Classroom Dynamics and Children at Risk: A Followup

By M. Montague, Claudia Rinaldi. 2001

95 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5d9594bb9b6b28db058cb1e5377ec1a45275acb8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Catherine P. Bradshaw
2. P. Leaf
3. S. Pijl
4. Catherine A. Kunsch
5. E. V. van Houten
6. M. Koster
7. C. Koth
8. H. Nakken

In Education

1. Catherine P. Bradshaw
2. P. Leaf
3. E. V. van Houten
4. M. Koster
5. H. Nakken
6. Catherine A. Kunsch
7. Ann Nichols-Casebolt
8. C. Koth

Citations in the corpus

• The Teacher Performance Rate and Accuracy Scale (TPRA): Training as Evaluation (2005, unknown): “…between variables in classrooms of typical elementary school children and children at-risk for severe emotional disabilities (Lago-Delello, 1998; Montague & Rinaldi, 2001) and to show the differential effects of a math curriculum on the pre and post academic achievement of students with varying…”
• Antecedent strategies to promote appropriate classroom behavior (2007, background): “Further, there is some evidence of a relationship between teacher praise and student self-appraisal over time (Montague & Renaldi, 2001).”
• Risk and Resilience Ecological Framework for Assessment and Goal Formulation (2004, background): “In addition, negative teacher reactions, expectations, and responses to atrisk students have been linked to poorer academic achievement (Montague & Rinaldi, 2001; Babad, 1993).”
• Social Participation of Students with Special Needs in Regular Primary Education in the Netherlands (2010, methodology): “Gresham’s (1982) Observation Categories were selected because the applied categories of social interaction are very clear and the inter-observer agreement is high (0.93– 1.00 in a study by Montague & Rinaldi, 2001).”
• The Effects of Peer–Mediated Instruction in Mathematics for Students with Learning Problems: A Research Synthesis (2007, background): “…in academic tasks indicated uniformly low rates of engagement across both general and special education classrooms (e.g., Greenwood, 1991a; Montague & Rinaldi, 2001; Thurlow, Graden, Greener, & Ysseldyke, 1983), which led to the basic notion of peer tutoring as a technique to increase…”
• A Multilevel Study of Predictors of Student Perceptions of School Climate: The Effect of Classroom-Level Factors (2008, background): “…School Climate Classroom dynamics are complex and similar to school climate in that they involve the relationships and interactions between teachers and students, among students, and the perceptions, attitudes, and behaviors of students and teachers within the classroom (Montague & Rinaldi, 2001).”