Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children

Meghan McCormick, Hope White, Parham Horn, Rachel Lacks, Erin O'Connor, Elise Cappella, Sandee McClowry

Research output: Contribution to journalArticle

Abstract

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.

Original languageEnglish (US)
Pages (from-to)1-25
Number of pages25
JournalEarly Education and Development
DOIs
StateAccepted/In press - Feb 24 2018

Fingerprint

Temperament
Shyness
classroom
Learning
Students
Multilevel Analysis
Reading
teacher
Research
kindergarten
learning
elementary school
parents
low income
student
instruction
resources

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

Instructional Support and Academic Skills : Impacts of INSIGHTS in Classrooms With Shy Children. / McCormick, Meghan; White, Hope; Horn, Parham; Lacks, Rachel; O'Connor, Erin; Cappella, Elise; McClowry, Sandee.

In: Early Education and Development, 24.02.2018, p. 1-25.

Research output: Contribution to journalArticle

@article{340c714622b74155973a306931935326,
title = "Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children",
abstract = "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.",
author = "Meghan McCormick and Hope White and Parham Horn and Rachel Lacks and Erin O'Connor and Elise Cappella and Sandee McClowry",
year = "2018",
month = "2",
day = "24",
doi = "10.1080/10409289.2018.1435943",
language = "English (US)",
pages = "1--25",
journal = "Early Education and Development",
issn = "1040-9289",
publisher = "Routledge",

}

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

PY - 2018/2/24

Y1 - 2018/2/24

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.

UR - http://www.scopus.com/inward/record.url?scp=85042416873&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85042416873&partnerID=8YFLogxK

U2 - 10.1080/10409289.2018.1435943

DO - 10.1080/10409289.2018.1435943

M3 - Article

AN - SCOPUS:85042416873

SP - 1

EP - 25

JO - Early Education and Development

JF - Early Education and Development

SN - 1040-9289

ER -