Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies

Autor/inn/en	Wilson, H. Kent; Pianta, Robert C.; Stuhlman, Megan
Titel	Typical Classroom Experiences in First Grade: The Role of Classroom Climate and Functional Risk in the Development of Social Competencies
Quelle	In: Elementary School Journal, 108 (2007) 2, S.81-96 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/525548
Schlagwörter	Emotional Development; Teaching Methods; Feedback (Response); Multivariate Analysis; Data Analysis; Grade 1; Classroom Environment; Interpersonal Competence; Correlation; Young Children; High Risk Students; Social Development; Teacher Behavior; United States + Suchen Sie Ihr Suchwort? Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Multivariate Analyse; Auswertung; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Interpersonale Kompetenz; Korrelation; Frühe Kindheit; Problemschüler; Soziale Entwicklung; Teacher behaviour; Lehrerverhalten; USA
Abstract	In this study we examined the relation between children's social competence and their first-grade classroom environment. Drawing from data from the NICHD Study of Early Child Care and Youth Development, we used cluster analysis to identify 4 types of typical classrooms based on observed classroom emotional and instructional supports. The 4 types of classrooms were marked by (1) overall high quality of both supports, including high-quality evaluative feedback; (2) high-quality emotional support, and low-quality evaluative feedback; (3) mediocre levels of both supports; and (4) low levels of both supports. Of the children participating in this study, 946 students from 820 classrooms fit the 4-cluster solution and were included in the data analysis. The association between classroom type and social competence (measured by teacher ratings and independent observations of behavior in and out of the classroom) was analyzed, and a moderating effect of the classroom on children displaying indicators of functional risk (attentional, academic, behavioral, and social) was considered. In classrooms marked by high-quality emotional supports and evaluative feedback, children displayed significantly better social competence than children in other classrooms. (Contains 2 tables and 2 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10