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Peers and Instructors as Sources of Distraction from a Cognitive Load Perspective
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Frisby, Brandi N.; Sexton, Benson T.; Buckner, Marjorie M.; Beck, Anna-Carrie; Kaufmann, Renee – International Journal for the Scholarship of Teaching and Learning, 2018
Framed by literature regarding classroom interactions that affect students' cognitive processing, this study provided an integrative approach to understanding distracting instructor and student communication. Participants qualitatively reported on either a distracting peer (n = 90) or instructor (n = 127). The responses were coded using…
Descriptors: Attention Control, Cognitive Processes, Difficulty Level, Classroom Environment
Classifying Trajectories of Social-Emotional Difficulties through Elementary School: Impacts of the Chicago School Readiness Project
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McCoy, Dana Charles; Jones, Stephanie; Roy, Amanda; Raver, C. Cybele – Developmental Psychology, 2018
Although research has shown fade-out of the cognitive benefits of classroom-based preschool interventions, less is known regarding the durability of social-emotional impacts. This study examines the extent to which the multicomponent Chicago School Readiness Project (CSRP) intervention lowered risk of internalizing, externalizing, attention, and…
Descriptors: School Readiness, Social Development, Emotional Development, Low Income