Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

Autor/inn/en	Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.; Brock, Laura L.
Titel	Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade
Quelle	In: Elementary School Journal, 110 (2009) 2, S.142-162 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/605470
Schlagwörter	Females; Student Adjustment; Mathematics Skills; Grade 1; Gender Differences; Elementary School Students; Young Children; Self Control; Academic Achievement; Rural Schools; Classroom Environment; Emergent Literacy; Predictor Variables; Parent Influence; Reading Skills; Socioeconomic Status; Student Behavior; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 01; 1. Schuljahr; Schuljahr 01; Geschlechterkonflikt; Frühe Kindheit; Selbstbeherrschung; Schulleistung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Klassenklima; Unterrichtsklima; Frühleseunterricht; Prädiktor; Reading skill; Lesefertigkeit; Socio-economic status; Sozioökonomischer Status; Student behaviour; Schülerverhalten
Abstract	We examined gender differences in the first-grade transition, exploring child and classroom contributions to self-control and achievement in a rural sample. Teachers (n = 36) reported on children's (n = 172) initial adjustment difficulty and end-of-year self-control. Observed classroom organization and teacher-reported classroom chaos measured complementary aspects of classroom organizational climate. Children's literacy and mathematics skills were assessed in the fall and spring. Boys had more difficulty than girls adjusting to first grade, and initial adjustment fully explained gender differences in self-control. Neither observed organization nor teacher-reported chaos predicted self-control, and there were no gender differences in achievement. However, children in well-organized and low-chaos classrooms achieved greater literacy gains than those in poorly organized and chaotic classrooms. Boys made greater gains in mathematics in low-chaos classrooms, whereas no association existed between mathematics and chaos for girls. Discussion highlights gender differences in early school adjustment and features of well-organized classrooms and their implications for learning. (Contains 5 tables and 1 figure.) (As Provided).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10