and parent ratings of students’ academic skills as the dependent variables. We tested separate models of parent and teacher ratings to avoid potential redundancy among parent and teacher ratings as model predictors and, second, to guide substantive decisions pertaining to the utility of predictor
Jason C. Immekus, Franklin Muntis and Daniela Terson de Paleville
Paul M. Wright, Lauriece L. Zittel, Tawanda Gipson and Crystal Williams
Purpose: Physical development is an integral part of a child’s overall development. Evidence suggests that physical development and physical activity are positively correlated with positive academic outcomes in elementary and secondary school students. However, research on physical development among preschool-age children lags behind. Therefore, the purpose of the current study was to assess the relationships between physical development and other aspects of development related to school readiness among 3- to 5-year-old children. Method: Teacher ratings of physical, cognitive, language, social–emotional, and literacy development were collected for 172 preschool students. Group differences were assessed using analysis of variance, and relationships among development scales were examined with Pearson correlations. Results: Pearson correlations indicate ratings of physical development are significantly and positively correlated with ratings on the other four development scales. Discussion/Conclusion: Findings support the importance of physical development as an aspect of school readiness. Practical implications and future research are discussed.
Paddy C. Favazza, Gary N. Siperstein, Susan A. Zeisel, Samuel L. Odom, John H. Sideris and Andrew L. Moskowitz
This study examined the effectiveness of the Young Athletes program to promote motor development in preschool-aged children with disabilities. In the study, 233 children were randomly assigned to a control group or the Young Athletes (YA) intervention group which consisted of 24 motor skill lessons delivered 3 times per week for 8 weeks. Hierarchical Linear Modeling (HLM) showed that children who participated in the YA intervention exhibited mean gains of 7–9 months on the Peabody Developmental Motor Subscales (PDMS) compared with mean gains of 3–5 months for the control group. Children in the YA intervention also exhibited significant gains on the gross motor subscale of the Vineland Teacher Rating Form (VTRF). Teachers and parents reported benefits for children not only in specific motor skills, but also kindergarten readiness skills and social/play skills. The necessity for direct and intentional instruction of motor skills, as well as the challenges of involving families in the YA program, are discussed.
Maureen R. Weiss and Susan C. Duncan
Youth sport literature contends that the development of self-esteem is influenced by social interactions in the physical domain. However, little research has investigated the role of the peer group in developing perceptions of physical competence and social acceptance. The purpose of this study was to examine the relationship, between competence in physical skills and interpersonal competence with peers in a sport setting. Children (N=126) completed measures assessing perceptions of physical competence and peer acceptance» perceptions of success for athletic performance and interpersonal skills, causal attributions for physical performance and interpersonal success» and expectations for future success in these two areas. Teachers' ratings of children's actual physical ability and social skills with peers were also obtained. Canonical correlation analyses indicated a strong relationship (r c = .75) between indices of physical competence and peer acceptance. Children who scored high in actual and perceived physical competence and who made stable and personally controllable attributions for sport performance also scored high in actual and perceived peer acceptance and made stable attributions for successful peer interactions.
Sarah Burkart, Jasmin Roberts, Matthew C. Davidson and Sofiya Alhassan
months (session 3). The teacher rating scales of the Behavior Assessment System for Children, 2nd edition (BASC-2) 18 were used to assess several behaviors in participants. The BASC-2 is a 100-item questionnaire designed to evaluate children’s behavior (as young as 2 y of age). 18 Scores on the
Viviene A. Temple, Dawn L. Lefebvre, Stephanie C. Field, Jeff R. Crane, Beverly Smith and Patti-Jean Naylor
activities during June and July would not have been represented. Future research may benefit from examining participation patterns throughout the year as well as the frequency and intensity of participation. In addition, EDI data are based on subjective teacher ratings and represents a broad, group level
Rob J. Rotunda and Stuart Ryan
historically grounded in Buddhism and emphasizes pacifism, respect for all living things, enactment of katas (forms), and meditation at the beginning of class ( Rahula, 1974 ; Zivin et al., 2001 ). Results from the 48 boys with complete data indicated improvement in teacher ratings of impulsiveness
James E. Johnson, Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman and Anya T. Eicher
.P. , & Leventhal , L. ( 1982 ). The relationship between student personality characteristics, teacher ratings, and student achievement . Journal of Educational Psychology, 74 ( 1 ), 111 – 125 . doi:10.1037/0022-0622.214.171.124 10.1037/0022-06126.96.36.199 Achen , A.C. , & Courant , P.N. ( 2009 ). What are
Jared D. Ramer, María E. Santiago-Rodríguez, Catherine L. Davis, David X. Marquez, Stacy L. Frazier and Eduardo E. Bustamante
different settings ( M = 1.58, range = 1.48–1.66). Concurrent validity has been tested in an earlier study in a sample of children with ADHD ( 19 ). Connors Teacher Rating Scale (CTRS) and the ADHD-IV School Version measures, each of which have 2 constructs: hyperactive/impulsive and inattentive, were
Maureen R. Weiss
skills for assessing perceived competence in grades K to 2 and sport skills in grades 3 to 8 ( Horn, 2004 ). The child’s and teacher’s scales are structured in parallel form and interrater reliability of teachers’ ratings help to attenuate expectation effects. Using teacher ratings as an index of