Teacher Effectiveness Research: towards describing user‐friendly classroom instruction

Yates, Gregory C. R.; Yates, Shirley Mary

doi:10.1080/0144341900100304

Cited by 42 publications

(20 citation statements)

References 48 publications

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“…Teachers also help students to regulate their own behavior and to maintain interest in learning activities . In classrooms with high-quality instructional support, teachers provide scaffolding and support (Yates and Yates 1990), create opportunities for conceptual development, and afford appropriate questioning and feedback (La Paro et al 2004;Pianta et al 2008). Teachers help students to solve problems, think creatively, and develop more complex language skills .…”

Section: Observed Classroom Qualitymentioning

confidence: 99%

Classroom organization and teacher stress predict learning motivation in kindergarten children

et al. 2010

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This study examined the extent to which observed teaching practices and self-reported teacher stress predict children's learning motivation and phonological awareness in kindergarten. The pre-reading skills of 1,268 children were measured at the beginning of their kindergarten year. Their learning motivation and phonological awareness were assessed in the following spring. Questionnaires measuring teacher stress were filled out by 137 kindergarten teachers. A pair of trained observers used the Classroom Assessment Scoring System to observe 49 kindergarten teachers from the whole sample on their emotional support, classroom organization, and instructional support. The results of multilevel modeling showed that low teacher stress and high classroom organization predicted high learning motivation in children and that the children's learning motivation contributed to their level of phonological awareness. Moreover, children's learning motivation mediated the association between teacher stress and children's phonological awareness. The results emphasize the importance of teachers' pedagogical well-being and classroom organizational quality for children's learning motivation.

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Section: Observed Classroom Qualitymentioning

confidence: 99%

Classroom organization and teacher stress predict learning motivation in kindergarten children

et al. 2010

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“…Children’s cognitive and social competence improves when teachers use rich and varied vocabulary, narratives, and decontextualized language (Beals, DeTemple, & Dickinson, 1994; Dickinson & Tabors, 2001; Snow, Burns, & Griffin, 1998). The second dimension centers on emotional and behavioral support and includes the provision of a positive and predictable classroom environment and interactions with teachers who are warm and sensitive to children’s needs (Arnold, McWilliams, & Arnold, 1998; Yates & Yates, 1990). When problems arise, children in these types of settings experience positive guidance rather than punitive discipline (Howes et al, 2005; Lamb, 1998; Love, Meckstroth, & Sprachman, 1997; Pianta, 2003; Vandell & Wolfe, 2000).…”

Section: Key Features Of Professional Development Training: Content Amentioning

confidence: 99%

Individual Factors Associated With Professional Development Training Outcomes of the Head Start REDI Program

Domitrovich

Gest

Gill

et al. 2009

Early Education & Development

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This study examined factors associated with process and content outcomes of the training provided in the context of Head Start REDI (Research based Developmentally-informed), a preschool curriculum designed to enhance the quality of interactions (social-emotional and languageliteracy) between teachers and children. REDI professional development included 4 days of training and weekly coaching. Data for 22 intervention teaching pairs (N = 44) were used in the study. With the exception of years of education and emotional exhaustion, distal teacher factors (i.e., professional characteristics, personal resources and perceptions of the work environment) were unrelated to end-of-year implementation fidelity while openness to consultation showed a significant association. The findings emphasize the importance of teacher engagement in the training process for program effectiveness.Emphasis on the need for evidence-based programs has grown from both the research and policy perspectives as the demands for accountability of children's academic outcomes intensifies. The passage of No Child Left Behind Act of 2001 (No Child Left Behind, 2002 and the Good Start, Grow Smart (U.S. Department of Agriculture, 2007) initiatives, combined with the expanding literature regarding effective interventions, has extended the emphasis on evidence-based interventions downward from elementary education to early childhood and brought it to the forefront as a potential way to improve Head Start (Lopez, Tartullo, Forness, & Boyce, 2000; U.S. Department of Health and Human Services [USDHHS], 2003;Yoshikawa & Knitzer, 1997). If Head Start is to improve children's social-emotional and cognitive development, as well as prevent early problem behaviors, more research is needed to ensure that community programs are able to implement evidencebased interventions with quality.Recent theory and empirical research underscores that the repeated interactions children have with teachers in the preschool setting are the critical process through which they develop the cognitive, behavioral, and social-emotional skills needed to enter school ready to learn NICHD Early Child Care Research Network [ECCRN] 2002Pianta, 2003; Pianta, Hamre, & Stuhlman, 2002;Shonkoff & Phillips, 2000). Consequently, teachers' instructional practices and relationships with students have become Address correspondence to: Celene Domitrovich, The Pennsylvania State University, Prevention Research Center, 109 South Henderson Building, University Park, PA, 16801; cxd130@psu.edu. HHS Public AccessAuthor manuscript Early Educ Dev. Author manuscript; available in PMC 2017 October 25. Author Manuscript Author ManuscriptAuthor ManuscriptAuthor Manuscript important indicators of early childhood program quality (Mashburn & Pianta, 2006;Pianta, 2003;Shonkoff & Phillips, 2000; Vandell & Wolfe, 2000) and are a main focus of many evidence-based interventions. Given these trends, professional development efforts increasingly involve teachers learning specific instructional and relational pr...

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“…For example, over the past 15 years there has been an increasing body of evidence supporting several key features of effective instruction of some academic skills. These include a relatively explicit approach involving active teaching, high student engagement and a cycle of instruction (Rosenshine & Stevens, 1986;Christenson et ah, 1989;Yates & Yates, 1990;Westwood, 1995). In relative contrast, early research into highly structured approaches to teaching social language suggested poor generalisation or social use of language (Halle, 1982;Oliver & Halle, 1982;Sousi, 1988;Dyer et ah, 1991).…”

Section: Appropriate Technology For Instructionmentioning

confidence: 93%

Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education

Wheldall

Carter

1996

Educational Psychology

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Teacher Effectiveness Research: towards describing user‐friendly classroom instruction

Cited by 42 publications

References 48 publications

Classroom organization and teacher stress predict learning motivation in kindergarten children

Classroom organization and teacher stress predict learning motivation in kindergarten children

Individual Factors Associated With Professional Development Training Outcomes of the Head Start REDI Program

Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education

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