Observed Engagement as an Indicator of Child Care Program Quality

By S. Ridley, R. McWilliam, Christie S. Oates. 2000

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The Response to Intervention (RTI) Approach in Early Childhood (2011, background): “However, many continue to be less willing to embrace the teaching and assessment of early academic content, including early literacy skills.”
Child Care Quality and Children's Engagement (2001, background): “Other analyses have shown that centers with the higher rating had activities in which more children were engaged than did centers with the lower rating (Ridley et al., 2000).”
Influence of Student-Teacher and Parent-Teacher Relationships on Lower Achieving Readers' Engagement and Achievement in the Primary Grades. (2007, methodology): “Although the Big Five Inventory is conceptualized as a measure of personality traits, the selected items from the Conscientious scale are similar to items used by other researchers to assess classroom engagement (Ladd et al., 1999; Ridley et al., 2000).”
The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms (2005, background): “Specifically, in a study of child care environments, Ridley, McWilliam, and Oates (2000) found that children were more likely to be engaged than disengaged in the classroom if their teachers were high in positive affect and sensitivity and low in detachment and harshness.”