Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains

Moffett, Lillie; Weissman, Amanda Ketner; Weiland, Christina; McCormick, Meghan P.; Hsueh, JoAnn; Snow, Catherine E.; Sachs, Jason

doi:10.1016/j.appdev.2021.101346

Cited by 7 publications

(4 citation statements)

References 50 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…While the necessity of quantifying pre-kindergarten as being high-quality for all children, and especially so for children who have been historically and structurally overlooked and marginalized, is critical, this task remains elusive given the inherent limitations imbedded in such instruments. In addition to the previously noted lack of cultural awareness, for example, the CLASS (Pianta et al, 2008 ) has also been demonstrated to be limited in predicting pre-kindergarten skills of math, language, and executive function (Guerrero-Rosado et al, 2021 ; McDoniel et al, 2022 ) for children, and as not individualized to children’s specific learning (Maier et al, 2022 ; Moffett el al., 2021 ). There is more recently a growing body of literature that puts forward alternatives to strictly measuring quality by the narrow delineation which is the CLASS (Pianta et al, 2008 ).…”

Section: Discussionmentioning

confidence: 99%

Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping

Wiltshire

2022

Early Childhood Educ J

View full text Add to dashboard Cite

Detrimental circumstances (e.g., poverty, homelessness) may affect parents, parenting, and children. These circumstances may lead to children being labeled “at risk” for school failure. To ameliorate this risk, more school and school earlier (e.g., Head Start) is offered. To improve child outcomes, Head Start teachers are expected to bolster children?s academic readiness in a manner that is beneficially warm, circulating warmth in their classrooms to sustain positive teacher-child relationships and the positive climate of the classroom. The Classroom Assessment Scoring System (CLASS; Pianta et al., 2008) is one tool by which these domains of warmth are assessed. There are, however, significant personal and professional stressors with which Head Start teachers contend which the CLASS (Pianta et al., 2008) does not consider in its scoring methods. Uplifting the voices of six Head Start teachers, the present study implemented individual and focus group interviews during the summer and fall months of 2020 during the COVID-19 pandemic, asking (a) What were the stories, histories, and lived experiences of these Head Start teachers with regard to stress and warmth in a time of crisis? and (b) How did these teachers understand and approach the CLASS (Pianta et al., 2008) and its measures of their warmth? Data demonstrated Head Start teachers engaged in a type of performativity to 1) mask their stress, potentially worsening their levels of stress in order to maintain warmth for their students’ sake, and 2) outwit the prescribed CLASS (Pianta et al., 2008) observations. Implications and insights are discussed. Supplementary Information The online version contains supplementary material available at 10.1007/s10643-022-01387-2.

show abstract

Section: Discussionmentioning

confidence: 99%

Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping

Wiltshire

2022

Early Childhood Educ J

View full text Add to dashboard Cite

show abstract

“…While this finding highlights the idea that EF differences manifest differently in the classroom, the nuances of how organizational time is spent are also important. In another study including mostly English-language learners, Moffett et al (2021) found that only one subtype of classroom organization, namely teacher modeling, was associated with preschoolers' greater gains in mathematics. Other types of organization and a global rating of classroom organization were not associated with gains in any achievement area.…”

Section: Environmental Factors: School Contextsmentioning

confidence: 96%

Self-regulation and academic achievement.

Cameron,

McClelland,

Grammer

et al. 2024

Child Development at the Intersection of Emotion and Cognition (2nd Ed.).

View full text Add to dashboard Cite

Self-regulation refers to a complex of intentional and emergent processes involved in controlling, directing, and planning one's cognitions, emotions, and behavior (Bailey & Jones, 2019;Schunk & Zimmerman, 1997). In investigations beyond the classroom, scientists from a broad range of disciplines have converged on the centrality of self-regulation as a marker of adaptive development (Nigg, 2017). Findings demonstrate, at an emerging level of specificity, how biological and neurological processes interact with psychological and experiential factors to determine how children regulate themselves in a given setting (Hofstee et al., 2022). Biological factors, including an individual's predisposed reactivity and regulation of their reactions to stimuli, underpin these additive and interactive processes (Rueda et al., 2005). Self-regulation also develops through early experiences and social interactions, during which caregivers and teachers structure and shape children's capacities to direct their own actions and regulate impulses (Grolnick & Farkas, 2002;Kopp, 1982;Williford et al., 2017).In this chapter, we examine self-regulation and its role in academic development, focusing on the transition to formal schooling. First, we briefly highlight links between cognitive aspects of self-regulation and academic achievement prior to formal schooling and throughout elementary school; second, we summarize evidence on how three types of self-regulation (cognitive, emotional, and social) interrelate; third, we discuss individual differences and proximal influences on self-regulatory skill growth; fourth, we explore issues of measurement and support in school settings related to children's development of self-regulation. We end with practical implications and suggestions for research.

show abstract

“…Pianta and Hamre (2009) identified classroom organization as one of the main drivers of high-quality learning experiences in classrooms. Aspects of classroom organization, including better material organization, smooth transitions, and clear routines, lead to better student cooperation, which in turn rationalizes instructional time and enhances the effectiveness of instruction (Moffett et al, 2021). Consequently, classroom organization observations have been included in the United States' quality rating and improvement systems (Tout et al, 2017).…”

Section: Teaching Skillsmentioning

confidence: 99%

Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers’ Teaching Skills from a Multi-Dimensional Perspective

Zhang,

Pan,

Zhang

et al. 2024

Journal of Educational Computing Research

View full text Add to dashboard Cite

Virtual Reality (VR) shows the potential to tackle the limitations and deficiencies of traditional microteaching training by offering an intricate and lifelike environment that helps pre-service teachers to develop their teaching skills. However, the effects of VR training on each teaching skill sub-dimension remain inconclusive. This study identified nine sub-dimensions of teaching skills through a literature review. Moreover, a VR-based microteaching training system was developed, and the effects of VR on these sub-dimensions of teaching skills were explored by conducting a comparative experiment between virtual and traditional microteaching training. The results showed that virtual microteaching considerably enhanced pre-service teachers' teacher efficacy compared to traditional training, especially the efficacy of instructional strategies and classroom management. Furthermore, more significant improvements were noted in the questioning skill and the language and posture skills after virtual microteaching training, although there was no significant difference in teaching skills overall. Moreover, pre-service teachers reported a highly immersive experience during the virtual microteaching.

show abstract

Unpacking pre-K classroom organization: Types, variation, and links to school readiness gains

Cited by 7 publications

References 50 publications

Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping

Early Childhood Education Teacher Well-Being: Performativity as a Means of Coping

Self-regulation and academic achievement.

Effects of Virtual Reality Based Microteaching Training on Pre-Service Teachers’ Teaching Skills from a Multi-Dimensional Perspective

Contact Info

Product

Resources

About