The data of this study, that aims to develop an effective and reliable measuring instrument and to determine the relation between various variables and teachers practicing their profession at elementary schools, are obtained through the contribution of class and subject area teachers who worked during the school year of 2011-2012 in elementary…

Research Findings: We present 3 studies that focused on preschoolers' electronic book (e-book) reading in different contexts aimed at supporting children's early literacy. In Study 1 we researched the impact of children's age and number of independent readings on phonological awareness and word reading. We found that all age groups benefited from…

Classroom observation is an important component of teacher evaluation systems. Most states are implementing systems that assign a composite score to each teacher based on weights assigned to several different measures. Policy discussions often address this weighting, with many states adopting formulas with high weights for the summative scores…

The present study examined child and school factors that might foster classroom behavioral engagement during the first year at school in a sample of 67 typically developing British 4-year-olds. The children were followed for 9 months from the summer before enrollment through the first 7 months of school. Our findings showed that effortful control…

Few studies examine the classroom behavior of children with attention deficit hyperactivity disorder (ADHD) in comparison with classroom peers and which teaching formats best support classroom engagement. Observations (N = 312) of second- and fourth-grade students with ADHD and their randomly selected classroom peers were conducted using a…

This study was intended to examine: (1) the kinds of conflict preschool children between 2 and 5 years of age become involved in; (2) the methods children use in dealing with such conflicts; (3) the outcomes of the conflicts; and (4) differences in behavior according to age and gender of children. Recorded were random samples of conflict…

This report describes a naturalistic observational study concerned with the functions of aggression in children and how they change with age. Background on aggression is provided through a discussion of the problems of definition and ontogenesis, which have led to a general shortage of relevant developmental data. This study involved 102 children,…

Social participation behavior of 33 2- and 3-year-old children was observed during free-play in order to identify differences between age groups as well as differences between contemporary outcomes and Parten's 1932 findings. Trained observers recorded the frequencies of play behaviors, utilizing a time sampling procedure and Parten's categories…

This study focused on the kinds of cognitive behaviors preschool and kindergarten children engage in while playing in a solitary, parallel, associative or cooperative manner. The effects of socio-economic status, developmental level, and the use of specific materials on social and cognitive levels of play are discussed. (BD)

Using techniques borrowed from ethnography, a participant observer spent four months in one elementary school to examine children's responses to literature as it was expressed in the classroom. (HOD)

The present research investigated the emotional functioning of children with and without Attention Deficit Hyperactivity Disorder (ADHD), in order to examine the relationships between emotional intensity and classroom-based responses to physically and interpersonally provoking situations. Seventy children (35 with ADHD and 35 without ADHD) in…

To investigate the development of preschoolers' social-cognitive play behaviors, ten preschoolers (two, three and four years old) were observed in their classrooms on 15 occasions by a time-sampling schedule. Social-cognitive behavior coding (Parten and Smilansky) indicates that children's play became more social as they grew older. (Author/PN)

The relation of classroom experience to children's self-perceptions of ability, effort, and conduct was investigated in an observational study of 85 second and sixth graders. Findings suggest that children distinguish among different types of feedback and highlight the differential effects of feedback on achievement-related self-perceptions.…

Compares the frequency of peer and adult interactions, mean duration of social interactions, and amount of misbehavior in children attending Montessori, university laboratory and parent cooperative preschools. (DP)

The purpose of this study was to determine the extent to which preschoolers have acquired some of the rules governing politeness when they interrupt conversations. (An interruption was defined as an utterance by a child to two or more people who were already engaged in conversation, and where the topic of the child utterance was unrelated to the…