This study examined the extent to which the quality of teacher-child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n ϭ 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were modeled with hierarchical linear modeling for 3 areas of achievement: word reading, phonological awareness, and mathematics. Cross-classified analyses examined the extent to which quality of teacher-child interactions and children's starting level predicted achievement growth rates over 2 years, and they also accounted for the changing nesting structure of the data. Results indicated that achievement at kindergarten entry predicted children's growth for all 3 outcomes. Further, first-grade teachers' strong emotional support related to greater growth in students' phonological awareness. Emotional and instructional support in first grade moderated the relationship between initial achievement and growth in word reading. Kindergarten classroom organization moderated the relationship between initial achievement and growth in mathematics. The implications of schooling for early growth trajectories are discussed.

Recent research has established a connection between children's fine motor skills and their academic performance. Previous research has focused on fine motor skills measured prior to elementary school, while the present sample included children ages 5-18 years old, making it possible to examine whether this link remains relevant throughout childhood and adolescence. Furthermore, the majority of research linking fine motor skills and academic achievement has not determined which specific components of fine motor skill are driving this relation. The few studies that have looked at associations of separate fine motor tasks with achievement suggest that copying tasks that tap visual-spatial integration skills are most closely related to achievement. The present study examined two separate elements of fine motor skills--visual-motor coordination and visual-spatial integration--and their associations with various measures of academic achievement. Visual-motor coordination was measured using tracing tasks, while visual-spatial integration was measured using copy-a-figure tasks. After controlling for gender, socioeconomic status, IQ, and visual-motor coordination, and visual-spatial integration explained significant variance in children's math and written expression achievement. Knowing that visual-spatial integration skills are associated with these two achievement domains suggests potential avenues for targeted math and writing interventions for children of all ages.

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This study examines concurrent teacher-student interaction quality and 5th graders' (n = 387) engage ment in mathematics classrooms (n = 63) and considers how teacher-student interaction quality relates to engagement differently for boys and girls. Three approaches were used to measure student engagement in mathematics: Research assistants observed engaged behavior, teachers reported on students' engage ment, and students completed questionnaires. Engagement data were conducted 3 times per year concurrent with measures of teacher-student interaction quality. Results showed small but statistically significant associations among the 3 methods. Results of multilevel models showed only 1 significant finding linking quality of teacher-student interactions to observed or teacher-reported behavioral en gagement; higher classroom organization related to higher levels of observed behavioral engagement. However, the multilevel models produced a rich set of findings for student-reported engagement. Students in classrooms with higher emotional support reported higher cognitive, emotional, and social engagement. Students in classrooms higher in classroom organization reported more cognitive, emo tional, and social engagement. Interaction effects (Gender X Teacher-student interaction quality) were present for student-reported engagement outcomes but not in observed or teacher-reported engagement. Boys (but not girls) in classrooms with higher observed classroom organization reported more cognitive and emotional engagement. In classrooms with higher instructional support, boys reported higher but girls reported lower social engagement. The discussion explores implications of varied approaches to measuring engagement, interprets teacher-student interaction quality and gender findings, and considers the usefulness of student report in understanding students' math experiences.

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The connections between parents' socialization practices and beliefs about emotions, and children's emotional development have been well studied; however, teachers' impacts on children's social–emotional learning (SEL) remain widely understudied. In the present study, private preschool and Head Start teachers (N = 32) were observed using the Classroom Assessment Scoring System. Comparison groups were created based on their observed emotional support and then compared on their qualitative responses in focus group discussions on beliefs about emotions and SEL strategies. Teachers acknowledged the importance of preparing children emotionally (as well as academically) for kindergarten, but substantial differences emerged between the highly emotionally supportive and moderately emotionally supportive teachers in three areas: (1) teachers' beliefs about emotions and the value of SEL; (2) teachers' socialization behaviours and SEL strategies; and (3) teachers' perceptions of their roles as emotion socializers. Understanding such differences can facilitate the development of intervention programs and in‐service training to help teachers better meet students' SEL needs. Copyright © 2014 John Wiley & Sons, Ltd.

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The present study examines the moderating role first grade classroom quality may have on the relations between children's difficult temperament (assessed in infancy) and their academic and social outcomes in early elementary school (first grade). Using data from the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development, 1032 children were rated by their mothers at 6 months of age on difficult temperament. The quality of first grade classroom environments were then observed and rated along three domains: emotional support, classroom organization, and instructional support. Regression analyses examined the statistical interactions between difficult temperament and classroom quality domains on children's academic and social outcomes. Results indicate high-quality classroom environments may ameliorate the academic and social risks associated with having a difficult temperament.