika Kuusisto – Scandinavian Journal of Educational Research, 2024
This study investigates the nature of teacher-child interaction and teacher scaffolding in Finnish second language (L2) classrooms. Although previous research on classroom interaction has highlighted the importance of scaffolding in language learning, much less is known about the importance of scaffolding for younger children's L2 learning.…
Descriptors: Teacher Student Relationship, Student Participation, Second Language Instruction, Scaffolding (Teaching Technique)
