The Experts below are selected from a list of 294 Experts worldwide ranked by ideXlab platform

Mark T Greenberg - One of the best experts on this subject based on the ideXlab platform.

  • the prosocial Classroom Teacher social and emotional competence in relation to student and Classroom outcomes
    Review of Educational Research, 2009
    Co-Authors: Patricia A Jennings, Mark T Greenberg
    Abstract:

    The authors propose a model of the prosocial Classroom that highlights the importance of Teachers’ social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive Teacher–student relationships, effective Classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a Classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and Teacher burnout and reviews intervention efforts to support Teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote Teacher SEC and improved learning outcomes for students.

Kimberly A Schonertreichl - One of the best experts on this subject based on the ideXlab platform.

Patricia A Jennings - One of the best experts on this subject based on the ideXlab platform.

  • the prosocial Classroom Teacher social and emotional competence in relation to student and Classroom outcomes
    Review of Educational Research, 2009
    Co-Authors: Patricia A Jennings, Mark T Greenberg
    Abstract:

    The authors propose a model of the prosocial Classroom that highlights the importance of Teachers’ social and emotional competence (SEC) and wellbeing in the development and maintenance of supportive Teacher–student relationships, effective Classroom management, and successful social and emotional learning program implementation. This model proposes that these factors contribute to creating a Classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Furthermore, this article reviews current research suggesting a relationship between SEC and Teacher burnout and reviews intervention efforts to support Teachers’ SEC through stress reduction and mindfulness programs. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote Teacher SEC and improved learning outcomes for students.

Margaret G. Mckeown - One of the best experts on this subject based on the ideXlab platform.

  • Increasing Young Low‐Income Children’s Oral Vocabulary Repertoires through Rich and Focused Instruction
    The Elementary School Journal, 2007
    Co-Authors: Isabel L. Beck, Margaret G. Mckeown
    Abstract:

    This article reports on 2 studies with kindergarten and first-grade children from a low-achieving elementary school that provided vocabulary instruction by the students' regular Classroom Teacher of sophisticated words (advanced vocabulary words) from children's trade books that are typically read aloud. Study 1 compared the number of sophisticated words learned between 52 children who were directly taught the words and 46 children who received no instruction. As expected, children in the experimental group learned significantly more words. Study 2, a within-subject design, examined 76 children's learning of words under 2 different amounts of instruction, either 3 days or 6 days. In Study 2, the vocabulary gains in kindergarten and first-grade children for words that received more instruction were twice as large. Student vocabulary was assessed by a picture test where students were presented with pictures that represented different words and were asked to identify which picture represented the word that the tester provided. The verbal test was similar but used a sentence description of a scenario instead of a picture. The instructional implications for which words to teach and how to teach them to young children are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)

  • increasing young low income children s oral vocabulary repertoires through rich and focused instruction
    Elementary School Journal, 2007
    Co-Authors: Isabel L. Beck, Margaret G. Mckeown
    Abstract:

    Abstract This article reports on 2 studies with kindergarten and first‐grade children from a low‐achieving elementary school that provided vocabulary instruction by the students’ regular Classroom Teacher of sophisticated words (advanced vocabulary words) from children’s trade books that are typically read aloud. Study 1 compared the number of sophisticated words learned between 52 children who were directly taught the words and 46 children who received no instruction. As expected, children in the experimental group learned significantly more words. Study 2, a within‐subject design, examined 76 children’s learning of words under 2 different amounts of instruction, either 3 days or 6 days. In Study 2, the vocabulary gains in kindergarten and first‐grade children for words that received more instruction were twice as large. Student vocabulary was assessed by a picture test where students were presented with pictures that represented different words and were asked to identify which picture represented the wo...

Bronwen Cowie - One of the best experts on this subject based on the ideXlab platform.

  • Developing ‘Butterfly Warriors’: a Case Study of Science for Citizenship
    Research in Science Education, 2013
    Co-Authors: Junjun Chen, Bronwen Cowie
    Abstract:

    Given worldwide concern about a decline in student engagement in school science and an increasing call for science for citizenship in New Zealand Curriculum, this study focused on a butterfly unit that investigated how students in a year-4 primary Classroom learnt about New Zealand butterflies through thinking, talking, and acting as citizen scientists. The butterfly unit included five lessons. The researchers observed the lessons and interviewed students and the Classroom Teacher. The students completed a unit evaluation survey after the unit. Findings indicate that the students enjoyed and were interested in activities such as reading about butterflies, learning and using new vocabulary, drawing butterfly life cycles, as well as hunting, tagging and releasing butterflies and publishing the data they had collected on a dedicated website. Through their participation in the unit, students had opportunities to act locally and globally, and to ‘see themselves’ in science through ‘being there’ experience. Units like this have the potential to develop students’ interest for longer-term engagement in science, even those students who may never envision themselves as professional scientists.