This randomized controlled field trial examined the efficacy of the Responsive Classroom (RC) approach on student achievement. Schools (n = 24) were randomized into intervention and control conditions; 2,904 children were studied from end of second to fifth grade. Students at schools assigned to the RC condition did not outperform students at schools assigned to the control condition in math or reading achievement. Use of RC practices mediated the relation between treatment assignment and improved math and reading achievement. Effect sizes (ES) were calculated as standardized coefficients. ES relations between use of RC practices and achievement were .26 for math and .30 for reading. The RC practices and math achievement relation was greater for students with low initial math achievement (ES = .89). Results emphasize fidelity of implementation.
Research Findings: This study examined the contribution of several classroom experience measures (classroom characteristics, teacher characteristics, and teacher-child interactions) to preschoolers' improvement in visuomotor integration. Children (N = 467) ranged in age from 3 to 5 years old and were enrolled in 115 classrooms in 5 U.S. states. Children's visuomotor integration was measured twice (on average 5.2 months apart) using the Beery-Buktenica Developmental Test of Visual-Motor Integration (visuomotor integration subtest). Hierarchical linear models controlling for background characteristics and inhibitory control showed that children improved more in visuomotor integration when they were in classrooms with fewer 3-year-olds, when their teacher had at least a bachelor's degree, and when teachers demonstrated high quality in their interactions. Practice or Policy: Visuomotor integration, and specifically the ability to copy designs with a writing utensil, is a robust indicator of children's school readiness and longitudinal achievement. U.S. preschoolers gained more on visuomotor integration in classrooms with fewer 3-year-old children that were taught by a college-educated teacher and when such classrooms provided high-quality organizational and instructional interactions. These results expand the outcomes linked to early childhood education experiences and emphasize the need for wellprepared early childhood teachers who interact with children effectively.
Background Adolescent behaviors and academic outcomes are thought to be shaped by school climate. We sought to identify longitudinal associations between school climate measures and downstream health and academic outcomes. Methods Data from a longitudinal survey of public high school students in Los Angeles were analyzed. Eleventh‐grade health and academic outcomes (dependent variables, eg, substance use, delinquency, risky sex, bullying, standardized exams, college matriculation), were modeled as a function of 10th‐grade school climate measures (independent variables: institutional environment, student‐teacher relationships, disciplinary style), controlling for baseline outcome measures and student/parental covariates. Results The 1114 student respondents (87.8% retention), were 46% male, 90% Latinx, 87% born in the United States, and 40% native English speakers. Greater school order and teacher respect for students were associated with lower odds of multiple high risk behaviors including 30‐day alcohol use (odds ratio [OR] 0.81; 95% confidence interval [CI] [0.72, 0.92] and OR 0.73; [0.62, 0.85]) and 30‐day cannabis use (OR 0.74; [0.59, 0.91] and OR 0.76; [0.63, 0.92]). Neglectful disciplinary style was associated with multiple poor health and academic outcomes while permissive disciplinary style was associated with favorable academic outcomes. Implications for School Health Policy, Practice, and Equity School health practitioners may prospectively leverage school environment, teacher‐student relationships, and disciplinary style to promote health and learning. Conclusions Our findings identify specific modifiable aspects of the school environment with critical implications for life course health.
This descriptive study was designed with two main purposes: (a) to provide researchers and educators with baseline information about current YouTube music usages and practices and (b) to examine parental attitudes and beliefs towards YouTube as a music education resource. One hundred ninety-two (N = 192) parents of toddler-age children (16-to-36 months old) participated in a researcher-constructed survey designed to examine the digital home music environment, digital musical parenting, and parent-child YouTube music experiences. Results indicated that parents accessed YouTube regularly, maintained positive attitudes towards YouTube, and considered YouTube to be an effective resource for children's overall learning and music skills. Data suggested that children engage with and respond to digital music in various ways, and parental beliefs about YouTube were multi-faceted. Findings suggested a need for accessible musical parenting guidelines and resources in this YouTube generation.
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