Classroom Effects on Children's Achievement Trajectories in Elementary School

Autor/inn/en	Pianta, Robert C.; Belsky, Jay; Vandergrift, Nathan; Houts, Renate; Morrison, Fred J.
Titel	Classroom Effects on Children's Achievement Trajectories in Elementary School
Quelle	In: American Educational Research Journal, 45 (2008) 2, S.365-397 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831207308230
Schlagwörter	Mathematics Achievement; Elementary School Students; Longitudinal Studies; Literacy; Mathematics Activities; Reading Achievement; Teacher Student Relationship; Affective Behavior; Classroom Environment; Reading Instruction; Mathematics Instruction; Gender Differences; Socioeconomic Status; Social Differences; Predictor Variables; Teacher Effectiveness; Classroom Observation Techniques; Correlation; Outcomes of Education; Arkansas; California; Massachusetts; North Carolina; Pennsylvania; Virginia; Washington; Wisconsin; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Leseleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Klassenklima; Unterrichtsklima; Leseunterricht; Mathematics lessons; Mathematikunterricht; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Sozialer Unterschied; Prädiktor; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; Lernleistung; Schulerfolg; Kalifornien; Master-Studiengang
Abstract	This nonexperimental, longitudinal field study examines the extent to which variation in observed classroom supports (quality of emotional and instructional interactions and amount of exposure to literacy and math activities) predicts trajectories of achievement in reading and math from 54 months to fifth grade. Growth mixture modeling detected two latent classes of readers: fast readers whose skills developed rapidly and leveled off, and a typical group for which reading growth was somewhat less rapid. Only one latent class was identified for math achievement. For reading, there were small positive associations between observed emotional quality of teacher-child interactions and growth. Growth in math achievement showed small positive relations with observed emotional interactions and exposure to math activities. There was a significant interaction between quality and quantity of instruction for reading such that at higher levels of emotional quality there was less of a negative association between amount of literacy exposure and reading growth. (Contains 5 tables, 4 figures, and 1 note.) (Author).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10