Classroom quality as a predictor of first graders' time in non-instructional activities and literacy achievement

The quality of teaching behaviors in learning environments of DHH students

Classrooms are complex learning environments, with instruction, climate, and teacher-student interactions playing important roles in students' academic progress. To investigate the learning environments of deaf and hard-of-hearing (DHH) students, we developed a new observational tool called the Quality of the Learning Environment-DHH rating scale (QLE-DHH) and rated 98 teachers of DHH students being educated in a range of classroom environments. The present study sought to (1) determine if the items on the QLE-DHH are good indicators of theoretically meaningful dimensions of classroom quality; (2) determine to what extent these dimensions predicted language and reading outcomes of DHH students; and (3) examine how teachers of DHH students were rated on the indicators of classroom quality. The findings suggested that the QLE-DHH has excellent structural validity. Ratings predicted student reading outcomes. Finally, the QLE-DHH was able to capture teachers' strengths and skills in need of improvement. The QLE-DHH appears to hold promise for use in both research and teacher preparation programs.

Unterschiede in der Wahrnehmung der Qualität des Deutschunterrichts zwischen Grundschülerinnen und Grundschülern

Zusammenfassung. Der gleiche Unterricht wird von Schülerinnen und Schülern einer Klasse unterschiedlich wahrgenommen. Unklar ist, welche Schülermerkmale hierfür ursächlich sind. Aus der Forschung ist zudem bekannt, dass Schülereinschätzungen der Unterrichtsqualität prädiktiv für den Schulerfolg sind. Allerdings beziehen sich viele Arbeiten auf Lernende weiterführender Schulen sowie auf mathematisch-naturwissenschaftliche Fächer. Vor diesem Hintergrund wurde in dieser Arbeit analysiert, ob zwischen Grundschülerinnen und Grundschülern systematische Unterschiede in der Wahrnehmung der Basisdimensionen von Unterrichtsqualität, Klassenführung, kognitive Aktivierung und Unterrichtsklima, im Deutschunterricht bestehen. Zusätzlich wurde untersucht, ob unter Kontrolle der individuellen Lesekompetenz die angenommenen Zusammenhänge bestehen bleiben. Des Weiteren wurde geprüft, ob die Unterrichtsqualitätseinschätzung geschlechtsbezogene Unterschiede in motivationalen Schülervariablen, welche für den Schulerfolg von Lernenden relevant sind, miterklären kann. Die Forschungsfragen wurden anhand der deutschen Teilstichprobe ( N = 3959, 49.2% weiblich) der Internationalen Grundschul-Lese-Untersuchung 2016 mit Mehrebenenmodellen überprüft. Mädchen nahmen das unterstützende Unterrichtsklima positiver wahr als Jungen. Das Geschlecht war hingegen nicht prädiktiv für die Wahrnehmung der Klassenführung und des Unterrichtsklimas. Auch unter Kontrolle der individuellen Lesekompetenz blieben die Zusammenhänge bestehen. Zusätzlich zeigte sich, dass die geschlechterbezogenen Unterschiede in der Lesemotivation und dem Leseverhalten durch die Wahrnehmung der Unterrichtsqualität vermittelt wurden. Die Ergebnisse werden inhaltlich und methodisch diskutiert. Implikationen für Forschung und Praxis werden abgeleitet.

Theory of mind goes to school: Does educational environment influence the development of theory of mind in middle childhood?

Previous research has shown that the development of theory of mind (ToM) depends on various individual and social factors, but very little research has examined the role of the natural educational environment in the development of ToM in middle childhood. In accordance with the importance of social factors in development, in this longitudinal study of 156 typically developing children, we investigated whether educational setting-classes containing children with disabilities (inclusive) or without such children (general education)-is associated with enhanced ToM development. ToM was measured with the ToM Scale, the Chocolate task and the Faux Pas Recognition Test. Analysis showed that ToM development was better among children educated in inclusive classes than among those educated in traditional classes. The results have implications for ToM development among children with and without disabilities as well as for educational practice.

Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools

This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students’ proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RIT) (proficiency) scores in mathematics and reading. The relationship between CSAS scores and student achievement did not differ across grade levels. In general, students in classrooms with higher quality use of classroom strategies exhibited higher gains in mathematics and proficiency scores in mathematics and reading. Implications for research and educational practices are discussed.

Theory of mind development in school environment: A case of children with mild intellectual disability learning in inclusive and special education classrooms

BACKGROUND

This longitudinal study examines the extent to which a school classroom (inclusive vs. special education) is meaningful for theory of mind (ToM) development among children with mild intellectual disability.

MATERIALS AND METHODS

The participant group consisted of 166 primary school-aged children (M = 8.1, SD = 0.99), 79 of whom attended inclusive classrooms; the remaining 87 were in special education classrooms.

RESULTS

Although all children developed ToM over time, children's learning of ToM in inclusive classrooms was significantly greater than that seen in special classrooms. The difference remained significant after controlling for age. The present authors have compared children's individual and family characteristics, but there were almost no differences between groups.

CONCLUSIONS

The present authors discuss the results in the light of their importance for children's cognitive and social development. The implications for children's education are also considered.

Associations among teachers' depressive symptoms and students' classroom instructional experiences in third grade

Recent studies have established connections among teachers' mental health and student outcomes, however there is limited understanding of how these teacher characteristics manifest in the classroom to affect students. The present study informed this gap by examining the associations among third grade teachers' (N = 32) self-reported symptoms of clinical depression and their students' (N = 326) classroom instructional experiences. Eight student experiences described by the Individualizing Student Instruction framework were investigated, including academic instruction facilitated by the teacher in various student groupings, students' independent and group work, teachers' planning/organizing instruction, and students' time off-task and in transitions. Multilevel modeling revealed negative associations between teachers' depressive symptoms and (a) teacher-facilitated academic instruction provided to the whole class and (b) teachers' planning/organizing instruction. Results suggest that teachers experiencing more symptoms may under-utilize instructional approaches that require more effort on their part. We discussed the implications of our findings for students' academic and social-emotional learning, and the potential benefits of incorporating mental health support components into teacher training and professional development aimed at improving instructional practices.