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Direct linkLaura Cutler; Rachel E. Schachter; Clariebelle Gabas; Shayne B. Piasta; Kelly M. Purtell; Nathan P. Helsabeck – Grantee Submission, 2022
Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children's language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in…
Descriptors: Class Organization, Early Childhood Education, Language Acquisition, Achievement Gains
James C. DiPerna; Susan Crandall Hart; Pui-Wa Lei; Tianying Sun; Hui Zhao; Kyle Husmann; Xinyue Li – Grantee Submission, 2023
The purpose of this study was to explore the effectiveness of a universal classroom-based socialemotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to…
Descriptors: Social Emotional Learning, Elementary School Students, Grade 1, Program Effectiveness
Ansari, Arya; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Ruzek, Erik A. – Grantee Submission, 2020
The present investigation examined the links between preschool teachers' self-reported emotional exhaustion (n = 117) with the quality of their classroom interactions and the dosage and rigor of their instruction. Research Findings: Although teachers' experience of emotional exhaustion was not associated with the dosage and rigor of instruction,…
Descriptors: Preschool Teachers, Emotional Response, Fatigue (Biology), Teaching Methods
Larissa M. Gaias; Diana E. Gal-Szabo; Eva M. Shivers; Sharon Kiche – Grantee Submission, 2021
Pedagogical approaches which aim to counteract discrimination and injustice have been identified as potential ways to reduce pervasive and persistent inequities in education outcomes, which emerge as early as preschool Despite this potential, however, empirical research is limited and suggests a disconnect between recommended practices for…
Descriptors: Early Childhood Education, Race, Culture, Bias
Meghan Comstock; Jason Margolis – Grantee Submission, 2023
A persistent challenge for teacher professional development is how to best support the translation of knowledge into practice. Building on scholarship that characterizes teacher learning as both a cognitive and situated process, we examine one district's effort to enact a model classroom approach to professional development. Based on qualitative…
Descriptors: Faculty Development, Teacher Attitudes, Schemata (Cognition), Classroom Environment
Bustamante, Andres S.; Hindman, Annemarie H.; Champagne, Carly R.; Wasik, Barbara A. – Grantee Submission, 2018
Circle time is a near universally used preschool activity; however, little research has explored its nature, content, and quality. This study examined activity types, teacher and child talk, child engagement, and classroom quality in a sample of public preschool classrooms in an urban, high-poverty school district. Results demonstrated that…
Descriptors: Preschool Education, Classroom Techniques, Educational Practices, Instructional Effectiveness
