Literaturnachweis - Detailanzeige
Autor/inn/en | Rimm-Kaufman, Sara E.; Fan, Xitao; Chiu, Yu-Jen; You, Wenyi |
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Titel | The Contribution of the Responsive Classroom Approach on Children's Academic Achievement: Results from a Three Year Longitudinal Study |
Quelle | In: Journal of School Psychology, 45 (2007) 4, S.401-421 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-4405 |
DOI | 10.1016/j.jsp.2006.10.003 |
Schlagwörter | Intervention; Elementary School Students; Academic Achievement; Longitudinal Studies; Teaching Methods; Reading Achievement; Mathematics Achievement; Achievement Gains; Scores; Tests; Control Groups; Poverty Schulleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Teaching method; Lehrmethode; Unterrichtsmethode; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement gain; Leistungssteigerung; Examination; Prüfung; Examen; Armut |
Abstract | This paper reports the results of a quasi-experimental study on the contribution of the Responsive Classroom ("RC") Approach to elementary school children's reading and math performance over one-, two-, and three-year periods. All children enrolled in six schools (3 intervention and 3 control schools in a single district) were the participants in the study. Children's test scores in math and reading were used as outcomes, and data on treatment fidelity were used to describe differences in use of "RC" practices between intervention and control schools. Findings showed that, after controlling for poverty and test scores from previous years, the "RC" Approach contributed to the gains in both reading and math, with math showing greater difference between the intervention and control schools. The contribution of the "RC" Approach appeared to be greater over a three-year period than over a one or two-year period. These findings provide early evidence for the positive contribution of the "RC" Approach to gains in academic achievement. (Author). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |