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Related Materials |
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Reference Documents
- McWilliam, R. A., Zulli, R.A., & de Kruif, R.E.L. (1998). Teaching Styles Rating Scale (TSRS) Manual. Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill. Request manual by e-mail
Instruments
Casey, A. M., Freund, P. J., & McWilliam, R. A. (2004). Vanderbilt Ecological Congruence of Teaching Opportunities in Routines (VECTOR): Classroom Version.Vanderbilt Center for Child Development, Nashville, TN.
| Teaching Practices
Description
- The three aspects of teaching we have studied are incidental teaching, teaching styles, and the context of teaching, and we are interested in studying time delay.
- The type of incidental teaching we have studied has been Hart and Risley's approach, developmed in the 1970s.
- The teaching styles we have studied have consisted of both teaching behaviors and teachers' affect.
- The contexts of teaching have been studied using qualitative methods.
Research
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We consistently see a positive relationship between the frequency of incidental teaching and engagement.
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We have found that directing children away from what they are appropriately interested in is associated with low engagement and that using much affect (being warm and fuzzy) is associated with high engagement.
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This research has been replicated and expanded upon by the
University of
Porto (
Portugal).
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We found four contexts of teaching that need to be attended to: environment, activities, approach, and interaction.
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U. S. Department of Education, Office of Special Education and Rehabilitative Services. Field-Initiated Research Project. "Teaching styles in early intervention: Responsiveness and directiveness." (3 years)
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McWilliam, R. A. (1991). Targeting teaching at children's use of time: Perspectives on preschoolers' engagement. TEACHING Exceptional Children, 23 (4), 42-43.
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McWilliam, R. A., de Kruif, R. E. L., & Zulli, R. A. (2002). The observed construction of teaching: Four contexts. Journal of Research in Childhood Education, 16, 148-161.
- Casey, A. M., & McWilliam, R. A. (2008). Graphical feedback to increase teachers' use of incidental teaching. Journal of Early Intervention, 30, 251-268.
- CTTA is available on incidental teaching, teaching styles, and teaching or consultation contexts.
Future Directions
- Compare American and Portuguese data.
- Conduct single-subject experimental designs on time delay (following Mark Wolery's pioneering work in this area).
- Continue to study the impact of performance feedback on incidental teaching.
- Continue to study the impact of teacher affect on child engagement.
- Explore further the concept that the "approach" is a legitimate context for teaching: it is very understudied.
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