Observed Classroom Quality in First Grade: Associations with Teacher, Classroom, and School Characteristics

Autor/inn/en	Cadima, Joana; Peixoto, Carla; Leal, Teresa
Titel	Observed Classroom Quality in First Grade: Associations with Teacher, Classroom, and School Characteristics
Quelle	In: European Journal of Psychology of Education, 29 (2014) 1, S.139-158 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-013-0191-4
Schlagwörter	Foreign Countries; Interaction; Teacher Student Relationship; Elementary School Teachers; Elementary School Students; Grade 1; Classroom Environment; Teacher Characteristics; Institutional Characteristics; Observation; Rating Scales; Emotional Development; Teaching Methods; Thinking Skills; Teacher Role; Correlation; Teacher Education; Educational Attainment; Emotional Response; Private Schools; Small Schools; Educational Quality; Portugal + Suchen Sie Ihr Suchwort? Ausland; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 01; 1. Schuljahr; Schuljahr 01; Klassenklima; Unterrichtsklima; Beobachtung; Rating-Skala; Gefühlsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Lehrerrolle; Korrelation; Lehrerausbildung; Lehrerbildung; Bildungsabschluss; Bildungsgut; Emotionales Verhalten; Private school; Privatschule; School; Schools; Schule; Quality of education; Bildungsqualität
Abstract	The observation and assessment of quality of teacher--child interactions in elementary school settings are increasingly recognized as important; however, research is still very limited in European countries. In this study, we examined the quality of the interactions between teacher and children in first-grade classrooms in Portugal and the extent to which structural features at teacher-, classroom-, and school-level explained variation in this quality. One hundred fifteen classrooms participated in the study. Classrooms were observed through a standardized rating scale concerning emotional, organizational, and instructional support. Results indicated that the levels of emotional and organizational support in most classrooms were of moderate quality, but the levels of instructional support were low, suggesting that most observed activities did not encourage students' higher-order thinking skills. An examination of the associations between teacher and classroom characteristics and the quality of teacher-child interactions indicated a small effect for teacher education. Teachers with an advanced degree were more likely to be more emotionally sensitive and to have better instructional interactions in the classroom. For school-level characteristics, findings showed that the classrooms in private and smaller schools were likely to provide higher levels of emotional, organizational, and instructional quality. The results suggest that focusing on the interactions between teacher and children can provide valuable information to enhance classroom quality. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10