Instructional Support and Academic Skills: Impacts of 'INSIGHTS' in Classrooms with Shy Children
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| Title: | Instructional Support and Academic Skills: Impacts of 'INSIGHTS' in Classrooms with Shy Children |
|---|---|
| Language: | English |
| Authors: | Meghan McCormick, Hope White, Parham Horn, Rachel Lacks, Erin O'Connor, Elise Cappella |
| Source: | Grantee Submission. 2017. |
| Peer Reviewed: | Y |
| Page Count: | 55 |
| Publication Date: | 2017 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B140037 |
| Document Type: | Reports - Research |
| Education Level: | Elementary Education Early Childhood Education Grade 1 Primary Education |
| Descriptors: | Shyness, Social Emotional Learning, Mathematics Instruction, Low Income Students, Urban Schools, Elementary School Students, Scores, Mathematics Skills, Personality Traits, Student Characteristics, Resource Allocation, Intervention, Attention Control, Reading Skills, Reading Instruction, Program Implementation, Faculty Development, Elementary School Teachers, Grade 1, At Risk Students, Classroom Environment, Achievement Tests, Personality Measures, Behavior Problems, Child Behavior, Measures (Individuals), Withdrawal (Psychology) |
| Assessment and Survey Identifiers: | Classroom Assessment Scoring System, Woodcock Johnson Tests of Achievement, Leiter International Performance Scale, Eyberg Child Behavior Inventory |
| DOI: | 10.1080/10409289.2018.1435943 |
| Abstract: | 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 first grade classrooms. "INSIGHTS" is a temperament-based social- emotional learning intervention with teacher, parent, and classroom programs. Twenty-two low-income urban elementary schools, 90 teachers, and 435 children were included in the study. Schools were randomly assigned to "INSIGHTS" or an attention-control condition. Multi-level modeling demonstrated larger impacts of "INSIGHTS" on instructional support in first grade classrooms with greater mean classroom-level shyness scores. A further set of multi-level analyses showed larger impacts of "INSIGHTS" on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice and Policy: Results suggest the importance of considering temperament at the classroom-level when deciding how to allocate limited resources to implementation of temperament-based intervention and/or social-emotional learning programs. Moreover, providing professional development supports to teachers of shy students -- who are at risk for poorer instruction and academic skills -- should be considered by policymakers and practitioners. [This paper was published in "Early Education and Development" 2018.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED651419 |
| Database: | ERIC |
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| Abstract: | 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 first grade classrooms. "INSIGHTS" is a temperament-based social- emotional learning intervention with teacher, parent, and classroom programs. Twenty-two low-income urban elementary schools, 90 teachers, and 435 children were included in the study. Schools were randomly assigned to "INSIGHTS" or an attention-control condition. Multi-level modeling demonstrated larger impacts of "INSIGHTS" on instructional support in first grade classrooms with greater mean classroom-level shyness scores. A further set of multi-level analyses showed larger impacts of "INSIGHTS" on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice and Policy: Results suggest the importance of considering temperament at the classroom-level when deciding how to allocate limited resources to implementation of temperament-based intervention and/or social-emotional learning programs. Moreover, providing professional development supports to teachers of shy students -- who are at risk for poorer instruction and academic skills -- should be considered by policymakers and practitioners. [This paper was published in "Early Education and Development" 2018.] |
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| DOI: | 10.1080/10409289.2018.1435943 |
