Direct observation of classroom behavior in young children enriches our understanding of their behavior in its natural context, informing both assessment and intervention strategies to foster supportive learning environments. However, a notable gap in the literature concerning effective direct observation tools specifically designed for this…

Early identification of at-risk students for timely intervention is critical to prevent non-completion of study programs. This article proposes a flipped class framework to support the academic success of at-risk students in an undergraduate Calculus course. It comprises three main components of setting, conduct, and monitoring. A flipped support…

Anxiety and school fears are relatively frequent in childhood. Psychology and education professionals need to have assessment instruments for screening for school anxiety in schools. This study aimed to develop, adapt, and examine the reliability and validity evidence of the School Anxiety Inventory for Primary Education (SAI-PE) scores. Using…

Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have…

Research has supported the applied use of Direct Behavior Rating Single-Item Scale (DBR-SIS) targets of "academic engagement" and "disruptive behavior" for a range of purposes, including universal screening and progress monitoring. Though useful in evaluating social behavior and externalizing problems, these targets have…

Research Findings: The increase in young Latino Dual Language Learners (DLLs) attending early care and education (ECE) programs has led to a focus on assessing classroom quality for DLLs, to evaluate the quality and impact of their early educational experiences. Experts have advocated for the use of multiple classroom observation tools (i.e.,…

Racial and ethnic disproportionality in discipline (REDD) represents a longstanding and pervasive issue in the United States educational system. However, researchers and interventionists have not sufficiently provided educators with appropriate frameworks and feasible tools to disrupt REDD and promote equity. The goal of this paper is to present a…

Middle school teachers frequently struggle with positively managing student behavior. However, praise-to-reprimand ratios (PRRs) have received little research attention. PRRs studied in elementary school have been positively associated with improvements in on-task and prosocial behavior, but limited research has been conducted on optimal PRRs in…

Early elementary-age students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between…

The goal of this study was to investigate the relationship between classroom environmental variables (that is, physical classroom environment, availability of reading materials, teacher support during reading instruction) and reading engagement among students with learning disabilities in junior secondary schools (JSS) in Ibadan, Nigeria. The…

Purpose: The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that…

Many teachers resort to using reprimands in attempts to stop disruptive student behavior, particularly by students with emotional or behavioral problems, although this may not be effective. This study examined short-term longitudinal data on teacher reprimands of 149 teachers in 19 different elementary schools across three states, as well as…

The Behavior Expectation Discrepancy Tool (B-EDT) was designed to help early childhood teachers identify critical behavioral expectations within their classroom environments and possible problem behaviors that may impact a child's access to the environment. The tool allows them to determine if there is a behavioral problem when compared with…

This study aimed to investigate the influence of Outdoor Education (OE) on different areas of development in 1-3-year-old children attending Italian nursery schools. The sample was composed of 160 children (1-3-year-old) divided into a first group (Traditional), with 76 children attending nursery schools with traditional educational activities;…

Behavior problems among young children in early childhood education centers are found to be at a growing rate from the literature. Behavioral problems if left untreated may lead to more severe outcomes for some children. Behavior problems pose by young children in the early childhood classroom interrupt with classroom instruction. Early…