Child Behavior Problems, Teacher Executive Functions, and Teacher Stress in Head Start Classrooms

Preventing conduct problems, promoting social competence: a parent and teacher training partnership in head start.

Studied the effectiveness of parent and teacher training as a selective prevention program for 272 Head Start mothers and their 4-year-old children and 61 Head Start teachers. Fourteen Head Start centers (34 classrooms) were randomly assigned to (a) an experimental condition in which parents, teachers, and family service workers participated in the prevention program (Incredible Years) or (b) a...

Child - to - Teacher Ratio in Day Care and Teacher

Reducing Behavior Problems 1 Running Head: REDUCING BEHAVIOR PROBLEMS IN HEAD START Targeting children’s behavior problems in preschool classrooms: A cluster-randomized controlled trial

The present study evaluated the efficacy of a multi-component classroom-based intervention in reducing preschoolers’ behavior problems. The Chicago School Readiness Project model was implemented in 35 Head-Start classrooms, using a clustered RCT design. Results indicate significant treatment effects for teacher-reported and independent observations of children’s internalizing and externalizing ...

What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms?

Based on a comprehensive study of 94 classrooms from four states in different geographic regions of the country, this quantitative study investigated the impact of seven factors related to school technology (planning, leadership, curriculum alignment, professional development, technology use, teacher openness to change, and teacher non-school computer use) on five dependent measures in the area...

Teacher–child relationship quality: The roles of child temperament and teacher–child interactions

Young children’s relationships with teachers predict social and academic success. This study examines contributions of child temperament (shyness, effortful control) and gender to teacher–child relationship quality both directly and indirectly through the frequency of teacher–child interactions in the classroom. Using an NICHD SECCYD sample of 819 first grade children, four findings emerged: (a...