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Team-Teaching in Physical Education for Promoting Coordinative Motor Skills in Children: The More You Invest the More You Get
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Bardaglio, Giulia; Marasso, Danilo; Magno, Francesca; Rabaglietti, Emanuela; Ciairano, Silvia – Physical Education and Sport Pedagogy, 2015
Background: Standard physical education (PE) programs and the team-teaching methodology have rarely been evaluated to investigate their real efficacy in changing children's motor skills. Aims: The aims of this study are two-fold: The first aim is to evaluate the effectiveness of a PE program for improving coordinative motor skills in the team…
Descriptors: Team Teaching, Teaching Methods, Physical Education, Physical Education Teachers
Intervention to Strengthen Emotional Self-Regulation in Children with Emerging Mental Health Problems: Proximal Impact on School Behavior
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Wyman, Peter A.; Cross, Wendi; Brown, C. Hendricks; Yu, Qin; Tu, Xin; Eberly, Shirley – Journal of Abnormal Child Psychology, 2010
A model for teaching children skills to strengthen emotional self-regulation is introduced, informed by the developmental concept of scaffolding. Adult modeling/instruction, role-play and in vivo coaching are tailored to children's level of understanding and skill to promote use of skills in real life contexts. Two-hundred twenty-six…
Descriptors: Mentors, Intervention, Interpersonal Competence, Self Control
Testing the Effects of Classroom Supports on Children's Social and Behavioral Skills at Key Transition Points Using Latent Growth Modeling
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Bub, Kristen L. – Applied Developmental Science, 2009
Social and behavioral problems can interfere with a child's acquisition of age-appropriate skills, which may lead to antisocial behavior in adolescence and adulthood. Thus, determining how best to support positive skills during early childhood is critical. Using data from the first three phases of the NICHD Study of Early Child Care and Youth…
Descriptors: Neighborhoods, Antisocial Behavior, Effect Size, Grade 3
Young Children's Motivation to Read and Write: Development in Social Contexts
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Nolen, Susan Bobbitt – Cognition and Instruction, 2007
In a 3-year longitudinal, mixed-method study, 67 children in two schools were observed during literacy activities in Grades 1-3. Children and their teachers were interviewed each year about the children's motivation to read and write. Taking a grounded theory approach, content analysis of the child interview protocols identified the motivations…
Descriptors: Content Analysis, Student Motivation, Reading Attitudes, Writing Attitudes