Predictive Role of Classroom Management in Literacy Development in Preschool Children at Risk of EBD

2020 ◽  
pp. 019874292097232
Author(s):  
Jason C. Chow ◽  
Kristen L. Granger ◽  
Michael D. Broda ◽  
Nicole Peterson
Keyword(s):  
At Risk ◽  
Preschool Children ◽  
Classroom Management ◽  
Multilevel Models ◽  
Literacy Skills ◽  
Future Research ◽  
Management Skills ◽  
Predictive Role ◽  
Letter Sound

The purpose of this study was to better understand the association between teachers’ incoming classroom management skills and end-of-year literacy skills of preschool children with or at risk of emotional and behavioral disorders. Furthermore, we explored the contribution of student’s incoming engagement and communication skills to end-of-year literacy skills. A series of multilevel models revealed that teacher classroom management predicted end-of-year letter sound fluency, but not letter naming fluency, after controlling for other factors. We conclude with a discussion of these preliminary findings and provide suggestions for future research and practice in early intervention settings.

scholarly journals Process in the Community, Detain Offshore or ‘Turn Back the Boats’? Predicting Australian Asylum-seeker Policy Support from False Beliefs, Prejudice and Political Ideology

2018 ◽  
Vol 32 (4) ◽  
pp. 562-582 ◽  
Author(s):  
Lisa K Hartley ◽  
Joel R Anderson ◽  
Anne Pedersen
Keyword(s):  
Political Ideology ◽  
Asylum Seekers ◽  
False Belief ◽  
Policy Support ◽  
Hierarchical Regression ◽  
Future Research ◽  
False Beliefs ◽  
Predictive Role ◽  
Practical Implications

Abstract Over the past few decades, there has been a progressive implementation of policies designed to deter the arrival of people seeking protection. In Australia, this has included offshore processing and towing boats of asylum seekers away from Australian waters. In a community survey of 164 Australians, this study examined the predictive role of false beliefs about asylum seekers, prejudice and political ideology in support of three policies. Multiple hierarchical regression models indicated that, although political ideology and prejudice were significant predictors of policy support, false beliefs was the strongest predictor. For the policy of processing asylum seekers in the community, less endorsement of false beliefs was a significant predictor, while, for the policy of offshore processing, more endorsement of false beliefs was a significant predictor. For the boat turn-back policy, an increase in false-belief endorsement was the strongest predictor; although increases in prejudice and a prejudice–political ideology interaction (i.e. the predictive value of prejudice was stronger for participants who identified as politically conservative) also independently predicted support. Practical implications and future research avenues are discussed.

Effects of a Universal Classroom Management Intervention on Middle School Students With or At Risk of Behavior Problems

2020 ◽  
pp. 074193252092661
Author(s):  
James Sinclair ◽  
Keith C. Herman ◽  
Wendy M. Reinke ◽  
Nianbo Dong ◽  
Melissa Stormont
Keyword(s):  
Middle School ◽  
At Risk ◽  
Classroom Management ◽  
Academic Outcomes ◽  
Controlled Trial ◽  
Future Research ◽  
Control Group ◽  
Behavior Support ◽  
Behavior Support Plans ◽  
Youth At Risk

Universal interventions implemented in schools have the potential to impact large numbers of students on a multitude of behavioral and academic outcomes. In the context of a large group randomized controlled trial, the current study examined whether teacher-perceived student need for behavior support plans at baseline moderated the effects of a middle school universal classroom management training program, CHAMPS, which stands for Conversation, Help, Activity, Movement, Participation, and Success, on student outcomes. We hypothesized that students in CHAMPS classrooms who were identified by teachers at baseline as needing behavior support plans would have greater end-of-year improvements on behavior and academic outcomes relative to comparable youth in non-CHAMPS classrooms. Results indicated baseline teacher-perceived student behavior support need moderated some intervention outcomes; in particular, youth at risk in CHAMPS classrooms demonstrated improvements in concentration problems ( b = –.19) and communication arts outcomes ( b = .13) compared with youth at risk in control group classrooms. Implications of these findings and future research are discussed.

scholarly journals NEIGHBOURHOOD SAFETY AND PHYSICAL ACTIVITY OF PRESCHOOL CHILDREN IN SERBIA: MODERATING ROLE OF A CHILD'S GENDER AND PARENTS' AGE

TEME ◽  
2019 ◽  
pp. 309
Author(s):  
Stefan Ninković ◽  
Stanislava Marić Jurišin ◽  
Borka Malčić
Keyword(s):  
Physical Activity ◽  
Preschool Children ◽  
Physical Activities ◽  
Future Research ◽  
Neighborhood Safety ◽  
Female Children ◽  
Moderating Role ◽  
Practical Implications ◽  
Perceived Neighborhood Safety

The aim of study was to investigate the effects of parents' perceptions of neighborhood safety on outdoor physical activities of preschool children. This was investigated based on a moderating role of a child's gender and parents' age. The results showed that the association of parents’ perceptions of neighborhood safety on outdoor physical activities of children depended of the child’s sex and the parents’ age. Boys whose parents were younger and who positively assessed the neighborhood safety were more inclined to outdoor physical activities. Female children whose parents were below the average age the perceived neighborhood safety hindered frequent outdoor playing. The paper discusses practical implications of the obtained results and recommendations for future research.

scholarly journals Perfectionism and Burnout During the COVID-19 Crisis: A Two-Wave Cross-Lagged Study

2021 ◽  
Vol 11 ◽  
Author(s):  
Paola Spagnoli ◽  
Carmela Buono ◽  
Liliya Scafuri Kovalchuk ◽  
Gennaro Cordasco ◽  
Anna Esposito
Keyword(s):  
Structural Equation ◽  
Assessment Tool ◽  
Factor Model ◽  
Equation Modeling ◽  
Future Research ◽  
Research Directions ◽  
Predictive Role ◽  
Future Research Directions ◽  
The Relationship

The current study aims at examining the relationship between the perfectionism two-factor model (i.e., concerns and strivings) and burnout dimensions measured by using the BAT (Burnout Assessment Tool) through a longitudinal study. A two-wave cross-lagged study was conducted using path analysis in SEM (Structural Equation Modeling) of 191 workers. Results confirmed the predictive role of perfectionistic concerns on the burnout dimensions, whereas perfectionistic strivings were not significantly related, suggesting that perfectionism should be monitored by employers and clinicians to prevent employee burnout. Limitations and future research directions are envisaged.

Picky eating in preschool children: The predictive role of the child's temperament and mother's negative affectivity

2013 ◽  
Vol 14 (3) ◽  
pp. 274-277 ◽  
Author(s):  
Gertrud Sofie Hafstad ◽  
Dawit Shawel Abebe ◽  
Leila Torgersen ◽  
Tilmann von Soest
Keyword(s):  
Preschool Children ◽  
Negative Affectivity ◽  
Picky Eating ◽  
Predictive Role

scholarly journals The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 62
Author(s):  
Kenan BAŞ
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Class Size ◽  
Social Studies Teachers ◽  
Future Research ◽  
Management Skills ◽  
Self Confidence ◽  
The Social ◽  
Significant Difference ◽  
The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

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