Pianta, R. C., Cox, M. J., &amp; Snow, K. L. (2007). <i>School Readiness and the Transition to Kindergarten in the Era of Accountability</i>

Harris, Ruby C.

doi:10.1080/15240750701831966

Cited by 10 publications

(13 citation statements)

References 1 publication

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“…Education researchers have attempted to identify professionspecific teaching qualities beyond cognitive skills and subject-specific knowledge. Three general teaching quality domains recurrently emerge across large-scale (inter)national assessments: skills related to features of instruction, organization, and installing a supportive classroom climate (Hamre and Pianta, 2007;Lauermann, 2017).…”

Section: Teaching and Instructional Qualitiesmentioning

confidence: 99%

“…A first dimension refers to cognitive activation (i.e., alternatively labeled as instructional support; Hamre and Pianta, 2007), describing instructional practices that stimulate meaningful learning in students (Baumert et al, 2010). For example, the implementation of tasks that address cognitively stimulating problems, activating and extending on students' prior knowledge, ideas, and experiences, and providing appropriate questioning (Stigler and Hiebert, 2004;Klieme, 2006).…”

Section: Teaching and Instructional Qualitiesmentioning

confidence: 99%

“…For instance, a meta-analysis by Korpershoek et al (2016) showed that teacher-focused classroom management programs successfully affect students' social-emotional, behavioural, and academic outcomes. A final domain that can be delineated refers to teacher qualities associated with building a supportive classroom climate, focusing on the quality of interpersonal relationships in the class (i.e., teacherstudent and student-student) and the degree to which the teacher is sensitive and shows concern for the perspective and needs of students (Hamre and Pianta, 2007). It is crucial that teachers are able to create a caring and supportive learning climate where interactions are 2 We did not scrutinize the literature systematically like for a meta-analysis or scoping review relying on an exhaustive set of keywords and limiting search in time, because multiple terms are used to refer to teacher SEMS, and the topic is referred to in numerous published and unpublished studies and surveys from a broad range of journals and academic fields.…”

Section: Teaching and Instructional Qualitiesmentioning

confidence: 99%

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Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

et al. 2023

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Many studies acknowledge the importance of social–emotional skills1 (SEMS) to function in contemporary society. Understanding these skills and how these develop presents several conceptual and methodological challenges, with emerging consensus on what kind of skills should be fostered in education. Less work, however, has considered SEMS specifically for teachers, despite the fact that they are presumed to be the primary agents to affect SEMS of students. The current article examines different conceptualizations of teacher SEMS and provides a first attempt at defining and structuring this broad conceptual space. We further propose a conceptual teacher SEMS framework that may serve as a basis of an empirical one to guide future educational research and policy-making.

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Section: Teaching and Instructional Qualitiesmentioning

confidence: 99%

Section: Teaching and Instructional Qualitiesmentioning

confidence: 99%

Section: Teaching and Instructional Qualitiesmentioning

confidence: 99%

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Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

et al. 2023

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“…Only factors of process quality are key to directly promoting children's development. However, structural quality can regulate process quality, thus affecting children's development (Connors and Morris, 2015;Hamre and Pianta, 2007). In preschool settings, the psychological atmosphere is an important psychological environment, and the quality of the classroom environment (emotional support, classroom organization and instructional support) throughout the early years of schooling may be especially important to better literacy skills (Vernon-Feagans et al, 2019).…”

Section: Relation Among the Physical Environment Psychological Atmosp...mentioning

confidence: 99%

From indoor and outdoor environment to language achievement: The chain mediating role of psychological atmosphere and curriculum implementation

Luo

2023

Journal of Chinese Writing Systems

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Language acquisition by children depends on the learning environment when they were in kindergarten to some extent. The goals of this study were to find out the impact of the indoor and outdoor environment on children's language development. Structural equation modeling was adopted. Children randomly selected from 270 preschool classes of five provinces in China were recruited in this study (1642 children aged between 36 and 72 months). We concluded that language achievement of children cannot be directly predicted by indoor and outdoor facilities and play materials, and an intermediate transmission pathway was needed. As an intermediary variable, the curriculum implementation partially mediated the influence of the indoor learning center on children's language achievement. The psychological atmosphere and curriculum implementation have a chain mediation effect between indoor and outdoor facilities and play material quality and childhood language achievement, and the influence effect of indoors was different from that of outdoors. In terms of the influence of indoor learning center planning and play materials, the effect on children's language achievement accounted for 61.5%, while when it came to that of outdoor learning center facilities and equipment, it was 60.7%. This indicated that the impact of the indoor and outdoor environment on children's language development could not be ignored. The indoor environment was more dependent than the outdoor environment on the chain role played by class curriculum implementation, psychological atmosphere and curriculum implementation quality. Therefore, teachers should create a positive psychological atmosphere, organically combine the curriculum implementation with environmental planning and material delivery, cultivate a prepared language environment for children and support their active learning and development.

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“…That is, a positive classroom climate is claimed to follow from both the teacher's and students' active engagement in social interactions, classroom rapport, and the co-construction of the learning atmosphere (Sidelinger and Booth-Butterfeld, 2010;Frisby et al, 2014;Derakhshan et al, 2022b). There is research evidence that a lasting positive classroom climate and the teacher-student emotional bond can improve learners' satisfaction, motivation, class participation, engagement in group tasks and activities, overall well-being, and reduce their anxiety and internal sense of fear (Graham and Gisi, 2000;Ellis, 2004;Hamre and Pianta, 2007;Norton, 2008;Barr, 2016). The necessity of such a positive climate lies in the fact that when language teachers and students interact in a positive atmosphere, they can have better concentration, feel calmer, achieve better educational goals, and work to their best (Elahi Shirvan and Taherian, 2020).…”

Section: Overview Of Classroom Climatementioning

confidence: 99%

Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom

Qiu

2022

Front. Psychol.

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The teacher and learners are cooperatively involved in the creation of a positive climate in an L2 class. In the online language learning environment today, teachers can make the best use of technology, multimedia learning, and accessibility of learners to create a supportive and effective climate. In this productive climate, the teacher and learners can have multiple forms of social interaction which can improve language learners’ communicative skills. Not only can the teacher expect better learning outcomes, but s/he can also ensure students’ wholehearted attendance in, attention to, and participation in class activities. A positive class climate and the consequent better social interactions can also enhance learners’ affective well-being. For example, higher self-esteem leads to lower levels of anxiety and better emotional health. This study aims to review the contribution of a positive classroom climate to the improvement of students’ social interaction in the online L2 classroom. To do this, the findings of the relevant studies have been presented and their implications for the construction of a positive online L2 classroom climate have been provided. Suggestions are made on how to help teachers create a positive climate in online L2 classes and how to pave the way for more effective social interactions between teachers and students and among students. Also, implications are provided for L2 teachers, researchers, and trainers, especially in the post-pandemic era.

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Pianta, R. C., Cox, M. J., & Snow, K. L. (2007). School Readiness and the Transition to Kindergarten in the Era of Accountability

Cited by 10 publications

References 1 publication

Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

Social–emotional skills of teachers: Mapping the content space and defining taxonomy requirements

From indoor and outdoor environment to language achievement: The chain mediating role of psychological atmosphere and curriculum implementation

Reviewing the role of positive classroom climate in improving English as a foreign language students’ social interactions in the online classroom

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