Classroom Adaptation Research Articles

Mask Work and Improvisations: A Classroom Adaptation Based on the French Tradition

Mask Work and Improvisations: A Classroom Adaptation Based on the French Tradition

Examining variation in the impact of school-wide positive behavioral interventions and supports: Findings from a randomized controlled effectiveness trial.

School-Wide Positive Behavioral Interventions and Supports (SWPBIS; Sugai & Horner, 2006) is currently implemented in over 20,000 schools across the country with the goal of preventing disruptive behavior problems and enhancing the school climate. While previous studies have indicated significant main effects of SWPBIS on student outcomes, the program impacts likely vary as a function of children’s social–emotional characteristics. This study examined variation in the effects of SWPBIS based on children’s baseline pattern of behavior problems and social–emotional skills using data from a randomized controlled effectiveness trial. Data come from 12,344 elementary school children (52.9% male; 45.1% African American and 46.1% White; 49% received free or reduced-price meals; and 12.9% received special education services). The group randomized controlled effectiveness trial was implemented in 37 elementary schools. Latent profile analyses (LPA) were conducted on teachers’ baseline ratings of children’s behavior problems, concentration problems, social–emotional functioning, and prosocial behavior using the Teacher Observation of Classroom Adaptation–Checklist (TOCA–C; Koth, Bradshaw, & Leaf, 2009). LPA revealed 4 latent classes: high-risk (6.6%), at-risk (23.3%), normative (36.5%), and socially–emotionally skilled (33.6%). LPA membership was found to have a moderating impact on children’s subsequent discipline problems and need for and use of school-based services. Findings suggest that the effects of SWPBIS on student outcomes tend to be greatest among at-risk and high-risk children.

The Transition from Early Child Care to Preschool: Emerging Toddler Skills and Readiness for Group-Based Learning

Research Findings: National policy today is on the brink of defining preschool experiences as essential for children’s academic success. Indeed, many children’s classroom experience begins as they transition from infant/toddler care to a preschool classroom. This study examined developmentally relevant skill domains among 36-month-olds (effortful control, social engagement, and language abilities) and tested their organization in a latent factor model of skills hypothesized to promote classroom adaptation. Assessments of low-income children interacting with a parent and examiner from the Early Head Start Research and Evaluation Project were utilized (n = 1,814). The data included observations of mother–child interactions during semistructured activities at home and child behavior assessments. Results indicated that the interrelated structure of children’s skills was best defined in a 2-factor, latent variable model: effortful control and social communication. These learning skills were related to but separate from general cognitive ability. Practice or Policy: Home-visiting programs for infants and toddlers are expected to promote children’s school readiness, yet little research has focused on the skills that facilitate children’s transition to the large-group learning environment at age 3. Implications of this model for early prevention efforts and early childhood teacher training to promote children’s readiness for group-based learning are discussed.

How Early Childhood Teachers Perceive the Educational Needs of Military Dependent Children

Military dependent children remain a largely unexplored subject, particularly in early childhood education. In an effort to fill the gap in the current literature, this research study focuses on how early childhood teachers perceive the educational needs of military dependent children. Previous research in the areas of geographic mobility, parental separation, and socioemotional needs are reviewed and used as a platform for this study. The study includes a survey developed by the researcher used in conjunction with Teacher Observation of Classroom Adaptation—Checklist to further examine the needs of these children from the perceptions of their teachers. The results of the study demonstrate that while early childhood teachers do not perceive a significant difference between military and nonmilitary dependent children in the socioemotional domains of prosocial behavior, concentration, and disruptive behavior, they do believe there is a difference related to stability. Additionally, early childhood teachers noted a negative socioemotional and academic impact related to parental separation and a negative academic impact related to geographic mobility. Teachers’ responses indicated mixed beliefs about the social impact of frequent relocations.

Five Methods to Score the Teacher Observation of Classroom Adaptation Checklist and to Examine Group Differences

This study compared 5 scoring methods in terms of their statistical assumptions. They were then used to score the Teacher Observation of Classroom Adaptation Checklist, a measure consisting of 3 subscales and 21 Likert-type items. The 5 methods used were (a) sum/average scores of items, (b) latent factor scores with continuous indicators, (c) latent factor scores with ordered categorical indicators using the mean- and variance-adjusted weighted least squares estimation method, (d) latent factor scores with ordered categorical indicators using the full information maximum likelihood estimation method, and (e) multidimensional graded response model using the Bock-Aitkin expectation-maximization estimation procedure. Measurement invariance between gender groups and between free/reduced-price lunch status groups was evaluated with the second, third, fourth, and fifth methods. Group mean differences based on the 5 methods were calculated and compared.

A Group Approach Program for Promoting Classroom Adaptation of New Senior High School Students

A Group Approach Program for Promoting Classroom Adaptation of New Senior High School Students

The safety and chemical engineering education committee—broadening the reach of chemical engineering process safety education

The Safety and Chemical Engineering Education (SAChE) program, initiated in 1992, is a cooperative effort between the Center for Chemical Process Safety (CCPS) of the American Institute of Chemical Engineers (AIChE) and engineering schools to provide teaching materials and programs that bring elements of process safety into the education of undergraduate and graduate students studying chemical and biochemical products and processes. The SAChE Committee is comprised of representatives from academe and industry in addition to AIChE and CCPS staff with the objective of developing and distributing teaching materials on chemical process safety. In addition to providing a brief history of SAChE, this article summarizes the current major efforts of the Committee including SAChE Products (materials suitable for classroom adaptation distributed through its web site http://www.sache.org), SAChE Faculty Workshops (to introduce faculty to the practice of chemical process safety in an industrial setting), and SAChE Student Safety Certificate Program (materials suitable for self‐study currently available through the AIChE eLearning web site http://aiche.learn.com). © 2013 American Institute of Chemical Engineers Process Saf Prog, 2013

Parenting and problem behaviors in children of substance abusing parents.

This study examined parenting practices, parental stress, and problem behaviors among urban Children of Substance Abusing Parents. One hundred and seven children completed the Child Rating Scale and the Children's Depression Inventory. Parents completed the Parenting Practices Scale-Parent Version, Parenting Stress Index, and internalizing and externalizing scales on the Parent Observation of Classroom Adaptation. Structural Equation Modeling findings support an indirect effects pathway in which unfavorable parenting practices predict parental stress and parental stress predicts internalizing and externalizing behaviors. The results argue for assessing parental stress and including activities to improve the parent-child bond in family intervention programs.

Early Childhood Teachers' Ideas about Including Children with Disabilities in Programmes Designed for Typically Developing Children

This study examined the influence of information about children's disabilities on preschool teachers' responses toward integrating children with disabilities in their classroom. Of particular interest was whether the severity of the child's educational needs and information about diagnosis were related to teachers' responses. Data were collected from 155 preschool teachers in two Midwest states in the United States to examine their responses in terms of levels of comfort, classroom adaptation, and need for support. Results showed that teachers responded differently to the types of disability regardless of the diagnostic labels; that is, teachers responded more positively to children with mild disabilities (e.g., children with Down syndrome) and those with physical disabilities (e.g., cerebral palsy). In addition, compared with children with diagnostic labels, teachers responded more positively to those with no diagnostic labels. Teachers' education and experience working with children with disabilities were associated with their levels of comfort. Implications and recommendations for service delivery and teacher training are discussed.

Process Evaluation of Teaching Forgiveness in a Workshop and Classroom Setting

Forgiveness is a process that assists people in releasing their anger, resentment, and negative emotions towards those who have hurt them. This study reports a process evaluation of a psychoeducational workshop and classroom adaptation designed to teach students about forgiveness. We describe the workshop's content, process, and resources in detail. Participants were assessed before, during, and after the workshop across five process areas. The results indicate that the forgiveness workshop and classroom intervention were effective in teaching forgiveness skills, were emotionally challenging, and difficult for some participants because of their pain, confusion, and unanswered questions. We conclude with specific recommendations for improving forgiveness workshops and classroom interventions.

Emotional Competence and Early School Adjustment: A Study of Preschoolers at Risk

This short-term longitudinal study examined whether emotion regulation and emotion understanding made unique contributions towards at-risk preschoolers' classroom adaptation. To address this question, we assessed children's emotion regulation and their understanding of emotions in both self (self-awareness, emotion coping) and in others (emotion recognition, affective perspective taking, situation knowledge). Participants were 49 children (22 boys and 27 girls) who attended a Head Start program for low-income children. Seventy percent of this sample was Caucasian, with the remainder being of Latino, African American or biracial ethnicity. Emotion regulation at the start of the school year was associated with school adjustment at year's end, whereas early emotional lability/negativity predicted poorer outcomes. Children who made a smooth adjustment to preschool also were better able to take another person's affective perspective and to identify situations that would provoke different emotional responses. Emotion regulation and understanding made unique contributions towards school adjustment, even when controlling for potential confounds, including behavior problems and verbal abilities. Teachers appeared to influence children's emotional competence by serving an important regulatory function, especially for older preschoolers at-risk.

Responding to Overt Displays of Prejudice: A Role-Playing Exercise

Nearly 50 years ago, a program of Lewinian “action research” explored the most effective way to respond to prejudiced comments (Citron, Chein, & Harding, 1950). In this article, I describe a classroom adaptation of that research in which students receive 10 scenarios involving a prejudiced comment and rotate playing 1 of 3 roles (prejudiced speaker, responder, or social observer) in a mock interaction. The result is a dramatic example of “action teaching” in which students learn not only about social psychology but also about ways to address an important social problem.

The Fast Track prevention programme improved classroom atmosphere and peer reported behaviour problems

Conduct Problems Prevention Research Group. Initial impact of the Fast Track prevention trial for conduct problems: II. Classroom effects. J Consult Clin Psychol1999 Oct; 67 : 648 –57. [OpenUrl][1][CrossRef][2][PubMed][3][Web of...

The Home Instruction Program for Preschool Youngsters (HIPPY)

The Home Instruction Program for Preschool Youngsters (HIPPY) is a two-year home-based early education intervention program designed to help parents with limited formal education prepare their four- and five-year-old children for school. This article begins with a brief overview of the HIPPY program and then presents the findings from a series of interconnected research studies, including a two-site, two-cohort evaluation in New York and Arkansas, a one-site case study, and a three-site qualitative study. With respect to program effectiveness, results varied across the New York and Arkansas sites and across participating cohorts at each site. For Cohort I, children who had been enrolled in HIPPY scored higher than children in the control/comparison groups on measures of cognitive skills (New York), classroom adaptation (New York and Arkansas), and standardized reading (New York); and more children were promoted to first grade (Arkansas). For Cohort II, comparison group children outperformed HIPPY children on school readiness and standardized achievement at posttest (Arkansas). Analyses to account for the differing results between cohorts were inconclusive. Qualitative analyses revealed considerable variation in parent involvement in HIPPY. Program staff identified four patterns of attrition from HIPPY: (1) early attrition within the first month after enrollment, (2) attrition between the program's first and second years, (3) attrition due to changes in the life circumstances of participating families, and (4) attrition due to turnover among the home visitors. Families were more likely to participate in in-home than out-of-home aspects of the program (for example, group meetings), but different family characteristics were associated with participation in the in- and out-of-home aspects of the program. The authors conclude with recommendations for future practice and research.

Wheel of Fortune for the Mathematics Classroom

This mathematical wheel of fortune game is a classroom adaptation of the Wheel of Fortune television game show. The original players were seventh, eighth, and ninth graders enrolled in a precollege intervention program. To find solutions to the puzzles, the students had to solve first-degree equations in one variable.

The effects of the Home Instruction Program for Preschool Youngsters (HIPPY) on Children's school performance at the end of the program and one year later

The effectiveness of the Home Instruction Program for Preschool Youngsters (HIPPY)—a two-year, free, home-based, family-oriented, early childhood education intervention-was assessed in a longitudinal, two cohort, randomized experimental evaluation. One hundred and eighty-two low-income families (84 in HIPPY and 98 in the control group) were assessed at baseline, at the end of the program, and one year later. Outcomes included assessments of children's cognitive skills, adaptation to the classroom, and standardized achievement at the end of the two-year program, and classroom adaptation and standardized achievement one year later. Data were collected from objective measures, teacher ratings, and school records. Analyses of covariance were conducted controlling for baseline scores on child and family background variables. Results revealed that for Cohort I there were significant and educationally meaningful differences in children's school performance both at the end of the program and one year later. These results were not replicated in Cohort II. Attrition analyses did not reveal differences between groups and cohorts which would account for the lack of replication. Findings are interpreted as mixed support for the effectiveness of the HIPPY program to improve the chances that poor children will succeed in school.

Mentoring New Teachers: One Middle School's Experience

op. I was excited. Then, the reality of the situation became apparent. This was an empty room: no students, no books, no teacher manuals, no sup plies, no gradebook, not even a pencil sharpener. How do I begin ? This question frequently looms in the minds of new teachers because many teach ers do not receive assistance during their first year of teaching. New teachers require assistance in a variety of areas. Several stud ies suggest a list of common problems new teachers must deal with. Veenman's (1984) synthesis of 83 studies provides a list of 24 problems which affect new teachers. These problems condense succinctly into five cate gories: organization skills, teaching skills, classroom management skills, interpersonal skills, and adaptation skills. Characteristics of these skills include:

Silver River Anthology: A Classroom Adaptation

Silver River Anthology: A Classroom Adaptation

"Silver River Anthology": A Classroom Adaptation

"Silver River Anthology": A Classroom Adaptation

The interaction of cognitive styles and classroom environment in determining first-graders' behavior

This study investigates the importance of two “person” variables, reflection impulsivity and divergent thinking, and one “situation” variable, the classroom climate of first-grade classrooms, for the classroom adaptation of first-graders. Three types of classrooms differing in classroom climate were selected: open, intermediate, and traditional. Subjects were the children ( n = 189) in these classrooms. Classroom adaptation variables included self concept, school attendance, and teacher ratings of classroom behavior, overall academic rank, and personal preference. Both main effect and interactional relationships between “person” and “situation” variables and classroom adaptation were hypothesized. Classroom environment was found to affect degree of classroom disturbance manifested by the children with students in open classrooms exhibiting most and students in the intermediate classrooms exhibiting least. Boys in the open classrooms had higher achievement anxiety and lower teacher preference ratings than boys in traditional or intermediate classrooms. Reflective children obtained higher ratings as self-reliant learners and, for boys, reflection was related to low classroom disturbance and high achievement anxiety. Interactional relationships between classroom environment and reflection-impulsivity were also found for boys. Divergent thinking was not related to classroom adjustment for boys. Girls high in divergent thinking were higher in school involvement and achievement anxiety and more preferred by teachers.