National Edu News: IIT Hyderabad-NHAI sign MoU for Transportation Research  |  Cover Story: Elimination Round or Aptitude Test- How to Align CUET with NEP 2020 Goals  |  Life Inspirations: Master of a Dog House  |  Education Information: Climate Predictions: Is it all a Piffle!  |  Leadership Instincts: Raj Mashruwala Establishes CfHE Vagbhata Chair in Medical Devices at IITH   |  National Edu News: TiHAN supports a Chair for Prof Srikanth Saripalli at IIT Hyderabad  |  Teacher Insights: How To Build Competitive Mindset in Children Without Stressing Them  |  Parent Interventions: What Books Children Must Read this Summer Vacation   |  Policy Indications: CUET Mandatory for Central Universities  |  Teacher Insights: Classroom Dialogue for a Better World  |  Rajagiri Round Table: Is Time Ripe for Entrepreneurial Universities in India?  |  Life Inspirations: How to Overcome Fear of Public Speaking  |  Technology Inceptions: Smart IoT-based, indigenously-developed, ICU Ventilator “Jeevan Lite” Launched  |  Parent Interventions: Meditation Reduces Guilt Feeling  |  Teacher Insights: Music Relief for Study Stress  |  
October 17, 2019 Thursday 01:43:00 PM IST

Classroom Management Impacts Students

Parent Interventions

A new study explored the long-term impacts of a pre-school quality improvement programme for low-income children on their self-regulation and academic skills in high school.Longitudinal teacher professional development and coaching intervention took place in 35 Head Start classrooms across 18 centres in 2004 and 2005.

Under the new Chicago School Readiness Project(CSRP) study, the researchers hypothesize that providing teachers with positive classroom management and stress reduction strategies may have led to a more positive classroom climate, which in turn resulted in immediate improvements in students' self-regulatory and academic skills. 
The programme, which focused on teachers' professional development and classroom management, boosted participants' grades in high school, which the researchers say was explained partly by academic gains made in pre-school.

The study was conducted by researchers at the Harvard Graduate School of Education and is published in Child Development, a journal of the Society for Research in Child Development.


Comments