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Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum
Peer reviewed
Direct linkThierry, Karen L.; Vincent, Rhonda L.; Norris, Karen – Early Education and Development, 2022
This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first…
Descriptors: Predictor Variables, Fidelity, Curriculum Implementation, Social Emotional Learning
Susperreguy, Maria Ines; Davis-Kean, Pamela E. – Early Education and Development, 2016
Research Findings: The current study analyzed the relation between the amount of mathematical input that preschool children hear (i.e., math talk) from their mothers in their homes and their early math ability a year later. Forty mother-child dyads recorded their naturalistic exchanges in their homes using an enhanced audio-recording device (the…
Descriptors: Mathematics, Mathematics Skills, Preschool Children, Academic Achievement
Han, Jinjoo; O'Connor, Erin E.; McCormick, Meghan P.; McClowry, Sandee G. – Early Education and Development, 2017
Research Findings: Home-based involvement--defined as the actions parents take to promote children's learning outside of school--is often the most efficient way for low-income parents to be involved with their children's education. However, there is limited research examining the factors predicting home-based involvement at kindergarten entry for…
Descriptors: Family Involvement, Low Income Groups, Kindergarten, Parent Participation
Jensen, Bryant; Reese, Leslie; Hall-Kenyon, Kendra; Bennett, Courtney – Early Education and Development, 2015
Research Findings: In this study we analyze how parent and teacher ratings of young Latino children's social competencies in rural California are associated with children's oral language development. We find (a) that there is considerable incongruence between parent and teacher ratings of child social competence, (b) that both parent and teacher…
Descriptors: Oral Language, Interpersonal Competence, Young Children, Hispanic Americans
Seidenfeld, Adina M.; Johnson, Stacy R.; Cavadel, Elizabeth Woodburn; Izard, Carroll E. – Early Education and Development, 2014
Research Findings: Emotion knowledge (EK) enables children to identify emotions in themselves and others, and its development facilitates emotion recognition in complex social situations. Sociocognitive processes, such as theory of mind (ToM), may contribute to developing EK by helping children realize the inherent variability associated with…
Descriptors: Theory of Mind, Emotional Development, Knowledge Level, Preschool Children
Mascareño, Mayra; Doolaard, Simone; Bosker, Roel J. – Early Education and Development, 2014
A successful transition from kindergarten to 1st grade requires a positive combination of multiple dimensions of child competence. Using latent class analysis, we simultaneously examined the academic skills, work attitude, and social/behavioral competence of a large sample of Dutch kindergarten children to identify profiles of kindergarten…
Descriptors: Child Development, Kindergarten, Profiles, Prediction
Graziano, Paulo A.; Garb, Leanna R.; Ros, Rosmary; Hart, Katie; Garcia, Alexis – Early Education and Development, 2016
Research Findings: The objective of this study was to examine the student-teacher relationship as a potential moderator of the link between executive functioning (EF) and children's early school readiness among a clinical sample of preschoolers with externalizing behavior problems (EBP). Participants for the study included 139 preschool children…
Descriptors: Executive Function, School Readiness, Short Term Memory, Standardized Tests
