Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School

Autor/inn/en	Crosnoe, Robert; Morrison, Fred; Burchinal, Margaret; Pianta, Robert; Keating, Daniel; Friedman, Sarah L.; Clarke-Stewart, K. Alison
Titel	Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School
Quelle	In: Journal of Educational Psychology, 102 (2010) 2, S.407-417 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0017762
Schlagwörter	Elementary School Students; Mathematics Skills; Inferences; Teacher Student Relationship; Elementary School Mathematics; Teaching Methods; Mathematics Achievement; Achievement Gap; Skill Development; Equal Education; Early Childhood Education; Disadvantaged Youth; Longitudinal Studies; Racial Differences; Mothers; Educational Attainment; At Risk Students; Scores; Grade 3; Grade 5; Gender Differences; Socioeconomic Status; Achievement Gains; Woodcock Johnson Psycho Educational Battery + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Inference; Inferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementare Mathematik; Schulmathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathematical ability; Kompetenzentwicklung; Qualifikationsentwicklung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Benachteiligter Jugendlicher; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rassenunterschied; Mother; Mutter; Bildungsabschluss; Bildungsgut; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Achievement gain; Leistungssteigerung
Abstract	Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. When enrolled in classes with inference-based instruction, however, the initially least skilled children narrowed the achievement gap as long as they did not have conflictual relations with their teachers. They did not make this kind of progress if they were in classes focused exclusively on basic skills instruction or if they were in inference-focused classes but had conflictual relations with teachers. (Contains 4 tables, 2 figures, and 7 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10