Temperament in the classroom : understanding individual differences

By B. Keogh. 2002

142 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/0e081f256278687b2ad08472cc97bc25f2f9a345

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Citations in the corpus

Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “Moreover, individual differences in temperament and activity level must be taken into account for the formation of programs adjusted to different children (Keogh 2003).”
Social Withdrawal in Childhood (2009, unknown): “Some researchers have suggested that withdrawn children may either go unnoticed by teachers or that teachers may encourage shy behaviors because reserved, quiescent, compliant behavior helps to maintain classroom order (e.g., Keogh, 2003; Rimm-Kaufman et al., 2002).”
Shyness, teacher-child relationships, and socio-emotional adjustment in grade 1 (2010, background): “Some researchers have suggested that due to their ‘‘meek nature’’ shy children may easily become ‘‘invisible’’ to teachers (Evans, 2001; Keogh, 2003; Rimm-Kaufman et al., 2002; RimmKaufman & Kagan, 2005; Rudasill & Rimm-Kaufman, 2009).”
Temperament and Language Skills as Predictors of Teacher-Child Relationship Quality in Preschool (2006, background): “Therefore, although unlikely to display behavior problems, inhibited children are very much at risk for social isolation in the classroom (Keogh, 2003).”
Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence (2012, background): “Children high in attentional control may be more teachable (e.g., more likely to continue seeking a solution to a challenging academic task; Keogh, 2003).”
Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade (2011, background): “Emerging evidence suggests that children’s shyness and effortful control are related to the frequency of their interactions with teachers (Coplan and Prakash, 2003; Keogh, 2003; Rudasill and Rimm-Kaufman, 2009).”
Teacher–child relationship quality: The roles of child temperament and teacher–child interactions (2009, background): “Thus, teachers’ perceptions of these characteristics are likely to influence their perceptions of the quality of their relationships with children (Keogh, 2003; Saft & Pianta, 2001; Stuhlman & Pianta, 2002).”
Student-Teacher Relationships Matter: Moderating Influences Between Temperament and Preschool Social Competence (2009, background): “To address this deficit, experts advocate for the inclusion of standardized measures of temperament in comprehensive psychoeducational evaluations and in educational decision making and intervention planning (Carey, 1998; Keogh, 2003).”
The Stresses of a “Brave New World”: Shyness and School Adjustment in Kindergarten (2008, background): “To begin with, some researchers have suggested that young shy children may go unnoticed by teachers (e.g., Keogh, 2003) or that teachers may sometimes even encourage shy behaviors because they help maintain order in the classroom (e.g., Rubin, 1982).”
Teacher–Child Interactions in the Classroom: Toward a Theory of Within- and Cross-Domain Links to Children's Developmental Outcomes (2010, background): “…noted, some children, including those with adjustment problems, more adverse temperamental dispositions, or insecure attachment, are at risk not only for poor functioning and development but also for low-quality interactions with teachers (Gazelle, 2006; Keogh, 2003; O’Connor & McCartney, 2006).”