Teachers Adapt Their Instruction According to Students' Academic Performance

Autor/inn/en	Nurmi, Jari-Erik; Viljaranta, Jaana; Tolvanen, Asko; Aunola, Kaisa
Titel	Teachers Adapt Their Instruction According to Students' Academic Performance
Quelle	In: Educational Psychology, 32 (2012) 5, S.571-588 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2012.675645
Schlagwörter	Educational Research; Academic Achievement; Grade 1; Reading Skills; Mathematics; Teaching Methods; Tests; Elementary School Teachers; Elementary School Students; Foreign Countries; Finland + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Schulleistung; School year 01; 1. Schuljahr; Schuljahr 01; Reading skill; Lesefertigkeit; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Examination; Prüfung; Examen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Finnland
Abstract	This study examined the extent to which a student's academic performance in first grade contributes to the active instruction given by a teacher to a particular student. To investigate this, 105 first graders were tested in mathematics and reading in the fall and spring of their first school year. At the same time points, their teachers filled in a questionnaire on five successive days on the active instruction they have given a particular student. The results showed that the poorer the performance in reading a student showed in fall, the more active instruction teachers reported giving a student in spring. Moreover, the poorer the performance in mathematics a student showed in fall, the more active instruction less-experienced teachers reported giving that particular student in spring. The giving of active instruction by less-experienced teachers also contributed to an increase in children's subsequent performance in mathematics. (Contains 3 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10