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Direct linkLougheed, Jessica P.; Benson, Lizbeth; Cole, Pamela M.; Ram, Nilam – Developmental Psychology, 2019
The timing of events (e.g., how long it takes a child to exhibit a particular behavior) is often of interest in developmental science. Multilevel survival analysis (MSA) is useful for examining behavioral timing in observational studies (i.e., video recordings) of children's behavior. We illustrate how MSA can be used to answer 2 types of research…
Descriptors: Time, Child Behavior, Psychological Patterns, Data Analysis
Neugebauer, Sabina Rak; Gámez, Perla B.; Coyne, Michael D.; McCoach, D. Betsy; Cólon, Ingrid T.; Ware, Sharon – Elementary School Journal, 2017
A proposed avenue for increasing students' vocabulary knowledge and reading comprehension is instruction that promotes students' enthusiasm and attention to words, referred to as "word consciousness". This study seeks to investigate, at the utterance level, whether and how word consciousness talk is used in classrooms with young word…
Descriptors: Vocabulary Development, Reading Comprehension, Teaching Methods, Student Motivation
Frey, Karin S.; Higheagle Strong, Zoe; Onyewuenyi, Adaurennaya C. – Journal of Educational Psychology, 2017
Theory and research using a social-information processing framework indicate that reward-focused (proactive) aggression has different social consequences than defense-focused (reactive) aggression. Students use norms that identify expected and socially approved behaviors as guides to their own actions. Differences in social-cognitive processing…
Descriptors: Aggression, Behavior Standards, Social Behavior, Beliefs
Ryoo, Ji Hoon; Molfese, Victoria J.; Brown, E. Todd – Early Education and Development, 2018
This longitudinal study examined the influence of prekindergarten teacher characteristics and classroom instructional processes during mathematical activities on the growth of mathematics learning scores in prekindergarten, kindergarten, and first grade. Participants attended state-funded and Head Start prekindergarten programs. Mathematical…
Descriptors: Preschool Teachers, Teacher Characteristics, Mathematics Education, Mathematics Tests
Finelli, Cynthia J.; Nguyen, Kevin; DeMonbrun, Matthew; Borrego, Maura; Prince, Michael; Husman, Jennifer; Henderson, Charles; Shekhar, Prateek; Waters, Cynthia K. – Journal of College Science Teaching, 2018
In spite of considerable evidence of the effectiveness of active learning and other contemporary teaching methods, barriers to adoption of those methods, such as possible student resistance, continue to exist. This study addresses student resistance by analyzing data from 1,051 students who completed our Student Response to Instructional Practices…
Descriptors: Active Learning, Resistance (Psychology), Barriers, Student Attitudes
Download full textEarly, Diane M.; Sideris, John; Neitzel, Jennifer; LaForett, Doré R.; Nehler, Chelsea G. – Grantee Submission, 2018
The Early Childhood Environment Rating Scale-Third Edition (ECERS-3) is the latest version of one of the most widely used observational tools for assessing the quality of classrooms serving preschool-aged children. This study was the first assessment of its factor structure and validity, an important step given its widespread use. An ECERS-3…
Descriptors: Rating Scales, Early Childhood Education, Educational Quality, Factor Structure
Cash, Anne H.; Bradshaw, Catherine P.; Leaf, Philip J. – Journal of Early Adolescence, 2015
Observational methods are increasingly used to assess the impact of school-based interventions. Yet, few studies have used observations in nonclassroom settings, such as hallways or the cafeteria, or explored aspects of the school context that may be related to the observed behavior. The current study used a multilevel approach to examine…
Descriptors: Student Behavior, Observation, Elementary School Students, Behavior Problems
Sasaki, Miyuki; Mizumoto, Atushi; Murakami, Akira – Modern Language Journal, 2018
This study adopts Oxford's (2017) definition of language learning strategies (LLS) framed by self-regulation theory and explores the longitudinal development in the use of three second language (L2) writing strategies (global planning, local planning, L1-to-L2 translation) by Japanese university students as it interacts with cognitive, affective,…
Descriptors: Writing Strategies, Second Language Learning, Translation, Japanese
Buckley, Pamela; Moore, Brooke; Boardman, Alison G.; Arya, Diana J.; Maul, Andrew – American Educational Research Journal, 2017
K-12 intervention studies often include fidelity of implementation (FOI) as a mediating variable, though most do not report the validity of fidelity measures. This article discusses the critical need for validated FOI scales. To illustrate our point, we describe the development and validation of the Implementation Validity Checklist (IVC-R), an…
Descriptors: Intervention, Fidelity, Program Implementation, Test Validity
Culbertson, Satoris S.; Fullagar, Clive J.; Simmons, Mathias J.; Zhu, Mengmeng – Journal of Management Education, 2015
The current study examined undergraduate student understanding of, and interest in, course material as potential antecedents to student experiences of flow within a classroom setting. In addition, the social, informative, and contagious nature of flow were examined, as was the influence of being in flow during classroom coverage of material on…
Descriptors: Undergraduate Students, Student Experience, Course Content, Tests
Gropen, Jess; Kook, Janna F.; Hoisington, Cindy; Clark-Chiarelli, Nancy – Early Education and Development, 2017
Young children are able to benefit from early science teaching but many preschool teachers have not had opportunities to deepen their own understanding of science or to develop their pedagogical content knowledge (PCK) in relation to specific science topics and concepts. This study presents the results of efficacy research on Foundations of…
Descriptors: Scientific Literacy, Pedagogical Content Knowledge, Faculty Development, Science Instruction
Hickey, Emily J.; Dubois, Lindsay; Hartley, Sigan L. – Autism: The International Journal of Research and Practice, 2018
When faced with child-related challenges associated with autism spectrum disorder, positive and negative social exchanges may be critical to parents' psychological well-being. This study examined the types and sources of positive and negative social exchanges reported by mothers and fathers of children with autism spectrum disorder and their…
Descriptors: Social Exchange Theory, Fathers, Mothers, Children
Carter, Erik W.; Asmus, Jennifer; Moss, Colleen K.; Biggs, Elizabeth E.; Bolt, Dan M.; Born, Tiffany L.; Brock, Matthew E.; Cattey, Gillian N.; Chen, Rui; Cooney, Molly; Fesperman, Ethan; Hochman, Julia M.; Huber, Heartley B.; Lequia, Jenna L.; Lyons, Gregory; Moyseenko, Kerrie A.; Riesch, Lindsay M.; Shalev, Rebecca A.; Vincent, Lori B.; Weir, Katie – Exceptional Children, 2016
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to examine the efficacy of peer support arrangements to improve academic and social outcomes for 51…
Descriptors: High School Students, Severe Disabilities, Randomized Controlled Trials, Peer Relationship
Pentimonti, Jill M.; Justice, Laura M.; Yeomans-Maldonado, Gloria; McGinty, Anita S.; Slocum, Laura; O'Connell, Ann – Journal of Early Intervention, 2017
The focus of the present work was to examine teachers' use of dynamic processes when implementing static language lesson plans that explicitly required teachers to employ scaffolding strategies so as to differentiate instruction. Participants were 37 preschool teachers and 177 children in their classrooms. Videotaped classroom observations were…
Descriptors: Scaffolding (Teaching Technique), Individualized Instruction, Preschool Teachers, Preschool Children
Hanham, José; McCormick, John – Journal of Educational Research, 2018
Relationships among self-construal, self-efficacy, and group behaviors during a group problem-solving task with friends and acquaintances were hypothesized. The sample comprised 126 students in Grades 8-11, from 5 randomly selected government high schools, organized into 42 groups. Data collection involved self-reports and observations.…
Descriptors: Foreign Countries, High School Students, Hierarchical Linear Modeling, Student Attitudes
