Profiles of Educational Quality in First Grade

Autor/inn/en	Stuhlman, Megan W.; Pianta, Robert C.
Titel	Profiles of Educational Quality in First Grade
Quelle	In: Elementary School Journal, 109 (2009) 4, S.323-342 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/593936
Schlagwörter	Class Size; Observation; Child Health; Educational Quality; Profiles; Classrooms; Grade 1; Cognitive Ability; Questionnaires; Individual Characteristics; Classroom Environment; Teacher Characteristics; Data Analysis; United States; Woodcock Johnson Psycho Educational Battery; Woodcock Johnson Tests of Achievement; Woodcock Johnson Tests of Cognitive Ability + Suchen Sie Ihr Suchwort? Klassengröße; Beobachtung; Quality of education; Bildungsqualität; Charakterisierung; Profilanalyse; Classroom; Klassenraum; School year 01; 1. Schuljahr; Schuljahr 01; Denkfähigkeit; Fragebogen; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Klassenklima; Unterrichtsklima; Auswertung; USA
Abstract	In the present study, we present analyzed profiles of observed classroom experiences in terms of emotional and instructional dimensions of quality. Over 800 first-grade classrooms across the United States were included, selected by virtue of having a student participating in the National Institute of Child Health and Human Development's Study of Early Child Care and Youth Development enrolled in the classroom. Our aim was to present a typology of first grades. We examined correlates of classroom profiles in terms of teacher (years of experience, education, and beliefs), child (gender, ethnicity, family socioeconomic status, maternal education, and preschool achievement), and school (public vs. private, class size, presence of teachers' assistants) characteristics. Data were collected via teacher and parent questionnaires, classroom observations conducted by trained data collectors using the Classroom Observation System for First Grade, and individually administered child assessments (Woodcock Johnson Psycho-educational Battery Revised Tests of Cognitive Ability and Tests of Achievement). Findings indicated discernible, replicable types of first-grade classrooms (descriptively titled high quality, mediocre quality, low quality, and positive emotional climate/lower academic demand) that demonstrated different levels of emotional and instructional support and were related to several of the characteristics of children, families, teachers, and schools listed above. Of note, characteristics such as teachers' years of experience and class size were not differentially related to the four classroom types. (Contains 7 tables and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10