The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Sara E Rimmkaufman - One of the best experts on this subject based on the ideXlab platform.
-
do student self efficacy and teacher student Interaction Quality contribute to emotional and social engagement in fifth grade math
Journal of School Psychology, 2015Co-Authors: Daniel P Martin, Sara E RimmkaufmanAbstract:Abstract This study examined (a) the contribution of math self-efficacy to students’ perception of their emotional and social engagement in fifth grade math classes, and (b) the extent to which high Quality teacher-student Interactions compensated for students’ low math self-efficacy in contributing to engagement. Teachers (n = 73) were observed three times during the year during math to measure the Quality of teacher-student Interactions (emotional, organizational, and instructional support). Fifth graders (n = 387) reported on their math self-efficacy at the beginning of the school year and then were surveyed about their feelings of engagement in math class three times during the year immediately after the lessons during which teachers were observed. Results of multi-level models indicated that students initially lower in math self-efficacy reported lower emotional and social engagement during math class than students with higher self-efficacy. However, in classrooms with high levels of teacher emotional support, students reported similar levels of both emotional and social engagement, regardless of their self-efficacy. No comparable findings emerged for organizational and instructional support. The discussion considers the significance of students’ own feelings about math in relation to their engagement, as well as the ways in which teacher and classroom supports can compensate for students lack of agency. The work has implications for school psychologists and teachers eager to boost students’ engagement in math class.
-
to what extent do teacher student Interaction Quality and student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–student Interaction Quality and 5th graders’ (n = 387) engagement 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’ engagement, 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 engagement; 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, emotional, and social engagement. Interaction effects (Gender × 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.
-
the influence of fidelity of implementation on teacher student Interaction Quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–student Interaction Quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–student Interaction Quality at pretest, RC training was expected to predict posttest teacher–student Interaction Quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p
Tashia Abry - One of the best experts on this subject based on the ideXlab platform.
-
to what extent do teacher student Interaction Quality and student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–student Interaction Quality and 5th graders’ (n = 387) engagement 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’ engagement, 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 engagement; 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, emotional, and social engagement. Interaction effects (Gender × 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.
-
the influence of fidelity of implementation on teacher student Interaction Quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–student Interaction Quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–student Interaction Quality at pretest, RC training was expected to predict posttest teacher–student Interaction Quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p
Marcia Olhaberry Huber - One of the best experts on this subject based on the ideXlab platform.
-
early mother child Interactions in low income single mother families attending chilean day nurseries and cultural differences between german and chilean dyads
2015Co-Authors: Marcia Olhaberry HuberAbstract:Each day there are more children being born and raised in low-income, single-parent homes, a condition being associated to a greater bonding vulnerability between mothers and young children, and to a negative effect on children’s mental health. This background information promoted a series of transversal and comparative studies on low-income, mother-child dyads. The global investigation includes two previous studies and two main studies, the first ones evaluating maternal stress and Interaction Quality, in single-parent and nuclear families. The results show a greater stress level and lower Interactional Quality in single-parent families. The two main studies evaluated mother-child dyads of single-parent families. The first one considered Chilean families with children attending and not attending public day nurseries, and the second one, Chilean and German families. Both of them evaluated infant psychomotor development, stress levels, maternal depressive symptomatology and mother-child Interaction Quality with the CARE-Index instrument. In the intercultural study were also evaluated interdependence and independence in the construction of self, ideology of sexual roles and tightness or looseness of social and family norms. The results of the first study show a positive effect by attending public day nurseries on infant psychomotor development, but a negative effect on mother-infant bonding Quality. The negative effect on bonding Quality increases when attendance to a day nursery starts before the child is 6 months old, just like the positive effect diminishes on infant psychomotor development, with the early start. The results of the second study show Interactions of higher Quality in Chilean dyads, and greater psychomotor development in German children, and higher scores on interdependence and tightness of family norms in Chilean mothers. There is an opportunity for reflection on the support strategies for early infancy in Chile, on vulnerable families, and the parenting models considering cultural contexts to interpret the results.
-
early mother child Interactions in low income single mother families attending chilean day nurseries and cultural differences between german and chilean dyads
2015Co-Authors: Marcia Olhaberry HuberAbstract:Each day there are more children being born and raised in low-income, single-parent homes, a condition being associated to a greater bonding vulnerability between mothers and young children, and to a negative effect on children’s mental health. This background information promoted a series of transversal and comparative studies on low-income, mother-child dyads. The global investigation includes two previous studies and two main studies, the first ones evaluating maternal stress and Interaction Quality, in single-parent and nuclear families. The results show a greater stress level and lower Interactional Quality in single-parent families. The two main studies evaluated mother-child dyads of single-parent families. The first one considered Chilean families with children attending and not attending public day nurseries, and the second one, Chilean and German families. Both of them evaluated infant psychomotor development, stress levels, maternal depressive symptomatology and mother-child Interaction Quality with the CARE-Index instrument. In the intercultural study were also evaluated interdependence and independence in the construction of self, ideology of sexual roles and tightness or looseness of social and family norms. The results of the first study show a positive effect by attending public day nurseries on infant psychomotor development, but a negative effect on mother-infant bonding Quality. The negative effect on bonding Quality increases when attendance to a day nursery starts before the child is 6 months old, just like the positive effect diminishes on infant psychomotor development, with the early start. The results of the second study show Interactions of higher Quality in Chilean dyads, and greater psychomotor development in German children, and higher scores on interdependence and tightness of family norms in Chilean mothers. There is an opportunity for reflection on the support strategies for early infancy in Chile, on vulnerable families, and the parenting models considering cultural contexts to interpret the results.
Ernest Valente - One of the best experts on this subject based on the ideXlab platform.
-
mother child Interaction Quality as a partial mediator of the roles of maternal depressive symptomatology and socioeconomic status in the development of child behavior problems conduct problems prevention research group
Child Development, 1995Co-Authors: Jennifer Dyer Harnish, Kenneth A. Dodge, Ernest ValenteAbstract:This investigation examined the relation between maternal depressive symptomatology and the development of externalizing behavior problems in children by incorporating mother-child Interaction Quality into a series of models. A representative sample of 376 first-grade boys and girls (mean age = 6.52) from diverse backgrounds (234 from the lowest 2 socioeconomic classes) and their mothers completed an Interaction task designed to measure the Quality of mother-child Interaction. Latent variable structural equations analyses revealed that mother-child Interaction Quality partially mediated the relation between maternal depressive symptomatology and child behavior problems even when the effects of socioeconomic status on both variables were taken into account. Although this model held for boys, girls, and Caucasians, the relation between maternal depression and Interaction Quality was not significant for African-Americans. Further investigation is required to understand the lack of generalizability of the model to African-American mother-child dyads.
Ross Larsen - One of the best experts on this subject based on the ideXlab platform.
-
to what extent do teacher student Interaction Quality and student gender contribute to fifth graders engagement in mathematics learning
Journal of Educational Psychology, 2015Co-Authors: Sara E Rimmkaufman, Alison E Baroody, Ross Larsen, Timothy W Curby, Tashia AbryAbstract:This study examines concurrent teacher–student Interaction Quality and 5th graders’ (n = 387) engagement 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’ engagement, 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 engagement; 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, emotional, and social engagement. Interaction effects (Gender × 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.
-
the influence of fidelity of implementation on teacher student Interaction Quality in the context of a randomized controlled trial of the responsive classroom approach
Journal of School Psychology, 2013Co-Authors: Tashia Abry, Sara E Rimmkaufman, Ross Larsen, Alexis J BrewerAbstract:Abstract This study examined the direct and indirect effects between training in the Responsive Classroom® (RC) approach, teachers' uptake of RC practices, and teacher–student Interaction Quality, using a structural equation modeling framework. A total of 24 schools were randomly assigned to experimental or control conditions. Third- and fourth-grade teachers in treatment schools (n = 132) received training in the RC approach, whereas teachers in control schools (n = 107) continued “business as usual.” Observers rated teachers' fidelity of implementation (FOI) of RC practices 5 times throughout the year using the Classroom Practices Observation Measure. In addition, teachers completed self-report measures of FOI, the Classroom Practices Teacher Survey and Classroom Practices Frequency Survey, at the end of the school year. Teacher–student Interactions were rated during classroom observations using the Classroom Assessment Scoring System. Controlling for teachers' grade level and teacher–student Interaction Quality at pretest, RC training was expected to predict posttest teacher–student Interaction Quality directly and indirectly through FOI. Results supported only a significant indirect effect, β = 0.85, p = .002. Specifically, RC teachers had higher levels of FOI of RC practices, β = 1.62, p