The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

Rimm‐Kaufman, Sara E.; Paro, Karen M. La; Downer, Jason T.; Pianta, Robert C.

doi:10.1086/429948

Cited by 213 publications

(139 citation statements)

References 27 publications

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“…It may be that a solution to successfully explaining the workings of the classroom environment is to identify and describe (using classroom observation systems) these predictable functions and how they work together to influence students' achievement and development more broadly. Thus instead of concluding that child-managed learning opportunities should be banned from classrooms completely, an effective teacher would know which children are most likely to learn well in a child-managed activity and which children probably would need more supports to remain engaged in productive learning time (Rimm-Kaufman, Paro, Downer, & Pianta, 2005). Instruction could then be designed using small groups and centers so that more effective types of instruction (child managed vs. teacher/child managed) would be implemented for each student.…”

Section: Summary and Implicationsmentioning

confidence: 99%

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

Connor

Morrison

Fishman

et al. 2009

Educational Researcher

131

109

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The Individualizing Student Instruction (ISI) classroom observation and coding system is designed to provide a detailed picture of the classroom environment at the level of the individual student. Using a multidimensional conceptualization of the classroom environment, foundational elements (teacher warmth and responsiveness to students, classroom management) and instructional elements (teacher-child interactions, context, and content) are described. The authors have used the ISI system to document that children who share the same classroom have very different learning opportunities, that instruction occurs through interactions among teachers and students, and that the effect of this instruction depends on children's language and literacy skills. This means that what is effective for one child may be ineffective for another with different skills. With improving classroom observation systems, the dynamics of the complex classroom environment as it affects student learning can be better understood.

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Section: Summary and Implicationsmentioning

confidence: 99%

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

Connor

Morrison

Fishman

et al. 2009

Educational Researcher

131

109

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“…These interactions are based on the socio-emotional quality of relationships between those involved. Several studies show that classroom climate fosters the learning process (Curby et al, 2009;Rimm-Kaufman, La Paro, Downer, & Pianta, 2005) and academic performance (Reyes, Brackett, Rivers, White, & Salovey, 2012;Rosario, Núñez, Valle, Paiva, & Polydoro, 2013). Considering the above-mentioned data, the objectives of this research were the following:…”

Section: Introductionmentioning

confidence: 99%

Habits Related to Relaxation and Mindfulness in High School Students: Influence on Classroom Climate and Academic Performance // Hábitos relacionados con la relajación y la atención plena (mindfulness) de estudiantes de secundaria: influencia en el clima de aula y el rendimiento académico

et al. 2015

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The objective of this study was to know the personal, family and school habits related to relaxation and mindfulness and to find out their impact, both in classroom climate and academic performance in adolescents. It also aims to check whether classroom climate has a mediating role in this relationship. The mean of academic performance at the end of the academic year, the Brief Questionnaire of Classroom Climate and the School Relaxation and Mindfulness Habits Brief Questionnaire, an instrument designed for the occasion, were used. The study was conducted with a sample of 420 students of Secondary Education and Baccalaureate in a high school centre. Results showed that personal and family relaxation/mindfulness habits predicted academic performance. This relationship was mediated by classroom climate. There were not statistical differences by gender in personal, family and school habits.Keywords: relaxation, mindfulness, secondary school, interpersonal relationships, learning. ResumenEsta investigación tiene como objetivo conocer los hábitos personales, familiares y escolares relacionados con la relajación y la atención plena (mindfulness) y averiguar su influencia en el clima de aula y el rendimiento académico de los adolescentes. Se pretende, además, comprobar si el clima de aula ejerce un rol mediador en esta relación. Para ello, se utilizó la Escala Breve de Clima de Clase, la media de calificaciones globales de final de curso como medida de rendimiento académico y el Cuestionario Breve de Hábitos de Relajación y Mindfulness Escolar, validado en este estudio. La investigación se llevó a cabo con una muestra de 420 estudiantes de Enseñanza Secundaria Obligatoria y Bachillerato. Los resultados muestran que los hábitos personales y familiares de relajación/mindfulness predicen el rendimiento académico y esta relación esta mediada por el clima de aula. No se observan diferencias por sexo en los hábitos globales de relajación.Palabras clave: relajación, atención, educación secundaria, relaciones interpersonales, aprendizaje.

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“…As a result, teacher's expressions of warmth/closeness or anger/conflict over the course of a school year can shape children's school and learning experience. In particular, much like good parenting skills, teacher warmth and structure are likely to enhance child outcomes; whereas conflictual relations with teachers are likely to steer children toward less positive learning trajectories (Baker, 2006;Brendgen, Wanner & Vitaro, 2006;Hamre & Pianta, 2001;Rimm-Kaufman, La Paro, Downer & Pianta, 2005). Once established, teacher expectations of their students can then influence later student achievement, even when past performance is taken into account (Rosenthal & Jacobson, 1968).…”

Section: Discussionmentioning

confidence: 99%

Ready or not: Kindergarten classroom engagement as an indicator of child school readiness

Fitzpatrick

2012

SAJCE

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Children's preparedness for school is an important predictor of their eventual academic attainment, health, and personal success well into adulthood. Although kindergarten knowledge of numbers and vocabulary represent robust indicators of children's readiness to learn at school entry, theory and research suggest that selfdirected learning skills are also important in meeting the challenges of the elementary school classroom. This review examines evidence related to the potential benefits (e.g. improving children's academic outcomes) of targeting classroom engagement skills, a person-environment fit characteristic reflecting task-orientation and industriousness. Reviewed studies suggest that classroom engagement skills are malleable and robust predictors of later elementary school achievement. Research also suggests that cognitive control skills in the form of executive functions are likely to underlie individual differences in classroom engagement. This paper provides evidence that developing pre-school and kindergarten curriculum that target cognitive control can be a useful strategy for enhancing student engagement behaviour. Developing early interventions that bolster school readiness can then help circumvent risks for later academic and social impairments in childhood and adolescence.

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The Contribution of Classroom Setting and Quality of Instruction to Children’s Behavior in Kindergarten Classrooms

Cited by 213 publications

References 27 publications

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students

Habits Related to Relaxation and Mindfulness in High School Students: Influence on Classroom Climate and Academic Performance // Hábitos relacionados con la relajación y la atención plena (mindfulness) de estudiantes de secundaria: influencia en el clima de aula y el rendimiento académico

Ready or not: Kindergarten classroom engagement as an indicator of child school readiness

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