The following CASTL Research Briefs are summaries of recent published findings associated with CASTL, and written with consideration of a researcher audience. (Note: manuscript references are available at the end of each brief)
Findings Published in 2012
Factors that Support Language and Literacy Resilience of Children in Head Start (PDF)
This study examined the links between academic resilience in language and literacy and potential qualities of the child and the classroom environment that may protect preschoolers from the negative consequences of risk in the year before they enter formal schooling.
Teacher Judgments of Preschoolers’ Math Skills (PDF)
The researchers examined the associations between teachers’ judgments of children’s math skills using an indirect rating scale assessment and children’s performance on two direct assessments of their number sense and geometry and measurement skills.
A Course on Effective Teacher-Child Interactions (PDF)
This study found that teachers who were randomly assigned to take a 14-week course on effective teacher-child interactions demonstrated significant changes in beliefs and knowledge about effective practices and provided more stimulating and engaging interactions in the classroom.
A Day in Preschool: Variation in Children's Classroom Engagement (PDF)
This study examined sources of variability in preschool children’s positive and negative engagement with teachers, peers, and tasks, and how that variability was related to both classroom activity settings and children’s age and gender.
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms (PDF)
Students’ perceptions of their autonomy in the classroom, their connection with their teacher, and their own academic competence were analyzed to see if their perceptions predicted students’ engagement across the school year.
Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms (PDF)
Researchers investigated whether the Classroom Assessment Scoring System™ reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument’s three domains (Emotional Support, Classroom Organization, and Instructional Support).
Explicit Print Referencing: Do Intensity and Context Matter? (PDF)
Two recent studies examined the use of the explicit print referencing strategy with preschoolers in Virginia and Ohio to determine the effect of dose intensity and classroom context on children’s print knowledge.
Findings Published in 2011
Promoting Conversational Turn-Taking Skills in Preschool Children with Disabilities (PDF)
This study tested the effectiveness of a strategy that focused on conversational turn-taking for improving children’s social communication skills. The researchers used a method combining storybooks that explicitly taught communication skills with dramatic play acting out roles discussed in the books.
The Feasibility of a Common Course in Early Childhood Teacher Preparation Programs (PDF)
This study offers a glimpse into the feasibility and potential benefits of offering a common course across multiple institutions of higher education. The research-based course was designed to enhance students’ knowledge and beliefs regarding intentional teaching practices in language and literacy instruction.
Preservice Teacher Traits, States, and Teacher-Student Interactions (PDF)
This study is one of the first attempts in the field to investigate individual teacher characteristics in depth as a way to more fully describe the types of people becoming teachers and how their individual characteristics may relate to their effectiveness in the classroom.
New School Readiness Indicators (PDF)
This study found that a combination of a child’s early ability to control and sustain attention, fine motor skills, and general knowledge are much stronger overall predictors of that child’s later math, reading, and science achievement than are either early math or reading scores alone.
Classroom Assessment Scoring System-Secondary™ (PDF)
This study found evidence that classrooms characterized by a positive emotional climate with sensitivity to adolescent needs and perspectives, use of diverse and engaging instructional learning formats, and focus on higher order thinking skills were all linked to higher levels of student achievement.
Earlier Findings
MyTeachingPartner™ - NICDH Studies (PDF)
This series of studies provides additional evidence that the MyTeachingPartner™ coaching model, with its web-facilitated consultation and feedback, is a feasible and effective method of improving the quality of teacher-child interactions on a large scale. (Pub. 2008-10)
Peer Effects on Preschool Children's Language Development (PDF)
This study found that children’s abilities to speak and understand words developed faster when they were with classmates with better language skills. (Pub. 2009)
Profiles of Educational Quality in First Grade (PDF)
This study found that children who may be at greatest risk for difficulties in the early grades due to demographic factors or lower levels of academic skills before entering school are the least likely to be enrolled in high-opportunity classrooms and are more likely to be enrolled in classrooms with the lowest quality. (Pub. 2009)
Transition Practices from Preschool to Kindergarten (PDF)
In this study, pre-kindergarten teachers’ use of kindergarten transition practices were described, as well as the extent to which these practices were associated with kindergarten teachers’ judgments of children’s social, self-regulatory, and academic skills upon their entry into kindergarten the following fall. (Pub. 2008)
Social & Academic Learning Study (PDF)
This preliminary research found a link between the Responsive Classroom® approach and improved student social and academic learning.
