Coral Kemp

Differential teacher attention to boys and girls in the classroom

For over 30 years, there has been a continuing concern with differential teacher attention to boys and girls in the classroom. In this article, we review themes and issues in gender and classroom interaction. The evolving theoretical perspectives on gender inequality are discussed and the pertinent empirical evidence is reviewed. The influence of feminism on the way classroom interactions between teachers and their students have been interpreted is considered, as is the way in which disruptive behaviour, mainly exhibited by boys, has impacted on the classroom environment (including referrals to special education services). More recent public concern with the relative underachievement of boys in school is discussed in the light of differential teacher attention to boys and girls.

Recent Research on Troublesome Classroom Behaviour: A Review

A review is provided of recent research literature on the topic of troublesome classroom behaviour, published over the past decade or so with particular reference to research carried out in Australian schools. Nine Australian studies are reviewed, as well as a further seven from the USA, Hong Kong, Jordan, Greece and Malta. Seven of the studies deal with the early years and primary level of schooling, with six studies at the secondary level, and three that span primary and secondary levels of schooling. The following main themes are elucidated: the prevalence of behaviourally troublesome students; time spent managing troublesome behaviour; gender differences; and types of classroom (mis)behaviours, their severity and their frequency. Recent research confirms earlier findings that classroom misbehaviour is of widespread concern to teachers but that the main causes of disruption, while being frequent, are often relatively trivial in nature (‘talking out of turn’ behaviours in particular). While prevalence r...

Identifying skills for promoting successful inclusion in kindergarten

Background Assisting children with delays and disabilities to develop skills that will maximise their chances of success in regular education classrooms has become important with the trend to inclusion. This study examined (1) the essential skills for successful integration nominated by teachers, (2) the relationships between teacher perception and child performance on selected skills, and (3) the relationship between teacher perception of integration success and selected skills. Method On‐task behaviour and direction‐following skills of 33 children with intellectual disabilities were measured following one term in regular kindergarten. Teacher perceptions of childrens skills were measured after one term and again at the end of the year. Results Skills nominated by teachers as being critical to school success were generally related to classroom, social and self‐help skills. Children rated by their teachers at the end of the year as being more successfully integrated had better on‐task behaviour and responded better to group directions than those rated as less successful, but the relationship between the direct and indirect measures of classroom skills was generally weak. Conclusions Critical skills identified were similar to those identified in previous research, suggesting that these findings may be considered robust. The weak relationship between the direct and indirect measures of classroom skills raises questions about interpretation of research that relies entirely on perceptions of teachers. The findings of the research have implications for provision of preschool and early school services.

Assessing Preschool Number Sense: Skills Demonstrated by Children Prior to School Entry.

Components of early number sense, as identified in two Delphi studies and in the number sense literature related to mathematics difficulties, were assessed for 176 children in preschools and childcare centres across one local government area in Sydney, Australia, using tasks or modifications of tasks reported in the number sense literature. In addition, the children’s receptive vocabulary was measured using The Peabody Picture Vocabulary Test (third edition) and math reasoning was measured using Woodcock‐Johnson III Tests of Achievement. Although the children demonstrated a broad range of skills, there were no significant differences between children attending childcare and preschools for any of the measures. However, boys performed significantly better than girls in quantitative concepts and girls performed better than boys in subitising. In discussing the data, a comparison is made of the skills demonstrated by children and skills that were highlighted in the two Delphi studies and in the early number sense literature as being essential components of number sense prior to school entry. Implications for kindergarten mathematics curricula and approaches to the teaching of early number skills are discussed.

Recognition of Giftedness in the Early Years of School: Perspectives of Teachers, Parents, and Children

Although teacher underestimation of ability can have a detrimental effect on childrens achievement and motivation, the accuracy of Australian teachers in identifying intellectual giftedness in young children has not been investigated. This study followed 14 children, identified as potentially gifted while preschoolers, for up to 3 of their early years of school, collecting questionnaire data from 26 teachers and the parents, as well as interview and norm-referenced test data from the children. Teachers rated more highly the children whose test scores were more consistently in the gifted range, but more than half of the children were underestimated by at least 1 teacher, especially where nonverbal ability was higher than verbal ability. Strengths in reading were more readily recognized than strengths in spelling and mathematics. Child attitudes and behaviors, as well as some mutual parent-teacher distrust, may have contributed to teacher underestimation. Implications for practice and further research are discussed.

Demonstration of Classroom Survival Skills in Kindergarten: A five-year transition study of children with intellectual disabilities

Thirty-three children with a range of intellectual disabilities who participated in a transition program embedded within a model inclusive preschool program were enrolled in mainstream kindergarten classes from 1995 to 1999. In the second of four kindergarten terms the classroom survival skills, on-task behaviour across a range of activities and following teacher directions, were measured by observing the children with intellectual disabilities and a typical peer, nominated by each classroom teacher. While the teacher-nominated peers outperformed the students with intellectual disabilities in total time-on-task, the level achieved by the children with intellectual disabilities was still at the lower end of what is regarded as average. There was no statistical difference between the two groups in on-task behaviour during independent activities but the difference between the groups during whole class instruction was highly significant. This may have implications for the selection of strategies for preparing children for transition and the adaptation of teaching practices. On-task behaviour did not vary a great deal across level of intellectual disability but gender may have been a contributing factor. There appeared to be a greater difference between students with and without disabilities in responding to teacher directions. The results of the present study suggest that successful demonstration of these critical skills requires more appropriate teacher preparation and intervention at the kindergarten level.

The Engagement and Interaction of Children With Autism Spectrum Disorder in Segregated and Inclusive Early Childhood Center-Based Settings

The engagement and interaction of 12 children with autism spectrum disorder (ASD) were measured during free play in segregated and inclusive prior-to-school early childhood settings to compare the learning opportunities provided in each type of setting. Ratings of overall engagement and the frequency and quality of interaction were also compared across the two types of setting. Although a satisfactory level of engagement was found for segregated and inclusive settings, the children were, on average, slightly better engaged in the segregated settings. Adult interaction was significantly higher in the segregated settings, but the difference in the amount of peer interaction only marginally favored the inclusive settings. Variations in the engagement and interaction across individual children were identified. The implications of these findings for optimizing learning opportunities for children with ASD in early childhood center-based settings were discussed.

A measure of engagement for children with intellectual disabilities in early childhood settings: A preliminary study

Abstract Background The purpose of this study was to develop a measure of engagement that could be used in practice with children with disabilities, including children with severe intellectual disabilities. Method The Individual Child Engagement Record (ICER) was designed to observe and record the engagement of individual children in order to identify optimal programs for them. Using the measure, 5 children with mild to severe disabilities were observed in an inclusive childcare setting across 4 types of ongoing activities: routine, one‐to‐one instruction, planned, and child‐initiated. Results Generally, the children were better engaged in routine activities. The lowest level of engagement was found for planned activities. There were, however, differences across children with regard to the relative value of the different types of activities in promoting engagement. Conclusions The measure allowed for the identification of activities that would provide better learning opportunities for children with significant disabilities.

Investigating the Transition of Young Children With Intellectual Disabilities to Mainstream Classes: an Australian perspective

An investigation of the transition of 33 children with intellectual disabilities to mainstream kindergarten classes was conducted by surveying parents, receiving teachers, and receiving principals. All 33 children had received a model university-based inclusive preschool program in the year before kindergarten. Structured interviews with the parents, teachers, and principals at the beginning of Term 2 of the school year and with the parents and teachers at the end of the school year provided information about issues relating to the transition and the initial and subsequent integration of the children. The findings from this study were valuable in relation to the ongoing evaluation of the model preschool program, but also provide useful information to early intervention services and mainstream schools wanting to improve the success of their transition programs.

Exploring the Nature of Giftedness in Preschool Children.

Qualitative and quantitative measures were utilized to explore the abilities of 11 young children nominated by their parents as gifted. A part-time preschool enrichment program provided a naturalistic setting in which to investigate measures that might reflect potential giftedness, predict later achievement, and reveal individual profiles of development. The curriculum invited children to display any differences from typical preschoolers. Characteristics nominated by parents as indicators of their childs giftedness were consistent with indicators in the research literature and were generally supported by norm-referenced test results and teacher observations. In spite of test limitations, both quantitative and qualitative measures played a valuable role in revealing advanced abilities amidst diverse profiles of abilities, skills, and interests. Longitudinal data would help to confirm the potential apparent in some of these children as giftedness.