Validating frameworks for understanding classroom processes that contribute to student learning and development is important advance the scientific study of teaching. This article presents one such framework, Teaching through Interactions, which posits teacher-student interactions are a central driver organizes into three major domains. Results provide evidence across 4,341 preschool elementary classrooms (1) comprise distinct emotional, organizational, instructional domains; (2)...

Applying social capital and systems theories of processes, we examine the role classroom peer context in behavioral engagement low-income students (N = 80) urban elementary school classrooms 22). Systematic child observations were conducted to assess among second fifth graders fall spring same year. Classroom observations, teacher questionnaires, network data collected fall. Confirming prior research, results from multilevel models indicate that with more difficulties or less academic...

To examine effects of a teacher consultation and coaching program delivered by school community mental health professionals on change in observed classroom interactions child functioning across one year.

Abstract Understanding the social context of classrooms has been a central goal research focused on promotion academic development. Building current literature classroom settings and guided by risk protection framework, this study examines unique combined contribution individual relationships quality interactions behavioral engagement among low‐income Latino students in kindergarten to fifth grade ( N = 111). Findings indicate that with teachers peers quality, each independently predicted...

In a national, longitudinal database, factors were examined that enabled public school students on path toward failure to significantly improve reading achievement by high graduation. Youths who faced the proximal risk of low during transition vulnerable continued or failure; yet, small number improved proficiency from failing basic level passing intermediate advanced levels. Being Caucasian, being female, having an internal locus control, and taking academic curriculum in independently...

The primary aim of this group randomized trial was to test the efficacy INSIGHTS Into Children’s Temperament (INSIGHTS) in increasing academic achievement and sustained attention reducing disruptive behavior problems low-income kindergarten 1st grade children. Twenty-two urban elementary schools serving families were randomly assigned or a supplemental reading program that served as an attention-control condition. Data on 435 students 122 classrooms collected at 5 time points across grade....

Social-emotional learning (SEL) programs have demonstrated positive effects on children’s social-emotional, behavioral, and academic outcomes, as well classroom climate. Some also theorize that program impacts outcomes will be partially explained by improvements in social processes, namely emotional support organization. Yet there is little empirical evidence for this hypothesis. Using data from the evaluation of SEL INSIGHTS, article tests whether assignment to INSIGHTS improved low-income...

This study examined a school- and home-based mental health service model, Links to Learning, focused on empirical predictors of learning as primary goals for services in high-poverty urban communities.Teacher key opinion leaders were identified through sociometric surveys trained, with providers parent advocates, evidence-based practices enhance children's learning. Teacher cofacilitated professional development sessions classroom teachers disseminate 2 universal (Good Behavior Game,...

The development of evidence-based mental health interventions for refugees is complicated by the cultural and linguistic diversity participants, need to balance treatment past traumatic experiences with ongoing support during process acculturation. In an effort gather "practice-based evidence" from existing services refugees, a collaborative study International Family, Adult, Child Enhancement Services (FACES), comprehensive, community-based program working refugee children, was conducted...

This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts INSIGHTS program on students' social-emotional, behavioral, academic outcomes. Twenty-two urban schools N = 435 low-income racial/ethnic minority students were enrolled in study received intervention services across course 2 years, both kindergarten first grade. Intervention effects math reading achievement larger for with lower overall levels leadership,...

Abstract This study examines the association between classroom characteristics and teacher–student agreement in perceptions of students' peer networks. Social network, nomination, observational data were collected from a sample second through fourth grade teachers (N = 33) students 669) 33 classrooms across five high‐poverty urban schools. Results demonstrate that variation on structure networks can be explained, part, by developmental factors characteristics. Developmental increases network...

.Guided by participatory research and implementation science, we conducted a two-phase study to contextualize school mental health intervention for its settings. Drawing from existing programs, created teacher consultation coaching delivered indigenous community professionals increase effective classroom interactions children with behavioral difficulties their classmates. Administrators, teachers, one agency five urban elementary schools participated. Phase I involved analysis of qualitative...

During early adolescence, most public school students undergo transitions, and many experience declines in academic performance social-emotional well-being. Theories empirical research have highlighted the importance of supportive environments promoting positive youth development during this period transition. Despite this, little is known about proximal social developmental contexts range middle grade schools US attend. Using a cross-sectional dataset from eighth wave Early Childhood...

We examined relations between parent involvement and kindergarten students' behavior problems in classrooms with varying levels of teacher emotional support. Multi-informant data were collected on n = 255 low-income Black Hispanic students, 60 the baseline year an intervention trial. Hierarchical linear models revealed a moderated negative effect parents' home-school communication support student kindergarten, as well associations school-based problems. For children less support, greater...

In this article, we investigate the effectiveness of INSIGHTS into Children's Temperament (INSIGHTS), a temperament-based preventive intervention, in reducing disruptive behavior problems young children from low-income, urban families. Results indicate that enrolled evidenced decrease over course with high maintenance temperaments evidencing most rapid rates decline. addition, collaborative version program joint parent and teacher sessions demonstrated more decreases than parallel separate...

.This study investigated the efficacy of INSIGHTS into Children's Temperament intervention in supporting academic development shy kindergarten and first-grade children. is a temperament-based with teacher, parent, classroom programs. The participants included 345 children from 22 low-income, urban elementary schools who were randomly assigned to or supplemental after-school reading program. Growth-curve modeling showed that evidenced more rapid growth critical thinking math than their peers...

Abstract This study explores the personal, professional, and contextual conditions faced by early childhood education ( ECE ) teachers in under‐resourced settings how these relate to teacher responsiveness professional development PD ): namely, attrition (a sign of failure when occurring shortly after ), take‐up offered , adherence training/materials, quality implementation. We use data from six disadvantaged districts Greater Accra Region Ghana focused on implementation a national,...