Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners

Autor/inn/en	Ball, Carrie R.; Finch, W. Holmes; Gettinger, Maribeth
Titel	Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners
Quelle	In: Preventing School Failure, 58 (2014) 2, S.80-89 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Kindergarten; At Risk Students; Classroom Environment; Context Effect; Reading Achievement; Student Behavior; Hierarchical Linear Modeling; Student Characteristics; Teacher Characteristics; Socioeconomic Status; Gender Differences; Ethnicity; Racial Differences; Faculty Development; Teacher Competencies; Grade 1; Elementary School Students; Teacher Surveys; Standardized Tests; Grade 2; Grade 3; Reading Skills; Interpersonal Competence; Kansas; North Carolina; Oregon; Texas; Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Social Skills Rating System; Stanford Achievement Tests; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Leseleistung; Student behaviour; Schülerverhalten; Socio-economic status; Sozioökonomischer Status; Geschlechterkonflikt; Ethnizität; Rassenunterschied; Lehrkunst; School year 01; 1. Schuljahr; Schuljahr 01; Standadised tests; Standardisierter Test; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Reading skill; Lesefertigkeit; Interpersonale Kompetenz
Abstract	Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. Hierarchical linear modeling was used to control for student factors and to examine the effects of (a) teacher variables, (b) context variables, and (c) instructional variables on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10