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1.
This daily diary study examined how adolescents’ institutional and teacher-specific trust predicted classroom behavioral engagement the day after being disciplined by that teacher. Within mathematics classrooms, adolescents (N = 190; Mage = 14 years) reported institutional and teacher-specific trust and then completed a 15-day diary assessing teacher discipline and behavioral engagement. The results indicated that, among adolescents with low teacher trust, discipline was unrelated to next-day behavior. Contrastingly, adolescents with high teacher but low institutional trust became less engaged following discipline, whereas those with high teacher and institutional trust became more engaged. These findings suggest that adolescents interpret discipline within the social context of trust, and adolescents’ trust in the institution and teacher are important for discipline to improve behavior.  相似文献   

2.
The distinct learning behaviors observed in the classroom between American and Chinese students have been discussed extensively in literature. The authors speculated that learning approaches (structure-oriented approach vs. depth-oriented approach) might play a role in explaining different behavioral traits presented by American and Chinese students. Two measures assessing learning approaches and learning behaviors in the classroom were administered to two samples: American undergraduates (n = 199) and Chinese undergraduates (n = 265). The results revealed that American undergraduates appeared to be more “active” in the classroom compared to Chinese undergraduates. Chinese undergraduates scored significantly higher on the structure-oriented approach, but did not differ significantly in the depth-oriented approach compared to American undergraduates. The results also indicated that the structure-oriented approach mediated the relationship between cultural group and learning behavior, and thus suggest that the structure-oriented learning approach might partially explain the distinct behavioral traits presented by American and Chinese students in the classroom.  相似文献   

3.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature.  相似文献   

4.
Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement.  相似文献   

5.
This study examined associations between student- (N = 1414), classroom-, and teacher (N = 91) growth orientation and mathematics engagement and achievement using a multilevel model. Results demonstrated positive associations between student growth orientation and mathematics outcomes and positive associations between classroom and teacher growth orientation and mathematics achievement. There was also a marginally significant interaction effect between classroom and teacher growth orientation on classroom engagement. Findings hold relevance for educational interventions surrounding growth constructs and teachers’ personal growth orientation.  相似文献   

6.
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N7th grade = 1,146 and N8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

7.
Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (Mage = 41.5) and 5,200 children (Mage = 7.7) in 36 New York City elementary schools. Teacher–child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher–child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed.  相似文献   

8.
One year after participating in the Research‐based, Developmentally Informed (REDI) intervention or “usual practice” Head Start, the learning and behavioral outcomes of 356 children (17% Hispanic, 25% African American; 54% girls; Mage = 4.59 years at initial assessment) were assessed. In addition, their 202 kindergarten classrooms were evaluated on quality of teacher–student interactions, emphasis on reading instruction, and school‐level student achievement. Hierarchical linear analyses revealed that the REDI intervention promoted kindergarten phonemic decoding skills, learning engagement, and competent social problem‐solving skills, and reduced aggressive–disruptive behavior. Intervention effects on social competence and inattention were moderated by kindergarten context, with effects strongest when children entered schools with low student achievement. Implications are discussed for developmental models of school readiness and early educational programs.  相似文献   

9.
Research Findings: This study investigated the relationship between features of the classroom environment and misalignment between teacher and observer ratings of preschoolers’ classroom engagement and the extent to which years of teaching experience moderated this relationship. In a sample of 116 preschoolers and 21 teachers in 29 classrooms, classroom engagement was assessed using teacher report and independent direct observation. Classroom-level predictors included severity of challenging behaviors, child:adult ratio, and the percentage of students from economically disadvantaged backgrounds. Lower misalignment was noted on ratings of negative engagement than positive engagement. Multilevel regression analyses revealed that misalignment was largely independent of variation in classroom factors, except for a consistent interaction between years of teaching experience and child:adult ratio. Specifically, observers’ ratings were less misaligned with novice teachers’ ratings than veterans’ in classrooms with a high child:adult ratio, whereas the opposite trend was found in classrooms with low child:adult ratios. Practice or Policy: Findings are discussed in light of current best practice calling for a multidisciplinary approach when conducting assessments on young children, despite little guidance on how to handle misalignment between raters when determining service eligibility and developing effective interventions.  相似文献   

10.
This study was designed to determine the relationship among teacher classroom management behavior, student engagement, and student achievement of middle and high school science students. These variables were investigated across varying levels of academic aptitude. Two week long units were taught by 30 experienced science teachers. During this period of time teacher classroom management behavior, student achievement (n = 570), student engagement (n = 269), and student academic aptitude (n = 649) were measured. Twelve selected management indicators from Georgia Teachers Performance Assessment Indicators (TPAI) were used to measure teacher classroom management behaviors. Regression analysis was used to determine the relationship between the variables, and appropriate post hoc procedures were used. Analyses showed that there was a significant relationship among all variables. Post hoc analysis showed that these results were consistent across levels of aptitude. Other relationships found were between student engagement and achievement, student aptitude and achievement, and student aptitude and engagement. Correlation coefficients were obtained for each individual management indicators. Those particular management behaviors which were correlated with achievement and engagement are: identifies students who do not understand directions and helps them individually, maintains learner involvement in lessons, reinforces and encourages the efforts of learners to maintain involvement, attends to routine tasks, uses instructional time efficiently, provides feedback to learners about their behavior, manages disruptive behavior among learners.  相似文献   

11.
   This paper reports results of intensive field work in urban high school mathematics and science classrooms based on research with students attending eight high schools located in large, disparate urban sites across the U.S. During the course of our observations and interviews we recorded students’ activities as well as their impressions of classroom processes over the course of a week in each classroom using the Experience Sampling Method (ESM). ESM allows students to record information about their classroom experiences at intervals during daily mathematics and science classroom lessons. We measured levels of student engagement and examined relationships between student engagement and an array of predictors. We take a social organizational approach to interpreting classroom processes, examining the extent to which classroom activities influence student perception of class and communication among students and how these intervening factors affect student engagement during on-going classroom activities. Results suggest that there is variation between group members’ reactions to classroom activities. Specifically, as an example, Latino Students in Chicago, Miami and El Paso were far more engaged and responsive to classroom lessons during the time they spent in small problem-solving groups during class. Student Engagement in High School Mathematics and Science. Kazuaki Uekawa is affiliated with the American Institutes for Research, Washinton DC, USA. Kathryn Borman and Reginald Lee are affilated with the The University of South Florida, Tampa, FL, USA. Address correspondence to Kazuaki Uekawa, American Institutes for Research, Washinton DC, USA; e-mail: kuekawa@air.org  相似文献   

12.
Research Findings: The present study examined the degree to which the association between interactive peer play and academic skills was dependent upon the level of classroom quality for a representative sample of culturally and linguistically diverse urban Head Start children (N = 304 children across 53 classrooms). Peer play interactions within the classroom were assessed by teacher assistants in the fall of the year; observations of the quality of classroom instructional, emotional, and organizational support were conducted in the middle of the year; and norm-referenced direct assessments of literacy, language, and mathematics skills were administered in the spring. Findings from multilevel models indicated that disruptive and disconnected peer play behaviors early in the preschool year were associated with lower literacy and language skills regardless of classroom quality. However, interactive peer play early in the year was associated with higher mathematics outcomes when children were enrolled in classrooms characterized by high instructional support. Practice or Policy: Implications for early childhood research, practice, and policy are discussed.  相似文献   

13.
This secondary analysis explored longitudinal associations between the concentration of shared-language peers and the development of prosocial and problem behavior in dual language learning (DLL) preschoolers from low socioeconomic backgrounds. Mixed-effects regression models were used to analyze year-end outcomes of 212 Spanish-speaking students in 73 Head Start classrooms in which English was the only instructional language. Research Findings: Classroom concentration of Spanish speakers was not associated with Spanish-speaking DLLs’ year-end prosocial behavior. For problem behavior, there was a disordinal interaction between teacher social-emotional support and classroom concentration. In classrooms with higher teacher social-emotional support, the proportion of Spanish-speaking classmates was positively associated with Spanish-speaking children’s problem behaviors. In classrooms with lower teacher social-emotional support, the proportion of Spanish-speaking students per classroom was negatively associated with Spanish-speaking children’s problem behaviors. Practice or Policy: Findings highlight the value of shared-language peers in particular classroom contexts and have implications for DLL students’ preschool classroom placements.  相似文献   

14.
Student behavioral concerns are a top priority for school psychologists. This project took an ecological systems perspective by examining the contribution of students’ initial externalizing and internalizing behaviors and the quality of their classroom environments to their behavioral outcomes across one school year. Participants included 322 elementary students and their 32 teachers. Results suggested that externalizing and internalizing behaviors were stable over time. However, the correlation between fall and spring internalizing behavior was accentuated if students also had high externalizing behavior in the fall. Poor spring behavioral engagement was predicted by students’ fall internalizing (but not externalizing) behavior. Importantly, classrooms high in emotional support attenuated the stability of students’ internalizing behavior. In addition, students’ fall externalizing behavior appeared to be associated with reduced spring internalizing behavior in classrooms high in emotional support or classroom organization. Findings underscore the importance of considering both student‐ and classroom‐level factors when predicting elementary students’ behavioral outcomes.  相似文献   

15.
To examine the unique functions of same‐ and cross‐ethnic friendships, Latino (n = 536) and African American (n = 396) sixth‐grade students (Mage = 11.5 years) were recruited from 66 classrooms in 10 middle schools that varied in ethnic diversity. Participants reported on the number of same‐ and cross‐ethnic friends, perceived vulnerability, friendship quality, and the private regard dimension of ethnic identity. Whereas same‐ethnic friendships were uniquely associated with stronger private regard, more ethnic diversity and cross‐ethnic friendships were uniquely associated with less perceived vulnerability. Multilevel structural equation modeling tested whether cross‐ethnic friendships mediated the diversity‐vulnerability relation. Although cross‐ethnic friendships did not significantly mediate this relation at the classroom level, these friendships predicted less vulnerability at the individual student level.  相似文献   

16.
In the present study, 314 preschool classrooms and 606 children were observed to understand the behavioral exchanges between teachers and children. Teachers’ emotionally and organizationally supportive behaviors and children's engagement were explored for longitudinal associations throughout a day. Observations were conducted in each classroom wherein emotional and organizational supports were assessed, followed by observations of two children's positive engagement with teachers, tasks, and peers as well as negative classroom engagement. Cross-lagged autoregressive models were used to test for time-lagged associations which, if present, could be unidirectional or bidirectional. Results indicated teachers’ emotionally and organizationally supportive behaviors were related to later child engagement in seven of eight models. Furthermore, in two of those seven models, we found evidence of bidirectional associations whereby children's engagement was associated with later teacher emotional and organizational supports. Findings are discussed in terms of understanding classroom processes over the course of a day in preschool.  相似文献   

17.
Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations.  相似文献   

18.
This study investigated the vocabulary development of children (N = 547) from linguistically and socioeconomically diverse classrooms in Germany from age 3 in preschool to age 7 in Grade 1. The results showed that for dual language learners (DLLs, n = 107) growth rates in their German majority language skills varied over classrooms. Compared to monolingual children, DLLs improved faster in classrooms with higher peer-level skills in the majority language than DLLs in classrooms with lower peer-level skills (controlling for socioeconomic status and classroom quality). DLLs showed stronger growth dynamics than monolingual children during later preschool stages. The findings highlight the role of preschool peers in DLLs’ acquisition of the majority language before entering elementary school.  相似文献   

19.
This study examines whether changes in classroom quality predict within-child changes in achievement and behavioral problems in elementary school (ages spanning approximately 6–11 years old). Drawing on data from a longitudinal study of children in predominantly low-income, nonurban communities (n = 1,078), we relied on child fixed effects modeling, which controlled for stable factors that could bias the effects of classroom quality. In general, we found that changes in classroom quality had small and statistically nonsignificant effects on achievement and behavior. However, we found that moving into a high-quality classroom, particularly those rated as high in Classroom Organization, had positive effects on achievement and behavior for children with significant exposure to poverty in early life.  相似文献   

20.
The present study uses multilevel modeling to understand early adolescents’ individual and class-level perceptions of social support in relation to their behavioral and emotional engagement in math and science. To capture individual relationships, we examined students’ self-perceptions of classroom social satisfaction, best friend quality, and teacher-student relatedness. Between classrooms, we considered collective perceptions of peer and teacher support. Participants were 761 fifth (n = 412) and sixth grade (n = 349) students nested within 44 classrooms who were 52% female and ethnically diverse. Results indicated that both peer and teacher relationships are important for early adolescents’ behavioral engagement, but teachers play a primary role in shaping emotional engagement toward subject-area content. Moreover, both individual and classroom-level indicators of perceived support explained variation in children’s engagement outcomes, highlighting the complex nature of classroom social relationships that necessitate teachers’ consideration.  相似文献   

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