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Direct linkJustice, Laura M.; Jiang, Hui; Purtell, Kelly M.; Lin, Tzu-Jung; Ansari, Arya – Early Education and Development, 2022
Research Findings: The present study examined the extent to which instructional practices, including curriculum, in pre-K through third grade are vertically aligned. Attention was directed to teachers' grouping practices, academic content, and pedagogical methods given their importance for students' learning. Variable- and person-centered analyses…
Descriptors: Primary Education, Teaching Methods, Educational Practices, Elementary School Students
Pianta, Robert C.; Whittaker, Jessica E.; Vitiello, Virginia; Ansari, Arya; Ruzek, Erik – Early Education and Development, 2018
Research Findings: The present study used data from 117 publicly funded preschool classrooms within a large, diverse, suburban county to describe teacher practices and child engagement along with classroom activity settings and children's exposure to instructional content. Practice or Policy: Results from this investigation revealed that children…
Descriptors: Preschool Education, Suburban Schools, Public Schools, Educational Opportunities
Whittaker, Jessica E. V.; Williford, Amanda P.; Carter, Lauren M.; Vitiello, Virginia E.; Hatfield, Bridget E. – Early Education and Development, 2018
Research Findings: This study explored the quality of teacher-child interactions within the context of a newly developed standardized task, Teacher-Child Structured Play Task (TC-SPT). A sample of 146 teachers and 345 children participated. Children who displayed the highest disruptive behaviors within each classroom were selected to participate.…
Descriptors: Teacher Student Relationship, Interaction, Preschool Children, Preschool Teachers
Rudasill, Kathleen Moritz; Hawley, Leslie; Molfese, Victoria J.; Tu, Xiaoqing; Prokasky, Amanda; Sirota, Kate – Early Education and Development, 2016
Research Findings: This study is an examination of (a) links between preschool children's temperament (effortful control, shyness, and anger) and teacher-child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher-child conflict. Children (N = 104) were enrolled in 23…
Descriptors: Conflict, Preschool Teachers, Preschool Children, Teacher Student Relationship
Pratt, Megan E.; Lipscomb, Shannon T.; McClelland, Megan M. – Early Education and Development, 2016
Research Findings: The current study examined how children's parent-reported compliance at age 3 (36 months) moderated the effects of 2 dimensions of directly observed early care and education (ECE) process quality (positivity/responsivity and cognitive stimulation) during the prekindergarten year (54 months) on teacher reports of children's…
Descriptors: Preschool Children, Compliance (Psychology), Parent Attitudes, Toddlers
Harrist, Amanda W.; Achacoso, Joseph A.; John, Aesha; Pettit, Gregory S.; Bates, John E.; Dodge, Kenneth A. – Early Education and Development, 2014
Research Findings: In this examination of associations between sibling interaction patterns and later social outcomes in single- and 2-parent families, 113 kindergarteners took part in naturalistic observations at home with siblings, classmates participated in sociometric interviews, and teachers completed behavior ratings. Sibling interactions…
Descriptors: Correlation, Siblings, Sibling Relationship, Interaction
Booren, Leslie M.; Downer, Jason T.; Vitiello, Virginia E. – Early Education and Development, 2012
Research Findings: This descriptive study examined classroom activity settings in relation to children's observed behavior during classroom interactions, child gender, and basic teacher behavior within the preschool classroom. A total of 145 children were observed for an average of 80 min during 8 occasions across 2 days using the Individualized…
Descriptors: Teacher Behavior, Conflict, Preschool Children, Scoring
Morris, Pamela; Millenky, Megan; Raver, C. Cybele; Jones, Stephanie M. – Early Education and Development, 2013
This article tests the hypothesis that children's learning environment will improve through a social and emotional learning (SEL) intervention that provides preschool teachers with new skills to manage children's disruptive behavior by reporting results from the Foundations of Learning (FOL) Demonstration, a place-randomized, experimental…
Descriptors: Preschool Teachers, Preschool Children, Behavior Problems, Student Behavior
Williford, Amanda P.; Vick Whittaker, Jessica
E.; Vitiello, Virginia E.; Downer, Jason T. – Early Education and Development, 2013
This study used an observational measure to examine how individual children's engagement with teachers, peers, and tasks was associated with gains in self-regulation. A sample of 341 preschoolers was observed, and direct assessments and teacher reports of self-regulation were obtained in the fall and spring of the preschool year. Research…
Descriptors: Learner Engagement, Preschool Children, Observation, Teacher Student Relationship
