Curry School of Education

The present study advances a new method for assessing teacher beliefs and priorities. This paper describes the development and psychometric properties of the Teacher Belief Q-Sort (TBQ), an assessment technique that examines teachers' priorities and beliefs about discipline practices, classroom practices, and beliefs about children (see www. socialdevelopmentlab. org. Further, this paper describes the usefulness of this tool by examining differences in beliefs and priorities among four groups of teachers ( ...

1. In this study, the authors examined the extent to which children's self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children's adaptive classroom behavior. Children's self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children's adaptive classroom behavior in kindergarten was assessed through teacher report and classroom ...

Executive functioning (EF) refers to higher order thought processes considered foundational for problem-solving. EF has both 'cool'cognitive and 'hot'emotional components. This study asks:(a) what are the relative contributions of 'hot'and 'cool'EF to children's academic achievement?(b) What are the relative contributions of 'hot'and 'cool'EF to learning-related classroom behaviors and observed engagement?(c) Do learning-related classroom behaviors and observed engagement account for the relation between EF and ...

Thirty-two female undergraduates were presented with varied, mildly stressful incentives while the temperatures of their face and hands were recorded with infrared telethermography. There was an increase of hand skin temperature to film clips intended to generate a happy affect but cooling to threatening personal questions. There was no significant skin temperature change in response to cognitive tasks or fear eliciting film clips. Larger temperature changes occurred on the hands than on the face, and most subjects ...

1. This study examined the extent to which the quality of teacher���child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n= 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were modeled with hierarchical linear modeling for 3 areas of achievement: word reading, phonological awareness, and mathematics. Cross-classified analyses examined the extent to which ...

We used mixed methods to examine the association between setting-level factors and observed implementation of a social and emotional learning intervention (Responsive Classroom�� approach; RC). In study 1 (N= 33 3rd grade teachers after the first year of RC implementation), we identified relevant setting-level factors and uncovered the mechanisms through which they related to implementation. In study 2 (N= 50 4th grade teachers after the second year of RC implementation), we validated our most salient Study 1 finding across ...

Abstract: In the context of an experimental trial, the authors examined variability in treatment and control teachers' use of several" Responsive Classroom"(RC) practices to predict students' 4th grade academic achievement. Further, they examined the extent to which use of the" RC" practices is differentially important for subgroups of students. They conducted analyses corresponding to two research questions. First what is the relative contribution of practice-specific indices of teachers' use of" RC" practices on 4th grade students' ...

This article describes a social and emotional learning intervention, the Responsive Classroom® (RC) approach, which is designed to produce classroom environments conducive to learning. It summarizes a new body of research describing the efficacy of the RC approach. One component of the RC approach is the Morning Meeting. This article describes a set of Morning Meeting practices (and their rationale)

Thirty-two female undergraduates were presented with varied, mildly stressful incentives while the temperatures of their face and hands were recorded with infrared telethermography. There was an increase of hand skin temperature to film clips intended to generate a happy affect but cooling to threatening personal questions. There was no significant skin temperature change in response to cognitive tasks or fear