Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

Ponitz, Claire Cameron; Rimm‐Kaufman, Sara E.; Brock, Laura L.; Nathanson, Lori

doi:10.1086/605470

Cited by 92 publications

(58 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…They found that girls scored significantly higher on all four kindergarten pre-literacy skills: initial sound fluency, letter naming fluency, phoneme segmentation fluency, and non-sense word fluency. Girls were also found to adjust better to first grade than boys and therefore had better achievement in literacy than boys in the early years (Ponitz, Rimm-Kaufman, & Brock, 2009). However, the question as to whether or not the female advantage in literacy grows over time is inconclusive.…”

Section: Literature Reviewmentioning

confidence: 99%

A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years: Evidence from the ECLS-K Data

Yang

2015

Front Educ China

View full text Add to dashboard Cite

This study investigates 1.5 generation 1 Asian immigrant children's (n = 264) early literacy achievement patterns, treating them as a heterogeneous group. Specifically, the within-group variances in reading achievement from kindergarten to third grade are examined, drawing on four waves of data from the ECLS-K class of 1998-1999. Our analysis shows that ethnicity plays a role in shaping the children's initial reading readiness and later growth, but the effects of languages spoken at home are not significant. Our analysis also demonstrates a persistent achievement gap between low-and high-socioeconomic status (SES) Asian groups. However, gender difference in terms of children's reading development is not found to be significant. There is also no interaction between SES and the other factors such as gender, ethnicity and language backgrounds.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years: Evidence from the ECLS-K Data

Yang

2015

Front Educ China

View full text Add to dashboard Cite

show abstract

“…In less organized classrooms, teachers might spend much of their time reacting to behavior problems; classroom routines are not evident; students spend time wandering or not engaged in activities; and teachers do little to change this. When teachers manage behavior and attention proactively, students spend more time on-task and are better able to regulate their attention (Rimm-Kaufman et al 2009). Students in better organized and managed classrooms also show larger increases in cognitive and academic development (Downer et al 2010).…”

mentioning

confidence: 99%

Teacher Quality and Learning Outcomes in Kindergarten *

Araujo

Carneiro

Cruz-Aguayo

et al. 2016

The Quarterly Journal of Economics

303

231

View full text Add to dashboard Cite

Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. 2 Terms of use: Documents in AbstractWe assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a wellknown classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.

show abstract

mentioning

confidence: 99%

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Schady¹,

Carneiro²,

Cruz-Aguayo³

2017

View full text Add to dashboard Cite

work is licensed under a Creative Commons IGO 3.0 AttributionNonCommercial-NoDerivatives (CC-IGO BY-NC-ND 3.0 IGO) license (http://creativecommons.org/licenses/by-nc-nd/3.0/igo/ legalcode) and may be reproduced with attribution to the IDB and for any non-commercial purpose, as provided below. No derivative work is allowed.Any dispute related to the use of the works of the IDB that cannot be settled amicably shall be submitted to arbitration pursuant to the UNCITRAL rules. The use of the IDB's name for any purpose other than for attribution, and the use of IDB's logo shall be subject to a separate written license agreement between the IDB and the user and is not authorized as part of this CC-IGO license.Following a peer review process, and with previous written consent by the Inter-American Development Bank (IDB), a revised version of this work may also be reproduced in any academic journal, including those indexed by the American Economic Association's EconLit, provided that the IDB is credited and that the author(s) receive no income from the publication. Therefore, the restriction to receive income from such publication shall only extend to the publication's author(s). With regard to such restriction, in case of any inconsistency between the Creative Commons IGO 3.0 Attribution-NonCommercial-NoDerivatives license and these statements, the latter shall prevail.Note that link provided above includes additional terms and conditions of the license. 2 AbstractWe study the determinants of math achievement among children in early elementary school using data from a unique experiment. We find steep socioeconomic gradients and a substantial boy-girl gap in math test scores. However, among children of mothers with university education, there is no difference in the math achievement of girls and boys, which suggests that maternal education specifically, and home environments generally, are important. There is no evidence that teacher quality affects the boy-girl differences in early test scores, regardless of whether we measure quality on the basis of classroom effects, teacher effects, or the observed interactions between teachers and children. JEL classification: I21

show abstract

Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade

Cited by 92 publications

References 53 publications

A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years: Evidence from the ECLS-K Data

A Multilevel Analysis of Asian Immigrant Children’s Reading Achievement in the Early Years: Evidence from the ECLS-K Data

Teacher Quality and Learning Outcomes in Kindergarten *

Where the Girls Are Not: Households, Teachers, and the Gender Gap in Early Math Achievement

Contact Info

Product

Resources

About