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1.
The development of students’ learning and test-taking behavior may derive from the social context and the group of peers they associate with daily for years. Consequently, it is assumed that students’ academic achievements are to some degree affected by their classmates and the composition of the classroom. The present study provides evidence on how Finnish students (N = 5071) from different classrooms (N = 435) develop distinct patterns regarding their mathematics and literacy achievement during lower secondary school. We analysed longitudinal large-scale educational assessment data using a multilevel latent profile analysis (MLPA) to investigate the impact of classroom effect on students’ achievement patterns, that is, on the development of students’ low-stakes mathematics and literacy test scores from 7th to 9th grade. The results demonstrated the added value of modelling the multilevel structure inherent in educational assessment data: we identified four student achievement patterns that displayed different distributions across the school classes. More precisely, besides individual characteristics, the development of students’ low-stakes mathematics and literacy test scores was associated with class-level factors and some of the classrooms seemed to have a stronger effect on students’ test scores. These results suggest that classroom context is associated with students’ achievement patterns, especially regarding the worst achieving students. The findings may reflect a combination of class placement practices as well as classroom and peer effect. Although the differences between Finnish schools have been one of the lowest in the OECD countries, the findings of the present study suggest that the classroom membership may create class level quality differences in both the preconditions and the development of learning. 相似文献
2.
Ying Guo Virginia Tompkins Laura Justice Yaacov Petscher 《Early education and development》2014,25(7):1016-1034
Research Findings: The purpose of this exploratory study was to examine the relationship between classroom age composition and preschoolers’ vocabulary gains over an academic year and also to examine whether these relations were moderated by classroom quality. In this study (N = 130 children in 16 classrooms representing a subset of all children enrolled in these classrooms), results showed a significant cross-level interaction between classroom age composition and children's age, suggesting positive effects of greater variance in classroom age composition for younger but not older children. The interaction between behavior management (1 dimension of classroom quality) and classroom age composition was also significant, indicating that a wider distribution of classroom age composition was positively related to children's vocabulary gains within classrooms characterized by better behavior management. Practice or Policy: Findings underscore the importance of children's social interactions with more knowledgeable conversational partners in promoting their vocabulary development and signify the need to help teachers learn how to manage children's behaviors so as to provide a classroom that is optimal for child learning. 相似文献
3.
This paper analyzes the academic peer influence of disabled students in the classroom, exploiting the random student–classroom assignment within middle schools in China. We show that the share of disabled students in a class has a significant negative impact on the academic achievement of their non-disabled classmates. This adverse influence remains largely stable over time when the classroom composition stays constant. We further find that the social spillovers of disabled students are attributable to their disability status rather than to their disability-correlated characteristics. An investigation into the mechanisms shows that disabled children lead to worsened learning environment and increased social interactions of their classmates with disruptive peers at school. There is no evidence that disabled children impair the learning efforts or the educational aspirations of non-disabled students in the same classroom. 相似文献
4.
Patricia G. Ramsey 《Child development》1995,66(3):764-773
The purpose of this study was to analyze how social dynamics in early childhood classrooms change from fall to spring and from early to late preschool. The subjects were 92 preschoolers in age-stratified (3-year-old, 4-year-old, and 5-year-old) classrooms. Their sociometric ratings and peer contact patterns were recorded during the fall and spring. From early to late preschool, children's sociometric ratings became increasingly negative, especially toward cross-sex peers. Their contact patterns showed an analogous decrease in cross-sex contacts, although the changes were not as linear as those in the sociometric ratings. The analysis of group sizes showed that the 4-year-olds spent more time in larger groups than both their younger and older peers did. Group sociometric ratings and contact patterns changed from fall to spring, but individual children showed considerable stability in the sociometric ratings that they gave their peers and in the size and gender composition of their play groups. 相似文献
5.
Caitlin Malloy 《Early education and development》2019,30(4):439-455
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
6.
Elizabeth R. Bell Daryl B. GreenfieldRebecca J. Bulotsky-Shearer 《Early childhood research quarterly》2013
Despite policy and theoretical support for mixed-age classrooms in early childhood, research examining associations between age-mixing and children's outcomes is inconclusive and warrants further investigation, particularly in preschools serving children who are at risk for poor adjustment to formal schooling. One recent study conducted in preschool classrooms serving low-income children found negative associations between age-mixing and children's social and cognitive development. The current study extended this research by examining associations between classroom age composition (variability in ages of children in the classroom) and low-income preschool children's rates of change in school readiness. The sample consisted of 4417 preschool children enrolled in 207 classrooms in a large, diverse urban Head Start program. Multilevel modeling was employed to examine the main effect of classroom age composition, as well as the interaction between classroom age composition and children's age, as predictors of children's rates of change in emergent literacy, emergent numeracy, social and emotional skills, and approaches to learning. In contrast to previous research, classroom age composition was not associated with school readiness outcomes. This study contributes to the conflicting literature examining the associations between age mixing and children's school readiness and calls for a future research agenda to examine age mixing in context that is focused on sorting out these conflicting results. In the meantime, policymakers should consider other relevant factors when making decisions regarding mixed-age classrooms, such as family preference or the capability for teachers to individualize instruction to children based on their individual needs. 相似文献
7.
Sarah L. Caverly Elizabeth A. Lemerise Bridgette D. Harper 《Early education and development》2002,13(1):5-22
Patterns of friendship in 66 ungraded primary classrooms were investigated. A sample of 1168 ungraded primary students participated in rating and nomination sociometric assessments which yielded independent information concerning overall acceptance by the classroom peer group and the presence of reciprocated friendship dyads. Analyses revealed that both peer acceptance level and age relative to classmates influenced whether children had friends, the total number of reciprocated friendships, and the numbers of friendships with children who were of different ages relative to classmates. Previous research had suggested that ungraded primary students who are relatively younger than their classmates are less well accepted by their classmates. Results confirmed and extended this research by demonstrating that relatively younger children in mixed-age classes also are less likely to have reciprocated friendships with classmates. These results suggest that teachers in mixed-age preschool and primary programs may need to implement practices which assist friendship formation, especially for the younger class members. 相似文献
8.
Recent research reveals that students' interest in school science begins to decline at an early age. As this lack of interest could result in fewer individuals qualified for scientific careers and a population unprepared to engage with scientific societal issues, it is imperative to investigate ways in which interest in school science can be increased. Studies have suggested that inquiry learning is one way to increase interest in science. Inquiry learning forms the core of the primary syllabus in Singapore; as such, we examine how inquiry practices may shape students' perceptions of science and school science. This study investigates how classroom inquiry activities relate to students' interest in school science. Data were collected from 425 grade 4 students who responded to a questionnaire and 27 students who participated in follow-up focus group interviews conducted in 14 classrooms in Singapore. Results indicate that students have a high interest in science class. Additionally, self-efficacy and leisure-time science activities, but not gender, were significantly associated with an increased interest in school science. Interestingly, while hands-on activities are viewed as fun and interesting, connecting learning to real-life and discussing ideas with their peers had a greater relation to student interest in school science. These findings suggest that inquiry learning can increase Singaporean students' interest in school science; however, simply engaging students in hands-on activities is insufficient. Instead, student interest may be increased by ensuring that classroom activities emphasize the everyday applications of science and allow for peer discussion. 相似文献
9.
This study examined the effects of classroom indegree for ability (the degree to which peer nominations as academically capable show high consensus and focus on a relatively few number of children in a classroom) on first grade children's peer acceptance, teacher-rated classroom engagement, and self-perceived cognitive competence. Participants were 291 children located in 84 classrooms. Participating in sociometric interviews were 937 classmates. Consistent with social comparison theory, classroom indegree moderated the associations between children's achievement and classroom engagement and peer liking. Children with lower ability, relative to their classmates, were less accepted by peers and less engaged in classrooms in which students' perceptions of classmates' abilities converged on a relatively few number of students than in classrooms in which peers' perceptions were more dispersed. High indegree was associated with lower self-perceived cognitive competence regardless of ability level. 相似文献
10.
Michael A. Gottfried 《Early education and development》2016,27(5):655-675
Research Findings: Relying on a newly released national data set of kindergarten students from the 2010–2011 school year (Early Childhood Longitudinal Study–Kindergarten Class of 2010–2011), the findings suggest that having a greater percentage of same-needs classmates positively boosts both achievement and socioemotional outcomes among kindergartners. However, the overall degree of diversity in the classroom has no effect (either negative or positive) on these same outcomes. Practice or Policy: Alongside changes in schooling integration policies and grade promotion practices, the general education classroom is becoming increasingly diverse academically. It is notable that general education classrooms have been experiencing increases in the presence of children with disabilities and English language learners in addition to increases in the number of retained students. Prior empirical research typically isolated how 1 of these groups with high academic needs might have influenced the outcomes of other students in that same classroom. Rather than focusing on the influence of 1 student group, however, this study adopts a more holistic perspective by examining how the degree of diversity of high-needs classmates in a classroom might be linked to child outcomes. 相似文献
11.
This article provides evidence from four studies in Mexico on how the age of children relative to their school class—their “relative age”—produces an illusory gap in academic skills and affects the experiences of students, their choices, self-concept, and expectations. The first study shows that relative age confers an advantage in achievement tests at ages 12–15 that makes older students look academically better than their younger peers. The advantage would disappear if students were tested at the exact same age. The second study shows that, when 15-year-olds participate in a competitive merit-based mechanism to be allocated to public high schools, older students aim at and are more likely to be admitted to higher-quality schools. The third study shows that, during high school, age confers an advantage in GPA that decreases but does not disappear as students reach age 18. Lastly, the fourth study shows that, at age 18, relatively older students score higher in achievement tests and character skills scales, and they have better labor market expectations and more ambitious educational aspirations—a novel result. To the world and themselves, relatively older students appear worthy of greater human capital investment. Some implications of these results are discussed. 相似文献
12.
In this study, we investigated children’s classroom engagement and disaffection and their relationships with class size, child gender, child age and school type in Vietnamese kindergartens. Children’s classroom engagement and disaffection were examined among 1315 kindergarteners (mean age?=?5.49; SD?=?0.87) and 33 teachers from 31 classrooms in 8 kindergartens. The results of confirmatory factor analyses indicated that children’s classroom engagement and disaffection included four dimensions: behavioural engagement, emotional engagement, behavioural disaffection and emotional disaffection. The results also showed that both behavioural and emotional dimensions of classroom engagement were higher than those of disaffection. Girls had higher emotional and behavioural classroom engagement and lower emotional disaffection than boys. Class size had a negative relationship with both dimensions of children’s disaffection. The findings also indicated that children in the older age group showed greater emotional disaffection and lower emotional engagement compared to children in the younger age group. 相似文献
13.
14.
Tuomo Erkki Virtanen Marja-Kristiina Lerkkanen Anna-Maija Poikkeus Matti Kuorelahti 《教育心理学》2015,35(8):963-983
Student engagement has been identified as an influential mediator between classroom interactional quality and adolescent learning outcomes. This study examined the relationship between classroom quality and student behavioural engagement in secondary school classrooms. Three dimensions of classroom quality (emotional, organisational and instructional support) and the dimension of student engagement were observed in nine classrooms using the Classroom Assessment Scoring System. Self-ratings of behavioural engagement were provided by 181 Finnish secondary school students along with their teachers’ ratings of classroom-level student engagement. The results showed, first, that there was variation in both classroom quality and student behavioural engagement between the classrooms. Second, classroom organisational support was associated with observed and with teacher- and student-rated engagement, and instructional support was associated with student-rated and observed engagement. Third, emotional support did not have a direct effect on student engagement but contributed to student engagement indirectly via organisational and instructional support. There were no gender differences with respect to self-reported engagement. Class size had a positive effect on teacher-rated engagement. The results demonstrated specific associations between the domains of classroom quality and student behavioural engagement in secondary school classrooms. 相似文献
15.
Considering the rising proportion of English learners (ELs) in general education, little is known about how this change in classroom composition relates to the frequency of instructional activities and skills. This study uses a multimodal perspective on learning mathematics in a multilingual context, which recognizes the diverse modes of communication that students draw on in mathematics classrooms. We examined national data using quantitative analyses and investigated the mathematics practices that were more likely to occur in kindergarten classrooms that did and did not have ELs. We found teachers reported greater frequency of manipulatives and count/calendar activities in mathematics instruction when there were EL students in the classroom. Teachers in classrooms with ELs also reported a greater frequency of mathematics content that involved teaching shapes and practical skills. The findings indicate that teachers tended towards a supportive multimodal approach to instruction when ELs were present. 相似文献
16.
We examined the relation between self reported help-seeking tendencies and standardized mathematics achievement as well as the contribution of shared perceptions of the classroom climate – achievement goal structure and emotional support – to the types of help (instrumental, expedient) middle and high school U.S. students seek and from whom (teacher and peers) over the school year. Hierarchical linear modeling (N = 3897 students grades 7–11 in 306 classrooms) revealed that the more students reported seeking help from their teacher and seeking instrumental help, the greater their over-the-year gains in standardized achievement. In general, shared perceptions of the classroom climate predicted changes in students' reported help seeking from the beginning of the school year (T1) to the end (T2). Students in classrooms collectively perceived to be more mastery-oriented at T1 predicted increases in instrumental help seeking and seeking help from peers at T2. Perceived T1 emotional support predicted increases in seeking help from teachers and peers at T2. By contrast, perceived T1 performance-approach goal structure predicted decreases in reported help seeking from teachers at T2 and positively predicted expedient help seeking at T2. Furthermore: (a) adolescent females reported seeking more instrumental help and seeking more help from peers and teachers, whereas, adolescent males reported seeking more expedient help; and (b) high school students sought more instrumental help than did middle school students. We discuss results with regard to the importance of help seeking to mathematics achievement as well as considering emotional support and classroom achievement goals together when examining students' help-seeking behaviors. 相似文献
17.
Marschark M Sapere P Convertino C Pelz J 《Journal of deaf studies and deaf education》2008,13(4):546-561
Four experiments investigated classroom learning by deaf college students receiving lectures from instructors signing for themselves or using interpreters. Deaf students' prior content knowledge, scores on postlecture assessments of content learning, and gain scores were compared to those of hearing classmates. Consistent with prior research, deaf students, on average, came into and left the classroom with less content knowledge than hearing peers, and use of simultaneous communication (sign and speech together) and American Sign Language (ASL) apparently were equally effective for deaf students' learning of the material. Students' self-rated sign language skills were not significantly related to performance. Two new findings were of particular importance. First, direct and mediated instruction (via interpreting) were equally effective for deaf college students under the several conditions employed here. Second, despite coming into the classroom with the disadvantage of having less content knowledge, deaf students' gain scores generally did not differ from those of their hearing peers. Possible explanations for these findings are considered. 相似文献
18.
19.
Tzu-Jung Lin Laura M. Justice Alyssa A. Emery Andrew J. Mashburn Jill M. Pentimonti 《Early education and development》2017,28(4):457-474
Research Findings: This study examined the potential impacts of ongoing participation (twice weekly for 30 weeks) in teacher–child managed whole-group language and literacy instruction on prekindergarten children’s social interaction with classmates. Teacher–child managed whole-group instruction that provides children with opportunities to engage with all of their classmates regularly may potentially deepen the social depth within a classroom (i.e., the frequency with which children regularly interact with each other). Provision of this type of instruction occurred via teachers’ implementation of a whole-class literacy curriculum twice weekly. Participants were 119 preschoolers who received an experimental literacy curriculum in 26 classrooms and 76 children in 17 business-as-usual control classrooms. Condition predicted the strength of children’s social interaction, suggesting that children in experimental classrooms had relatively stronger social ties with peers than children in control classrooms. Practice or Policy: The findings suggest that participation in ongoing teacher–child managed whole-group instruction could facilitate stronger social connections among preschool children. 相似文献
20.
Jill Locke Eric H. Ishijima Connie Kasari Nancy London 《Journal of Research in Special Educational Needs》2010,10(2):74-81
By definition, children with autism have poor peer relationships despite age and ability. When children enter adolescence, social problems typically worsen and feelings of loneliness and isolation may emerge. Thus, the overarching goal of the current study is to examine the social–emotional relationships of adolescents with autism and their typically developing (TD) classmates. Participants included 20 adolescents, 7 adolescents with autism and 13 TD classmates. All participants were enrolled in a drama class at a regular education high school in the Los Angeles area. Results indicate that adolescents with autism experienced significantly more loneliness than their TD classmates, had significantly poorer friendship quality in companionship and helpfulness, and had significantly lower social network status than their TD classmates. In addition, 92.4% of TD adolescents had secondary or nuclear social network centrality, which means that those adolescents were significantly connected and recognised in their classroom social structure although 71.4% of the adolescents with autism were either isolated or peripheral in their classroom. These findings imply that although inclusion in regular classrooms may allow adolescents with autism to be involved in the social structure of their classroom, they experienced more loneliness, poorer friendship quality and social network status as compared with their classmates. These results suggest that, perhaps, more intensive social skills' interventions that focus on friendship development are needed in adolescents with autism. 相似文献