Perpetrator status and the personality characteristics of molested children

The personality and intellectual characteristics of three groups of children, one molested by a teacher (n = 16), a second group (n = 16) where the offender was a member of the child's family, and a non-molested control group (n = 16) were contrasted. The children were evaluated using the Personality Inventory for Children (PIC), the Children's Personality Questionnaire (CPQ), and the Wechsler Intelligence Scale for Children (WISC-R). There were few differences between the two molested groups or between boys and girls. However, comparisons of molested and non-molested children showed significant differences on 23 of 34 scales on the PIC and CPQ combined. WISC-R verbal IQs were also lower for the molested groups. While the lack of differences between the two molested groups may have been due to the parent-like relationship between the teacher and the children he molested, the results suggest that a relatively noncoercive style of abuse can still produce significant psychological impairment.     

Classroom and Developmental Differences in a Path Model of Teacher Expectancy Effects

A path model of teacher expectancy effects was evaluated in a sample of 376 first- through fifth-grade urban elementary school children. The roles of two moderators (classroom perceived differential treatment environment and developmental differences) and one mediator (children's self-expectations) of teacher expectancy effects on children's year-end achievement were examined. Significant differences in effects and effect sizes are presented. Both classroom environment (high versus low in differential treatment, as seen through children's eyes) and developmental differences moderated the strength of teacher expectancy effects. Generally, stronger effects were found in classrooms in which expectancy-related cues were more salient to children, but developmental differences moderated which effect was most pronounced. A significant age-related decline in direct effects on ending achievement was interpreted as evidence that teacher expectations may tend to magnify achievement differences in the early grades, but serve to sustain them in later grades. Support for indirect effects (teacher expectations --> children's self-expectations --> ending achievement) was limited to upper elementary grade classrooms perceived as high in differential treatment. In contrast to prior research that emphasized small effect sizes, the present analyses document several instances of moderate effects, primarily in classrooms in which expectancy-related messages were most salient to children. These results underscore the importance of explicit attention to the inclusion of moderators, mediators, and multiple outcomes in efforts to understand teacher expectancy effects.     

Teacher and Parent Perspectives on Selected Social Aspects of Preschool Mainstreaming

The purpose of this two‐phase study was to compare teacher and parent perspectives on some important issues concerning preschool mainstreaming or the integration of handicapped and nonhandicapped children. A questionnaire was used to gather data from preschool teachers in two types of federally funded mainstreamed preschools and from a sample of parents whose children attended mainstreamed preschools. Analyses indicated that there were no significant differences among teacher responses based on type of mainstreaming setting. There were some significant differences, however, between teacher and parent responses to questions concerning the value of preschool mainstreaming, the social interaction of the preschoolers, and parent involvement activities. Explanations of these differences are discussed together with implications for future research.     

The curiosity of abused preschool children in mother-present,teacher-present,and stranger-present situations

The purposes of this study were (a) to examine differences in the curiosity behavior of abused preschool children in three situations: with their mothers, a teacher, and a female stranger; (b) to determine whether these children would exhibit more curiosity when exposed to novel versus familiar objects; and (c) to examine several adult behaviors that are theoretically related to children's curiosity. Twenty-three 2-to 5-year-old abused low socioeconomic children participated in a warm-up session with their mothers followed by three procedurally equivalent sessions during which the child, the mother, the teacher, and a stranger were exposed to 6 novel and 6 familiar play objects. Regardless of the social situation, the children and the adults explored the familiar objects more than the novel objects. The children explored the novel objects significantly less in the stranger-present situation than in the other situations. Finally, the pattern of adult findings indicated that abusive mothers were less likely to encourage curiosity in their children than were teachers or strangers. These results were related to past research with white, middle-class, nonabused children.     

The Effects of Literacy Play Interventions on Preschoolers' Play Patterns and Literacy Development

This study investigated the effects of two types of intervention on preschoolers' play patterns and literacy development. Theme-related literacy materials were added to the dramatic play areas used by 32 children in one teacher's morning and afternoon preschool classes. The two classes were randomly assigned to different treatments: (a) Materials Only, in which literacy materials were available in play areas, but no attempt was made by the teacher to encourage children to use the materials in their play; and (b) Materials Plus Adult Involvement, in which the teacher used suggestions and modeling to encourage children to incorporate the literacy materials into their dramatic play. Before and after the 20-week treatment period, assessments were made of the children's free play behavior and literacy development. Six months later, the literacy assessments were administered for a third time. Quantitative and qualitative play observations revealed that the Materials Plus Involvement treatment was more effective in encouraging literacy-related play than the Materials Only intervention. Analysis of the literacy assessments indicated that, while both groups made significant gains over time, there were no significant between-group differences.     

An eco-behavioral approach to examining the contextual effects of early childhood classrooms

The purpose of the study was to determine what child characteristics (age, gender, language) and classroom characteristics (activity, teacher involvement) typically accompany complex interactions with objects and peers in ethnically diverse early childhood classrooms, and whether global classroom quality contributes additional variance to children’s interactions with objects and peers when child and classroom characteristics are accounted for. Two hundred and twenty-five children (mean age=59.5 months, 50% females) from 61 classrooms in 46 centers in the state of Hawaii participated. An eco-behavioral framework was used to examine ecological factors that “set the stage” for children’s complex interactions with objects and peers. Complex interactions with peers were most likely for girls, especially English-speaking, when there was no teacher involvement, and in creative activities. Complex interactions with objects were most likely for English-speaking children and in creative activities. Child activity moderated the association between teacher involvement and complex interactions with objects. Global classroom quality was not a significant predictor of complex interactions with objects or peers.     

The Relative Effectiveness of Varied Visual Illustrations in Complementing Programed Instruction

In order to discover whether teacher aides can be used effectively to help develop reading readiness in kindergarten children, three groups of three classes each were compared: (1) Group A, no teacher aide, (2) Group B, one teacher aide, (3) Group C, five teacher aides. Under the direction of the teachers, aides worked with children in activities designed to increase reading readiness. There were no initial differences between groups (Metropolitan Readiness Test, Form R), but there were significant differences at the end of one semester in favor of the groups with aides.     

Teacher dialogue style and children’s story comprehension

The three components of the dialogue style are: a) a great number of questions asked by the teacher during the storytelling; b) three exclusive types of questions asked; and c) a variety of questions. The present study is intended to analyse the relationships between these components and children’s story comprehension. The subjects were 48 children, aged 4;4 to 6;2, randomly divided into four groups of 12 children each: the number, exclusive types, and variety groups, and a control group (the reading group). Twenty-four teachers were also divided randomly into four groups of six teachers each, and assigned to the four children’s groups. Each teacher told the story to two children at a time; the children were chosen and paired randomly. Each child, singly, retold the story and then answered a questionaire on the structure of the story. The responses of each child were compared with the story text and considered correct if approriate to the contents of the story. The mean percentages of correct responses in the three experimental groups were higher than those of the control group. This difference is significant in the free retelling situation.     

A Study of The Effect of Preschool Children’s Participation in Sensorimotor Activities on Their Understanding of the Mechanical Equilibrium of a Balance Beam

The purpose of this study was to investigate whether participation in sensorimotor activities by preschool children involving their own bodily balance while walking on a beam over the floor has an effect on their understanding of the mechanical equilibrium of a balance beam. The balance beam consisted of a horizontal stick balancing around its center of mass (middle point), while carrying equal-weight objects on either side of it. The study utilized a two-group design, and was conducted in three phases (pre-test, treatment and post-test). The results of the study provide evidence that there was such an effect, since the children (who participated in the sensorimotor activities) could select out of a number of objects those two with the same weight regardless of their shape, size or colour, in order to balance the stick. This effect also can be seen when a comparison is made with a second group of children, which had previously participated in a hands-on activity regarding the equilibrium of a similar balance beam, and which (children), therefore, had a definite advantage over the other children who had participated in the sensorimotor activity. A Chi Square Test showed no significant differences between the two groups on both an immediate and a delayed post-test, while the McNemar Test for the Significance of Change showed a statistically significant difference (that is, a negative change in performance between the first and the second post-test) only within the hands-on group. This difference represents evidence that the children from the sensorimotor group remembered better the rule they were applying (i.e., selecting equal-weight objects) in order to balance the beam.     

Psychosocial development in girls of high ability

Gender differences in young highly able children's psychosocial development were investigated using child and teacher ratings of prosocial behavior and peer acceptance. Developmental patterns were addressed by studying two groups – children in the primary grades (1 and 2) and children in grades 3 to 7. No gender differences were found on teacher or child ratings in the younger group. In the older group, gender differences favoring girls were found on teacher ratings of prosocial behavior and peer acceptance. Comparisons of child and teacher ratings by gender showed that the older boys viewed themselves as demonstrating more social skills and as being more accepted by peers than their teachers did. Implications for education and counselling are discussed.     

Classroom behavior of children and adolescents with learning disabilities: a meta-analysis

Meta-analysis was used to review the results of 25 studies that compared the classroom behavior of children and adolescents with learning disabilities (LD) to children without learning disabilities. The data were analyzed from several different methodological perspectives. Results showed that both methodologically strong and weak studies demonstrated significant behavioral deficits of children with learning disabilities compared to their nondisabled peers in each of five overall areas: on-task behavior, off-task behavior, conduct disorders, distractibility, and shy/withdrawn behavior. Both observational and teacher rating data demonstrated these differences. Effect sizes for both groups of studies seemed to cluster around 1 standard deviation, suggesting noticeable and educationally significant impairment in the behavior of children with disabilities. Analysis of grade-level effect sizes suggests some explanation for the large number of referrals often witnessed during the elementary school years. Educational implications of these behavioral differences in terms of implications for mainstreaming are discussed.     

The effects of relaxation and biofeedback on attention to task and impulsivity among male hyperactive children

This study examined the effects of relaxation training and biofeedback on attention to task and on impulsivity as measured by the Matching Familiar Figures Test (MFFT) among 36 hyperactive male children. Subjects who were identified through teacher ratings on the abbreviated Conners’ Behavior Rating Scale were randomly assigned to treatment and control groups. The experimental treatment consisted of three sessions (each session consisting of 2 phases) of relaxation training and biofeedback. There were no significant differences on all pretest measures (baseline electromyographic readings, pretest error on attention task, and pretest latency). However, differences on all these measures became statistically significant (p < .01) with the treatment group improving attention to task scores and decreasing impulsivity scores. When all pretest data, posttest error, student's age and teacher's rating were controlled for, analysis of covariance results confirmed the significant differences between both groups. It was concluded that relaxation training and biofeedback warrants inclusion in programs designed for hyperactive male children.     

The Role of Informal Assessment in Teachers’ Practical Action

This research informs two questions; in what ways do teachers distinguish between children, and, how do these perceived differences relate to the provision for learning made for children in practice in classrooms? A sample of three teachers of 5‐7 year‐olds had their classroom action videotaped. The technique of stimulated recall was used to collect data on teachers’ thinking on action as taped. Findings were that all three teachers made considerable distinctions at the conceptual level between the children. They did not make distinctions at the level of planning activities and in providing materials, nor were there significant differences in interaction patterns between each teacher and their target children. The study raises a number of questions relevant to understanding life in classrooms and to the improvement of practice.     

Parent Engagement and School Readiness: Effects of the Getting Ready Intervention on Preschool Children's Social–Emotional Competencies

Research Findings: Parental engagement with children has been linked to a number of adaptive characteristics in preschool children, and relationships between families and professionals are an important contributor to school readiness. Furthermore, social–emotional competence is a key component of young children's school readiness. This study reports the results of a randomized trial of a parent engagement intervention (Getting Ready) designed to facilitate school readiness among disadvantaged preschool children, with a particular focus on social–emotional outcomes. Two hundred and twenty children were involved over the 4-year study period. Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies (i.e., attachment, initiative, and anxiety/withdrawal). In contrast, no statistically significant differences between groups over a 2-year period were noted for behavioral concerns (anger/aggression, self-control, or behavioral problems) as a function of the Getting Ready intervention. Practice or Policy: The intervention appears to be particularly effective at building social–emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone. Limitations and implications for future research are reviewed.     

Are class size differences related to pupils' educational progress and classroom processes? findings from the institute of education class size study of children aged 5–7 years

Abstract Despite evidence from the USA that children in small classes of less than 20 do better academically there is still a vociferous debate about the effects of class size differences in schools, and considerable gaps in our understanding of the effects of class size differences. This article summarises results from the most complete UK analysis to date of the educational consequences of class size differences. The study had two aims: first, to establish whether class size differences affect pupils’ academic achievement; and second, to study connections between class size and classroom processes, which might explain any differences found. The study had a number of features that were designed to be an improvement on previous research. It used an ‘observational’ approach, rather than an interventionist one, in order to capture the nature of the relationship between class size and achievement across the full range of observed classes, and it employed a longitudinal design with baseline assessment to adjust for possible non‐random selection of children into classes. The study followed a large sample of over 10,000 children from school entry through the infant stage, i.e. children aged 4–7 years. It used multilevel statistical procedures to model effects of class size differences while controlling for sources of variation that might affect the relationship with academic achievement, and a multimethod research approach, integrating teachers’ judgements and experiences with case studies, and also carefully designed time allocation estimates and systematic observation data. Results showed that there was a clear effect of class size differences on children's academic attainment over the (first) Reception year. In the case of literacy, the lowest attainers on entry to school benefited most from small classes, particularly below 25. Connections between class size and classroom processes were examined and a summary model of relationships presented. Effects were multiple, not singular; in large classes there are more large groups and this presented teachers with more difficulties, in smaller classes there was more individual teacher contact with pupils and more support for learning, and in larger classes there was more pupil inattentiveness and off‐task behaviour. Results support a contextual approach to classroom learning, within which class size differences have effects on both teachers and pupils. It is concluded that much will depend on how teachers adapt their teaching to different class sizes and that more could be done in teacher training and professional development to address contextual features like size of class.     

Differential results of instruction at the preoperational/concrete operational transition

The same cognitive intervention was attempted with children from two schools serving different populations. All children were identified by their teachers as having cognitive difficulties in kindergarten. Within each school, children were randomly assigned to experimental and control groups. Children in the experimental groups received more than 40 short lessons on unidimensional classification (oddity), seriation, and number conservation. These lessons were taught via a learning-set procedure employing 160 kinds of manipulatable objects. Children in the control groups received an equal amount of instruction on verbal and mathematics materials recommended by their teachers. Five months after the instruction was concluded, the experimental group in one school scored significantly better on a psychometric test of reasoning. There was no significant difference in verbal and mathematics achievement. Differences in the significance of outcomes of the intervention at the two schools suggest that children at different stages of cognitive development will benefit differently from cognitive interventions. © 1996 John Wiley & Sons, Inc.     

Teacher Communication Patterns as Related to the Race and Sex of the Student

Abstract

This article summarizes previous research of teacher communication patterns related to student race and student sex and presents the findings of a study which examined the differences in teachers' verbal feedback statements to black and white and to male and female students.

The limited number of research studies which have investigated teacher communication patterns as related to the student's race can be categorized as experimental, naturalistic setting, and teacher perception studies. These studies are not easily interpreted and are difficult to replicate and generalize from. The literature regarding teacher communication as related to student sex differences is restricted by the same lack of internal coherence and idiosyncratic methodologies as the literature on race differences. Few studies have examined the interactive effects of student race and student sex.

The research presented here attends to this void in the research literature. Observational data were obtained from 67 classrooms in 10 schools in 4 school systems. The ANOVAs revealed two significant main effects for race, five main effects for sex, and three significant race/sex interactions. For the race variable, the researcher found that black students received more negative behavioral feedback and more positive-negative feedback than did white students. Females received significantly less total communication, less praise, less negative behavior feedback, less neutral procedure feedback, and less nonacademic feedback. The significant race/sex interactions emphasized the white female's infrequent communications with teachers. She received significantly less total communication than the other three sex/race groups. In addition, white females received less neutral behavioral feedback and less academic feedback than did white males.     

Toward a Democratic Ethnotheory of Parenting for Families and Policymakers: A Developmental Systems Perspective

Objective. This study examines ethnic group differences in the relation between parents' use of physical discipline and children's externalizing behavior problems in younger children and assesses both same-source and distinct-source data. Design. One hundred and twelve mothers of African American (N = 63) and European American (N = 49) children were interviewed regarding their parenting strategies and their child's behavior. Preschool teacher ratings of child behavior were obtained. Results. Regression analyses revealed significant main effects for gender and discipline on externalizing behavior problems. All 2-way interactions with ethnicity were significant, but only when predicting teacher-rated behavior problems. Post-hoc analyses showed that for African American men, there was a significant negative correlation between mother-reported physical discipline and teacher-rated externalizing behavior problems. Similar correlations for African American women and the European American gender groups were not significant. Conclusions. These findings show ethnic differences in the relation between physical discipline and externalizing behavior problems for young children when distinct-source information is obtained. The study extends the literature by showing this effect is particularly strong for boys.     

Aggressor/victim subtypes and teacher factors in first grade as risk factors for later mental health symptoms and school functioning

In a sample of 244 first graders, we identified four subtypes of children based on multi-informant measures of victimization by peers and aggression toward peers: aggressive victims (AV), non-victimized aggressors, non-aggressive victims, and non-aggressive, non-victimized (i.e., normative) children. We examined the differences between the aggressor/victim groups concurrently and two years later in third grade in terms of both mental health symptoms (severity and directionality) and school functioning (academic competence and school engagement). AV showed the worst results for mental health, academic competence, and school engagement concurrently and two years later. The role of first-grade teacher experience and education in predicting third-grade outcomes was also the subject of examination. Significant interactional effects were found between both AV and teacher experience and education. Most notably, the education level of first-grade teachers interacted with AV status to predict school engagement, such that the least engaged students at third grade were AV whose first-grade teachers had no schooling beyond a bachelor’s degree.