Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes

Autor/inn/en	Watts, Tyler W.; Nguyen, Tutrang; Carr, Robert C.; Vernon-Feagans, Lynne; Blair, Clancy
Titel	Examining the Effects of Changes in Classroom Quality on Within-Child Changes in Achievement and Behavioral Outcomes
Quelle	In: Child Development, 92 (2021) 4, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Watts, Tyler W.) ORCID (Nguyen, Tutrang) ORCID (Vernon-Feagans, Lynne) ORCID (Blair, Clancy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/cdev.13552
Schlagwörter	Classroom Environment; Student Behavior; Elementary School Students; Behavior Problems; Academic Achievement; Educational Quality; Poverty; Low Income Students + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Schulleistung; Quality of education; Bildungsqualität; Armut
Abstract	This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6-11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01