Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade: Implications for Children's Experiences and Conducting Classroom Observations

Autor/inn/en	Curby, Timothy W.; Stuhlman, Megan; Grimm, Kevin; Mashburn, Andrew; Chomat-Mooney, Lia; Downer, Jason; Hamre, Bridget; Pianta, Robert C.
Titel	Within-Day Variability in the Quality of Classroom Interactions during Third and Fifth Grade: Implications for Children's Experiences and Conducting Classroom Observations
Quelle	In: Elementary School Journal, 112 (2011) 1, S.16-37 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/660682
Schlagwörter	Classroom Environment; Grade 3; Grade 5; Classroom Observation Techniques; Teacher Student Relationship; Educational Research; Reliability; Classroom Communication; Time Factors (Learning); Grouping (Instructional Purposes); Learning Activities; Class Size; Teacher Student Ratio; Class Organization; Learner Engagement; Teacher Behavior; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Teacher student relationships; Lehrer-Schüler-Beziehung; Bildungsforschung; Pädagogische Forschung; Reliabilität; Klassengespräch; Grouping; Gruppenbildung; Lernaktivität; Klassengröße; Lehrer-Schüler-Relation; Teacher behaviour; Lehrerverhalten; Unterrichtserfolg
Abstract	The quality of classroom interactions has typically been studied using aggregates of ratings over time. However, within-day ratings may contain important variability. This study investigated within-day variability using the NICHD Study of Early Childcare and Youth Development's observational data during grades 3 and 5. The first question examined the stability of classroom interaction quality within a day, and the second question examined the extent to which time of day, activity setting, numbers of adults and children, and instructional grouping predicted the quality of classroom interactions within a day. Results indicated that classroom interactions were most stable within emotional support dimensions and least stable within instructional support dimensions. Results also indicated that the start of the day and transitions were associated with lower-quality classroom interactions. Academic activities, more teachers, fewer students, and group instruction were associated with higher quality. Implications are discussed in terms of understanding students' experiences and conducting classroom observations. (Contains 1 figure, 5 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10