Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that…

This conceptual paper describes the development of an adaptive intervention model for coaching, AIM Coaching. AIM Coaching is designed for middle-school instructional leaders to support teachers' implementation of evidence-based literacy practices within a Tier-1, school-wide literacy model. It is guided by a theory of change that links…

Many early childhood programs are not prepared to meet the needs of children who have significant social, emotional, and behavioral challenges. "Program-Wide Supports for Pyramid Model Implementation" (PWS-PMI) provides a systematic approach to supporting early childhood programs using Pyramid Model practices and enhancing children's…

The assessment of psychosocial strengths in children and adolescents has predominately focused on the measurement of single traits and constructs, such as grit (Christopoulou, Lakioti, Pezirkianidis, Karakasidou, & Stalikas, 2018), optimism (Oberle, Guhn, Gadermann, Thomson, & Schonert-Reichl, 2018), hope (Pedrotti, 2018), and gratitude…

In the context of the critical need to support children's early language development, teacher knowledge may enhance children's opportunities to build linguistic skills. In this study we explored how early childhood teachers' (n = 86) pedagogical content knowledge for language and vocabulary, and their book-reading implementation across the school…

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers' implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Coaching tiers included self-guided coaching, small…

Educators have embraced the promotion of social emotional development, student well-being, and mental health as essential educational objectives to promote academic readiness and growth. To address known research-to-practice gaps and limited availability of evidence-based, universal high school programs, we took a community-based participatory…

Regulations and policy in early care and education (ECE) is based largely on the idea that structural elements of ECE, such as child-adult ratio, predict teacher-child interactions that then predict child developmental outcomes. This structure-process-outcome model was initially proposed when many states had minimal ECE quality standards. Our…

Perceptual judgments result from a dynamic process, but little is known about the dynamics of number-line estimation. A recent study proposed a computational model that combined a model of trial-to-trial changes with a model for the internal scaling of discrete numbers. Here, we tested a surprising prediction of the model--a situation in which…

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…

Even when innovations have rigorous evidence of impact, they often are not widely adopted by the field, or their use is not sustained. To support more successful transitions of educational research to the field, SRI researchers modified its Invent-Apply-Transition (I-A-T) framework that has been successfully used to scale research to practice in…

The ability to objectively quantify the complexity of a text can be a useful indicator of how likely learners of a given level will comprehend it. Before creating more complex models of assessing text difficulty, the basic building block of a text consists of words and, inherently, its overall difficulty is greatly influenced by the complexity of…

Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they don't get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and…

Many youth experience mental health problems. Schools are an ideal setting to identify, prevent, and intervene in these problems. The purpose of this study was to investigate patterns of student social, emotional, and behavioral risk over time among a community sample of 3rd through 12th grade students and the association of these risk patterns…

In order to plan and implement lessons that will be effective for a wide variety of learners, teachers must assess what students know and how they know it. They must also know students' academic strengths, challenges, and preferences. Careful observation of what students do and say as they work provides a rich source of data about both their…