Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

Brock, Laura L.; Nishida, Tracy; Chiong, Cynthia; Grimm, Kevin J.; Rimm‐Kaufman, Sara E.

doi:10.1016/j.jsp.2007.02.004

Cited by 165 publications

(82 citation statements)

References 32 publications

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“…Although investigation into classroom culture [CC] had not been largely executed until within the past ten years (Allard & Cooper, 2001), research in this field has suggested, in general terms, that this concept refers to a process in which teachers and students build and negotiate a set of regulations that define the character of their interactions inside the classroom, and that these can affect students' motivation, learning (Quay & Quaglia, 2004), and social performance in situ (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2008). It seems to be clear that the construction of CC plays a fundamental role in students' success.…”

Section: Introductionmentioning

confidence: 99%

“…As Brock, Nishida, Chiong, Grimm, & RimmKaufman (2008) explain, "educators are faced with the dual roles of optimizing student academic achievement and nurturing children's social development" (p. 130). In addition to these responsibilities, teachers build external environments in order to facilitate or contribute to the student's learning (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2008). However, doing this is very difficult for teachers in today's world, because classrooms are becoming rapidly diverse in terms of cultural norms, languages, and values.…”

Section: Introductionmentioning

confidence: 99%

“…In fact, the framing of cultural differences as a barrier is a formidable barrier in itself. Because a student's perception of the classroom is positively related to his or her social and academic outcomes, a teacher's teaching style, behaviors, and perceptions regarding classroom environment are very crucial in creating a comprehensive, positive classroom culture or environment (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2008). Though children need to be receptive and have notions of motivation and support in order to be successful in social and academic life, as the cultural environment is participatory in nature, the instructor essentially "sets the stage" for the nourishment of the culture.…”

Section: Introductionmentioning

confidence: 99%

“…A second important tool for building positive classroom culture or community is the effective usage of language. It is clear that fluent and mutual oral communication between teachers and students or students and peers are very crucial increasing the level of empathy, understanding, and positive interaction (Brock, Nishida, Chiong, Grimm, & Rimm-Kaufman, 2008). As a result, an instructor must construct or build the oral communication channel of classroom in a way that enriches and enhances optimal interaction opportunities for the students (Au, 1993 cited in David & Capparo, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Does Classroom Culture Vary Across Different Educational Levels? A comparative Study

Koca¹,

İlhan²

2017

IOJES

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Classroom culture knowledge is essential for researchers and educators as it gives important tips for learning environment and outcomes. Knowing the elements of classroom culture, it is easier to interpret the classroom practice and learning elements. With the rising importance of classroom culture in the last decade, the aim of this study was to explore differences and similarities about cultural elements of two classrooms from different educational levels: K-12, and Graduate. These classrooms were both in the United States of America, Indiana. With a description of the settings, participants, instruments, and procedures, the results are presented in the article signalling the different formations of K-12 and graduate classrooms. The two classrooms shared culture of the same authority; however, K-12 classroom was found to be more libertarian.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Does Classroom Culture Vary Across Different Educational Levels? A comparative Study

Koca¹,

İlhan²

2017

IOJES

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“…Moreover, there is a number of studies conncting beginner teachers' ideologies with burn out (Austin, Shah & Muncer, 2005;Griffith, Steptoe & Cropley, 1999;Lewis, Roache & Romi, 2011) satisfaction with their profession (Liu & Meyer, 2005) as well as with students' self-regulation and learning goals orientation (Gordon, Dembo & Hocevar, 2007). Kindergarten teachers' classroom managent beliefs realtionships with the children in the kindergarten for their socioemotional development, academic achievement and later school success is well documented in the literature (Birch & Ladd, 1997;Brock et al, 2008;Hamre & Pianta, 2001;Pianta & Stuhlman, 2004;Roorda et al, 2011). However, there is a gap concerning the connection between kindergarten teachers' classroom management beliefs and practices, although the issue of children behavior management in the preschool years is still of great concern ( Beazidou, Botsoglou & Andreou, 2013;Conroy, et al, 2013;Conroy et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

Penderi¹,

Rekalidou²

2015

JEHD

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AbstactThe educational literature provides a consensus over two basic ideological systems about student behavior control. The custodial orientation is related to the traditional scope of education delivering to the teacher the responsibility of students' control. The humanistic orientation emphasizes on children's self-regulation and participation in classroom management processes. Accordingly, Willower and his associates (1967) developed a rating system, Pupils Control Ideology (PCI). With reference to preschool education, there is a gap in the literature concerning teachers' personal ideologies about classroom management and behavior control. Of great importance is future teachers' idea concerning discipline, as they seem to determine the practices during their teaching carriers. The purpose of the study is to examine the psychometric properties of the Preschool Children Control Ideology (PCCI), developed by modifying the 20 items of the original scale and adding six more concerning rules setting. It was tested with a sample of 294 future kindergarten students. The scale had high internal consistency. Student teachers had more or less balanced ideas over the continuum of custodial and humanistic control ideologies, with a shift to a more humanistic orientation. Senior students to have more humanistic believes than juniors. Teaching efficacy beliefs were positively related with the humanistic beliefs.Keywords: pupils control ideolory, kindergarten, prospective teachers, teaching efficacy, Greece IntroductionAccoding to Wolfgang and Glickman (1986), classroom discipline refers to structures and rules that shape students' behavior and to teachers' efforts to cotrol students so that they comply to these rules. In a recent study, Gursmsek (2014) provided a very comprehensive description of discipline scope. "The main aim of discipline is to socialize children and help them to construct their own values, to teach students to cooperate with others and to develop integrity to make ethical choices and the confidence to act on their values" (p. 437). A discipline model consists of a set of concrete processes that function in multiple ways, focusing on setting rules and maintaining discipline or/and restoring classroom harmonious relationships and functioning. It represents a certain philosophical orientation towards classroom management delivered through a number of practices that may reflect a range of either custodial or humanistic beliefs. These practices are influential in forming social and pedagogical relationships and affect students' social development and school success. As McCaslin and Good (1992) argue, there should be continuity between learning goals and classroom management aims. When, for example the curriculum mandates the development of skills through children's self-regulation, this principle should be followed not only in the academic domain but also when it comes to behavior and relationships management in the classroom. It is noted, however, that although modern curricula lay emphasis on critical th...

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Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective

Pianta

2016

Developmental Psychopathology

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This chapter reviews theory and empirical evidence linking developmental psychopathology (methods, models, and understandings) with education science, practice, and policy around a particular focus on proximal processes in classrooms related to interactions with teachers. More fully exploiting the intersection of schooling and development remains important for developmental psychopathology precisely because of the role school context dynamics play in shaping the outcome trajectories of children and youth and of the adults who also populate these settings. This intersection is critical for education scientists, practitioners, and policymakers if they hope to fully understand and explain the student outcomes around which most of their efforts are organized. The discussion focuses on the experiences of children and youth in classroom settings and the opportunities they create for development of human capital. Proximal process experiences in schools play a meaningful role in organizing development—aspects of identity, competence, relationships, risk and opportunity all emerge and consolidate in part through experiences in schools. The chapter reviews evidence on the nature, quality, and impact of teacher‐student interactions as they pertain to development and includes new evidence from the study of teacher‐child interaction that reflects developmental psychopathology frameworks for understanding biological mechanisms that intersect with context and experience.

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Children's perceptions of the classroom environment and social and academic performance: A longitudinal analysis of the contribution of the Responsive Classroom approach

Cited by 165 publications

References 32 publications

Does Classroom Culture Vary Across Different Educational Levels? A comparative Study

Does Classroom Culture Vary Across Different Educational Levels? A comparative Study

The Preschool Children Control Ideology Scale: Greek Prospective Kindergarten Teachers' Beliefs about Classroom Management

Classroom Processes and Teacher–Student Interaction: Integrations with a Developmental Psychopathology Perspective

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