How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?

Autor/inn/en	Downer, Jason T.; Rimm-Kaufman, Sara E; Pianta, Robert C.
Titel	How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?
Quelle	In: School Psychology Review, 36 (2007) 3, S.413-432 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
Schlagwörter	Group Activities; High Risk Students; Classroom Environment; Student Behavior; Student Participation; Teacher Effectiveness; Educational Quality; Context Effect; Predictor Variables; Grade 3; Elementary School Students; Correlation; Teacher Student Relationship; Academic Achievement + Suchen Sie Ihr Suchwort? Gruppenaktivität; Problemschüler; Klassenklima; Unterrichtsklima; Student behaviour; Schülerverhalten; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Quality of education; Bildungsqualität; Prädiktor; School year 03; 3. Schuljahr; Schuljahr 03; Korrelation; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung
Abstract	The primary objective of this investigation was to examine the way in which two facets of the classroom environment (classroom quality and instructional contexts) and children's risk for school problems combine to predict children's behavioral engagement in third-grade classrooms. As part of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, observations were conducted on 955 children in 888 third-grade classrooms. Results revealed that children were more likely to be engaged within small groups and during analysis-inference instruction than in large group activities, individualized work settings, and basic skills instruction. Classroom quality and children's risk status were also uniquely associated with behavioral engagement. Children at risk for school problems particularly benefited from higher classroom quality within more demanding instructional contexts. (Contains 3 tables.) (Author).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10