Curry School of Education

Background Recommendations for elementary school teachers often advance the premise that establishing emotionally supportive and well-organized classroom environments early in the year contributes to improved instructional quality later in the year (Wong & Wong, 2004). Some professional development interventions, such as the Responsive Classroom®(RC) approach, explicitly prepare teachers to start the year by bolstering classroom emotional support and organization.

In the field of mathematics education, there is a need for viable and valid observational measures of mathematics instructional quality. Examining constructs central to mathematics teaching and learning is essential in order to gain a deeper understanding of these phenomena. Currently, such measures for use in large-scale studies do not exist. The goals of this poster presentation are: to introduce a new measure, the Mathematics SCAN (M-SCAN), and to explain the process of validating the measure for its reliable use.

The Mathematics Scan (M-Scan) is an observationally based rating scale designed to assess the quality of standards-based mathematics teaching practices. The domains of quality were primarily conceptualized based on implementation category from the National Council of Teachers of Mathematics'(NCTM) Standards for Teaching and Learning Mathematics (2007).

Setting: Twenty-four schools from a single district in the mid-Atlantic were randomly assigned to a treatment or control group after stratifying on percentage of student eligibility for free/reduced lunch and minority student composition. Randomization yielded 11 schools assigned to the control group and 13 schools assigned to an experimental group.

Although the NCTM standards provide a clear vision for ideal mathematics classroom instruction, they pose challenges to researchers and educators in mathematics education. First, research findings on the low levels of achievement in mathematics among American children suggest that teachers vary widely in the extent to which they provide quality mathematics instruction aligned with the NCTM principles and standards.

Purpose: The purpose of this paper is to describe the main findings from an IES-funded randomized controlled trial (RCT) of the RC approach, a social and emotional learning intervention designed to improve the capacity of teachers to create caring, well-organized classroom environments to support social and academic learning. Three questions were addressed using a longitudinal design. First, what is the impact of the RC approach on student achievement over three years?

Recent research has redefined what it means for a child to “be ready” for kindergarten. This primary objective of Goals 2000 set by the National Education Goals Panel1 was “to insure that all children enter school ready to learn.” Historically, views on readiness have placed differing levels of priority on children's social and academic preparedness.

Setting: Students and teachers from eleven schools in a large, suburban mid-Atlantic school district were studied. The schools were part of a larger randomized control efficacy study of a socio-emotional learning intervention, the Responsive Classroom®(RC) Approach (Northeast Foundation for Children, 2010). Data for the present study were collected from third grade students in 11 schools. These schools included students with 3-76 percent free and reduced lunch (M=.

Em que idade a criança deve ingressar no ensino fundamental (EF)? As práticas variam amplamente de um país para outro e entre localidades dentro dos países, e mesmo entre famílias de pequenas comunidades. A questão empírica está relacionada à idade em que a criança está emocional e intelectualmente pronta para participar dessa nova etapa do sistema educacional.

Pesquisas recentes redefiniram o que significa para uma criança “estar pronta” para a préescola. O objetivo principal das Metas 2000, estabelecidas pelo Painel Nacional de Metas para Educação, 1 foi “garantir que todas as crianças ingressem no ensino fundamental prontas para aprender.” Historicamente, as opiniões sobre prontidão escolar tem recebido níveis diferentes de prioridade na preparação escolar e social da criança.

This article examined teachers' judgments of the prevalence and types of problems children present upon entering kindergarten. A large, national sample of teachers (N= 3,595) was surveyed by using the National Center for Early Development and Learning's Transition Practices Survey (1996). Teachers reported they perceived that 16% of children had difficult entries into kindergarten. Up to 46% of teachers reported that half their class or more had specific problems in any of a number of areas in kindergarten transition.

The CPTS measure includes 46 items on the use of the Responsive Classroom® approach practices (α=. 82). Teachers rate items on a scale of 1 to 5 representing,“not at all characteristic” to “extremely characteristic.” In part 1, items 4, 11, 17, 24, 29, 33 and 45 are reversal questions and must be reverse-coded during the data cleaning process.

We propose that social psychological findings on the intuitive bases of moral judgment have broad implications for moral education. The “five foundations theory of intuitive ethics” is applied to explain a longstanding rift in moral education as an ideological disagreement about which moral intuitions should be endorsed and cultivated.

Study Design One of the major strengths of the Social and Academic Learning Study is that we used a longi tudinal design—one in which we studied children and teachers over several complete school years. Built into the Responsive Classroom approach is the recognition that social and academic skills typi cally improve only over time as children are given many opportunities to learn and practice these skills.

La recherche récente a redéfini la signification du terme «être prêt» à entrer à la maternelle. L'objectif principal de Goals 2000 établi par le National Education Goals Panel1 était de «s' assurer que tous les enfants qui entrent à l'école soient prêts à apprendre.» Historiquement, les opinions sur les aptitudes nécessaires à l'entrée à l'école ont conduit à différents niveaux de priorités en matière de dispositions sociales et scolaires des enfants.

Current educational policy emphasizes" school readiness" of young children with a premium placed on preschool interventions that facilitate academic and social readiness for children who have had limited learning experiences prior to kindergarten (Rouse, Brooks-Gunn, & McLanahan, 2005). The teacher–child relationship is viewed as a critical mechanism for the effectiveness of interventions (Girolametto, Weitzman, & Greenberg, 2003; National Institute of Child Health and Human Development Early Child Care Research Network, 2003).

Young children's relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom.

The CPFS consists of 11 items of frequency of use of practices. The CPFS uses an 8-point response scale, but each response is recoded on a 3-point scale: 1-not consistent with Responsive Classroom® approach, 2-somewhat consistent with the RC approach, 3-consistent with the RC approach. The re-coding scale varies by item.

Abstract The authors identified gaps in the literature in the course of preparing 10 evidence-based modules for teachers on topics related to cognitive, behavioral and affective dimensions of the teaching and learning process. This document provides a summary of those gaps and suggests potential topics for RFPs, dissertations, or collaborative projects to close the gaps in our knowledge in areas classroom teachers say are important to their practice.