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Mining the Gap: Analysis of Early Mathematics Instructional Quality in Pre-Kindergarten Classrooms
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Cerezci, Bilge – Early Education and Development, 2021
Research Findings: A total of 54 videotaped mathematics activity observations drawn from 27 different pre-kindergarten classrooms in an urban public schools system in the U.S. were coded using 2 observational measures: (1) a general measure, the Classroom Assessment Scoring System (CLASS); and (2) a math-specific measure, the High Impact…
Descriptors: Mathematics Instruction, Instructional Effectiveness, Preschool Teachers, Preschool Education
Student-Teacher Relationship Quality for Preschool Students with Disabilities and Delays: An Examination of Student-Teacher Relationship Quality's Moderating Role amongst Head Start Student, Teacher, and Classroom Variables and Kindergarten Reading Outcomes
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Nelson, Sydney Rae-Saidoo – ProQuest LLC, 2023
Student-teacher relationship quality (STRQ) influences a variety of student outcomes, including academic, social, and behavioral functioning (McGrath & Van Bergen, 2015). Less is known about the importance of STRQ for preschool students with disabilities. Many studies are conducted with school-aged, typically developing students (Ansari et…
Descriptors: Teacher Student Relationship, Preschool Children, Preschool Education, Students with Disabilities
The Relation between Classroom Adversity and Students' Problem Behavior as a Function of Teachers' Emotional Support
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Kristen L. Granger; Jason C. Chow; Leigh McLean; Natalie Vallarta; Emma Dear; Kevin S. Sutherland – Grantee Submission, 2024
The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom…
Descriptors: Classroom Environment, Student Behavior, Behavior Problems, Emotional Disturbances
The Relation between Classroom Adversity and Students' Problem Behavior as a Function of Teachers' Emotional Support
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Kristen L. Granger; Jason C. Chow; Leigh McLean; Natalie Vallarta; Emma Dear; Kevin S. Sutherland – Behavioral Disorders, 2024
The purpose of this study was to examine the relation between teachers' reports of classroom adversity, a measure of classroom hardship, and student problem behavior in a sample of students with or at risk of emotional/behavioral disorders. We also examined the extent to which this relation varied as a function of multiple domains of classroom…
Descriptors: Classroom Environment, Student Behavior, Behavior Problems, Emotional Disturbances
Associations between Directors' Characteristics, Supervision Practices and Quality of Early Childhood Education and Care Classrooms
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Perlman, Michal; Howe, Nina; Gulyas, Cathryn; Falenchuk, Olesya – Early Education and Development, 2020
Research Findings: We investigated associations between the characteristics of directors, their practices in supervising educators, and the quality of classrooms in their centers. Directors from 71 randomly selected child care centers (106 classrooms) serving preschool-age children in Toronto, Canada, completed a questionnaire asking about their…
Descriptors: Administrator Characteristics, Supervision, Correlation, Educational Quality
Interactional Quality in Middle Schools: Latent Profiles and Their Associations with Teacher, Classroom, and School Compositional Factors
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Daniel A. Camacho; Stephanie A. Moore; Elise T. Pas; Catherine P. Bradshaw – Grantee Submission, 2022
High quality teacher-student interactions are critical for the healthy social-emotional, behavioral, and academic development of middle school students. However, few studies have explored patterns of teacher-student interactions in middle school classrooms or the relation between teacher-, classroom-, and school-level factors and patterns of…
Descriptors: Middle School Teachers, Middle School Students, Teacher Student Relationship, Interaction