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Direct linkLin, Tzu-Jung; Justice, Laura M.; Emery, Alyssa A.; Mashburn, Andrew J.; Pentimonti, Jill M. – Early Education and Development, 2017
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher-child managed whole-group language and literacy instruction on prekindergarten children's social interaction with classmates. Teacher-child managed whole-group instruction that provides children with opportunities to engage…
Descriptors: Preschool Children, Preschool Teachers, Literacy Education, Curriculum
Meghan McCormick; Hope White; Parham Horn; Rachel Lacks; Erin O'Connor; Elise Cappella; Sandee McClowry – Early Education and Development, 2018
Research Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of "INSIGHTS" into "Children's Temperament" on instructional support and students' math and reading skills in kindergarten and 1st-grade classrooms. "INSIGHTS" is a temperament-based social-emotional learning…
Descriptors: Early Childhood Education, Kindergarten, Grade 1, Student Characteristics
