The purpose of this quantitative, correlational study was to discover the influence of teacher-student relationships on teachers' math self-efficacy and math anxiety in first through third-grade students. This research was significant since the results inform and guide educational training, evaluations, and classroom management. This study was…

Student problem behaviors in early elementary school have been associated with increased teacher burnout, negative emotions, and stress, along with negative student outcomes, including increased risk of emotional and behavioral disorders (EBDs). This study examined the impact of BEST in CLASS--Elementary (BEST in CLASS-E), a teacher-delivered Tier…

The present study investigated bidirectional associations between teachers' sense of inadequacy and self-efficacy and factors related to them across one academic year. Teachers (N = 52) rated their sense of inadequacy and self-efficacy in fall and spring, and reported the number of students in need of support in spring. The results of cross-lagged…

Background: teachers are as responsible for personal progress of children as parents are for their nurturing. The purpose of this study is to examine the role of EI and self-efficacy of teachers in reduced SAD of primary school students in Tehran. In other words, this study evaluates the effective role of teachers in reducing SAD in students.…

This study was to examine self-efficacy perceptions of elementary teachers, kindergarten through fourth grade, and determine whether or not teacher self-efficacy perceptions differ related to classification area of district, certification held and experience of working with students with emotional and/or behavioral disorders (E/BD). In addition,…

This study examined teacher characteristics associated with the fidelity of implementation of a social-emotional learning (SEL) curriculum, known as Settle Your Glitter. Prekindergarten through first-grade teachers (N = 60; 52% African American, 30% White, 18% Hispanic/Latinx) from seven schools were observed delivering lessons during the first…

Schools are increasingly using multi-tiered prevention models to address the academic and behavior needs of students. The foundation of these models is the implementation of universal, or Tier 1, practices designed to support the academic and behavioral needs of the vast majority of students. To support teachers in the use of effective Tier 1…

The current study is a two-year case study focusing on an upper-elementary girl who had been diagnosed with selective mutism in 1st grade. While multiple theoretical frameworks have been used to explain selective mutism, the current study borrowed the frameworks of critical sociocultural theory, a social semiotic theory of multimodality, and…

The English Language Learner (ELL) population continues to steadily grow. While most research focuses on preservice or novice teachers' perceptions of their preparedness to instruct ELLs, there have been very limited studies focusing on veteran elementary teachers. The purpose of this qualitative multicase study was to explore veteran elementary…

This article examines the efficacy of a multitiered systemic reading intervention for increasing the intensity and quality of explicit literacy instruction that teachers provide in first-grade classrooms. Schools ("j" = 16) were randomly assigned to the treatment or comparison condition. In both conditions, teachers ("i" = 42)…

Not all children begin kindergarten ready to learn. Young children who exhibit dysregulated or disruptive behavior in the classroom have fewer opportunities to learn and consequently achieve lower levels of academic skills (Arnold et al., 2006; Raver, Garner, & Smith-Donald, 2007). A growing body of literature has examined how children's…

In this study, the authors conceptualize teaching episodes such as an integrated set of observable student-teacher interactions. Instructional interactions that take place between teachers and students around critical academic content are a defining characteristic of classroom instruction and a component carefully defined in many education…

This study examined teachers' attitudes toward learners with two types of barriers to learning: a learner with attention-deficit and hyperactivity disorder (ADHD), and a learner with little or no functional speech (LNFS). The results indicated that although teachers reported that the learner with ADHD would be more disruptive in class and have a…