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Direct linkTorres, Elisa; Narea, Marigen; Mendive, Susana – Journal for the Study of Education and Development, 2022
The goal of this study was to analyse changes in classroom interaction quality in 85 early childhood classrooms in vulnerable social contexts in Santiago de Chile which participated in the first year of a professional development programme. Classroom interaction quality was measured using the Classroom Assessment Scoring System (CLASS) at the…
Descriptors: Foreign Countries, Early Childhood Education, Early Childhood Teachers, Teacher Aides
Pakarinen, Eija; Lerkkanen, Marja-Kristiina; von Suchodoletz, Antje – International Journal of Research & Method in Education, 2020
The present study aimed to investigate the associations between teachers' observed emotional support and social competence among Finnish pre-schoolers (6-year-olds). The quality of emotional support was observed using the Classroom Assessment Scoring System Pre-K in 47 preschool classrooms twice across the preschool year. Teachers rated children's…
Descriptors: Preschool Children, Emotional Response, Classroom Environment, Preschool Teachers
Blazar, David; Archer, Casey – Educational Researcher, 2020
Policy and practice communities increasingly are emphasizing conceptual, cognitively demanding, and "ambitious" instruction. Within this context, we examine whether such practices serve the needs of students with specialized academic needs. Across upper-elementary classrooms in four districts, we find that exposure to…
Descriptors: Student Diversity, Student Needs, Elementary School Students, English Language Learners
Download full textUpshur, Carole C.; Wenz-Gross, Melodie; Rhoads, Christopher; Heyman, Miriam; Yoo, Yeonsoo; Sawosik, Gail – Grantee Submission, 2019
A classroom randomized efficacy trial conducted over four years in 7 community-based preschool and 6 Head Start programs investigated effects of the Second Step Early Learning (SSEL) curriculum on end of preschool executive functioning (EF) and social-emotional (SE) skills in low-income children. Outcomes are reported for n=770 four-year-olds…
Descriptors: Preschool Education, Early Intervention, Preschool Curriculum, Preschool Children
Matthews, Jamaal Sharif – Urban Education, 2020
Mathematics teachers' preteaching experiences as mathematics learners can affect their identity and practice in supporting their own students' learning and motivation in mathematics. However, little empirical data exist on teachers' formative experiences to guide these assumptions, particularly how teachers draw on these experiences when teaching,…
Descriptors: Urban Schools, Mathematics Teachers, Caring, Teacher Student Relationship
