The Effect of Instructional Quality on Low- and High-Performing Students

Autor/inn/en	Stipek, Deborah; Chiatovich, Tara
Titel	The Effect of Instructional Quality on Low- and High-Performing Students
Quelle	In: Psychology in the Schools, 54 (2017) 8, S.773-791 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stipek, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22034
Schlagwörter	Educational Quality; Instructional Effectiveness; Reading Instruction; Mathematics Instruction; Educational Environment; Academic Achievement; Elementary School Students; Grade 3; Low Income Students; Classroom Observation Techniques; Regression (Statistics); Reading Achievement; Mathematics Achievement; Reading Tests; Mathematics Tests; Scores; Predictor Variables; Learner Engagement; Economically Disadvantaged; Academic Ability + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Unterrichtserfolg; Leseunterricht; Mathematics lessons; Mathematikunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; School year 03; 3. Schuljahr; Schuljahr 03; Regression; Regressionsanalyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesetest; Prädiktor
Abstract	The study assessed the effects of the quality of reading and math instruction and classroom climate on the academic skills and engagement of 314 children in 245 classrooms at the end of third grade. All of the children in the study were from families with low incomes. On a classroom observation measure developed for the study, regression analyses revealed that relatively high ratings on the reading and math instruction subscales, which were scored after a half-day observation, predicted better reading and math achievement test scores, respectively, for third graders who had previously had poor academic performance, but did not have a significant effect for relatively high-performing students. High teacher ratings on the reading instruction and classroom climate observation scales predicted high levels of student engagement. The findings suggest the importance of high-quality teaching for economically disadvantaged children who have poor academic skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01