Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language

Howes, Carollee; Guerra, Alison Wishard; Fuligni, Allison Sidle; Zucker, Eleanor; Lee, Linda; Obregon, Nora Briselda; Spivak, Asha L.

doi:10.1016/j.ecresq.2011.02.004

Cited by 57 publications

(27 citation statements)

References 27 publications

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“…This is consistent with recent findings of the equivalent effects of classroom characteristics on children's outcomes regardless of teacher-student race/ethnic match (Burchinal & Cryer, 2003; Howes et al, 2011). It is possible that the advantageous effects of having a teacher of the same race/ethnicity may be limited to the teacher-student relationship and the emotional or instrumental support such matches may offer (Howes, & Shivers, 2006).…”

Section: Discussionsupporting

confidence: 92%

“…Indeed, teachers tend to provide more positive ratings of student-teacher relationship quality when they share the same-race/ethnicity as the target student (Murray, Murray, & Waas, 2008; Saft & Pianta, 2001), although more recent work suggests that teacher-student race/ethnic match has little influence on the relationship between classroom characteristics and preschool children's socioemotional well-being (Howes et al, 2011). …”

Section: Home-school Connections As a Critical Linkmentioning

confidence: 99%

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Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

Benner

Yan

2014

Applied Developmental Science

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Using data from the Early Childhood Longitudinal Study–Kindergarten Cohort (N = 13,970), we examined whether two aspects of school-family connections—parental involvement and communication quality—accounted for the association between classroom composition and children's academic and socioemotional functioning following the transition to elementary school. For students with more same-race/ethnic representation in their classrooms, greater classroom race/ethnic diversity promoted more parental involvement, which in turn promoted children's interpersonal skills and reading achievement. Classroom diversity made little difference on parental involvement when students had fewer same-race/ethnic peers in the classroom. Teacher-parent communication quality did not emerge as an explanatory mechanism, and findings did not vary by the race/ethnic match between students and their teachers.

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Section: Discussionsupporting

confidence: 92%

Section: Home-school Connections As a Critical Linkmentioning

confidence: 99%

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

Benner

Yan

2014

Applied Developmental Science

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“…Many studies show that problem behaviors are strong predictors of conflictual studentteacher relationships (Doumen et al, 2008;Howes, 2000;Hughes et al, 2001;Jerome, Hamre, & Pianta, 2009). It can be seen that several studies regarding student-teacher relationships focus especially on problem behaviors and conflictual student-teacher relationships (Birch & Ladd, 1998;Ewing & Taylor, 2009;Howes et al, 2011;Ladd & Burgess, 1999).…”

Section: Discussionmentioning

confidence: 99%

“…Howes et al (2011) found that classroom management, peer relations, and play materials were effective, whereas Eisenhower, Baker, and Blacher (2007) indicated that classroom size was not an effective factor on student-teacher relationships. Similarly, in the few studies which examined parental factors, factors such as parents' educational level and income were not found to be effective on student-teacher relationships (Blacher, Baker, & Eisenhower, 2009;Hamre & Pianta, 2005;Pianta et al, 1997).…”

mentioning

confidence: 99%

Examining the Student-Teacher Relationships of Children Both With and Without Special Needs in Preschool Classrooms

2015

EDUC SCI-THEOR PRACT

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The purpose of this study is to comparatively examine the student-teacher relationships of preschool children with and without special needs (SN) and to identify the variables which predict student-teacher relationships. In order to collect data from 40 preschool teachers regarding 54 students with and 54 students without SN, the Student and Teacher Information Form (developed by the researchers), the Student-Teacher Relationship Scale, and the Preschool and Kindergarten Behavior Scale (for the validity and reliability studies) were used. The student-teacher relationships of students in the two groups were compared using the Mann-Whitney Utest, and the variables predicting student-teacher relationships were analyzed using stepwise regression. The results showed that students with SN had more conflict (U = 1034.50; p = .009) and less closeness (U = 982.50; p = .003) with their teachers than their peers without SN, ho wever, there was not a significant difference between the two groups in terms of dependency (U = 1362.50; p = .556). It was found that social skills predicted closeness with teachers, conflictual student-teacher relationships were predicted by problem behaviors, and dependent student-teacher relationships were predicted by teacher experience and classroom size. The findings of this study are discussed in line with the national and international literature.

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“…The amount of time that children are expected to engage in activity settings, such as small group, routines, or free play, can play a major role in the ways children interact with the teacher, relate to each other, and learn (Booren, Downer, Vitiello 2013;Cabell, DeCoster, LoCasale-Crouch, Hamre, Pianta 2013;Early et al 2010;Fuligni et al 2012;Howes et al 2011).…”

Section: How Teachers Organize the Day?mentioning

confidence: 99%

QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

Cadima

2017

Nowis

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QualityMatters, an extension of a European Commission funded study, the CARE project, intends to examine whether the quality of teacher-child interactions varies as a function of particular classroom features (e.g., types of activities, content, and grouping), to answer the overarching question: how and under what conditions does quality in early education and care matter? Through a cross-cultural process-oriented approach, the researchers in QualityMatters will capitalize on the variation in the ECEC systems present in 4 European countries (Finland, Netherlands, Poland, Portugal) to examine the complex relations of teachers' choices regarding the activity and teacher-child interactions. The project will examine the extent to which children's classroom interactions with teachers vary across activity settings, while taking into consideration country specifications regarding structural regulations. While much of the ECEC research has examined process and structural quality as separated constructs, QualityMatters will look at aspects at the intersection of process and structure, likely to be relevant for child development and learning.

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Classroom dimensions predict early peer interaction when children are diverse in ethnicity, race, and home language

Cited by 57 publications

References 27 publications

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School

Examining the Student-Teacher Relationships of Children Both With and Without Special Needs in Preschool Classrooms

QualityMatters: How and under what conditions does quality in early education and care matter? A study across four European countries

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