Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills

Autor/inn/en	Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka
Titel	Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills
Quelle	In: International Journal of Behavioral Development, 39 (2015) 5, S.391-401 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415575764
Schlagwörter	Elementary School Teachers; Longitudinal Studies; Elementary School Students; Reading Tests; Mathematics Tests; Academic Achievement; Low Achievement; Teacher Student Relationship; Foreign Countries; Correlation; Role; Statistical Analysis; Profiles; Path Analysis; Finland + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesetest; Schulleistung; Unterdurchschnittliche Leistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Korrelation; Rollen; Statistische Analyse; Charakterisierung; Profilanalyse; Pfadanalyse; Finnland
Abstract	This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they gave each child in reading and mathematics. The results showed that the poorer the student's reading and math skills were, the more support and attention the student received from his or her teacher later on. However, instructional support did not contribute positively to the subsequent development of the students' academic skills. The person-oriented analyses showed that a relatively small group of children, that is, those showing the poorest academic skills, received the largest dose of teacher support, both with respect to reading and mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01