Academic Journal
Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions
| العنوان: | Monitoring Classroom Behavior in Early Childhood: Using Group Observation Data to Make Decisions |
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| اللغة: | English |
| المؤلفون: | Krasch, Delilah, Carter, Deborah Russell |
| المصدر: | Early Childhood Education Journal. Jun 2009 36(6):475-482. |
| الاتاحة: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 8 |
| تاريخ النشر: | 2009 |
| نوع الوثيقة: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education |
| Descriptors: | Student Behavior, Social Behavior, Disabilities, Young Children, Observation, Data Collection, Academic Achievement, Classroom Environment, Teacher Expectations of Students, Student Participation, Intervention, Prosocial Behavior, Interaction |
| DOI: | 10.1007/s10643-009-0316-1 |
| تدمد: | 1082-3301 |
| مستخلص: | Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical. There is a clear link between social behavior and academic learning. Classrooms where students are following expectations, engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time. In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports. |
| Abstractor: | As Provided |
| Entry Date: | 2009 |
| رقم الانضمام: | EJ842293 |
| قاعدة البيانات: | ERIC |
| تدمد: | 1082-3301 |
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| DOI: | 10.1007/s10643-009-0316-1 |