TY - JOUR
T1 - Instructional Support and Academic Skills
T2 - Impacts of INSIGHTS in Classrooms With Shy Children
AU - McCormick, Meghan
AU - White, Hope
AU - Horn, Parham
AU - Lacks, Rachel
AU - O’Connor, Erin
AU - Cappella, Elise
AU - McClowry, Sandee
N1 - Publisher Copyright:
© 2018, © 2018 Taylor & Francis.
PY - 2018/7/4
Y1 - 2018/7/4
N2 - 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 1st-grade classrooms. INSIGHTS is a temperament-based social-emotional learning intervention with teacher, parent, and classroom programs. A total of 22 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. Multilevel modeling demonstrated larger impacts of INSIGHTS on instructional support in 1st-grade classrooms with greater mean classroom-level shyness scores. A further set of multilevel analyses showed larger impacts of INSIGHTS on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice or Policy: Results suggest the importance of considering temperament at the classroom level when deciding how to allocate limited resources to the 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.
AB - 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 1st-grade classrooms. INSIGHTS is a temperament-based social-emotional learning intervention with teacher, parent, and classroom programs. A total of 22 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. Multilevel modeling demonstrated larger impacts of INSIGHTS on instructional support in 1st-grade classrooms with greater mean classroom-level shyness scores. A further set of multilevel analyses showed larger impacts of INSIGHTS on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice or Policy: Results suggest the importance of considering temperament at the classroom level when deciding how to allocate limited resources to the 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.
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U2 - 10.1080/10409289.2018.1435943
DO - 10.1080/10409289.2018.1435943
M3 - Article
AN - SCOPUS:85042416873
SN - 1040-9289
VL - 29
SP - 691
EP - 715
JO - Early Education and Development
JF - Early Education and Development
IS - 5
ER -