Literaturnachweis - Detailanzeige
Autor/inn/en | Goodwin, Amanda P.; Cho, Sun-Joo; Reynolds, Dan; Silverman, Rebecca; Nunn, Stephanie |
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Titel | Explorations of Classroom Talk and Links to Reading Achievement in Upper Elementary Classrooms |
Quelle | In: Journal of Educational Psychology, 113 (2021) 1, S.27-48 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Goodwin, Amanda P.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0022-0663 |
DOI | 10.1037/edu0000462 |
Schlagwörter | Correlation; Classroom Communication; Reading Achievement; Teaching Methods; Elementary School Students; Grade 4; Grade 5; Teacher Student Relationship; Elementary School Teachers; Student Attitudes; Reading Tests; Student Surveys; Educational Practices; Classroom Environment; Questioning Techniques; Standardized Tests; English; Language Arts; Achievement Tests; Classroom Assessment Scoring System; Stanford Achievement Tests Korrelation; Klassengespräch; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Teacher student relationships; Lehrer-Schüler-Beziehung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schülerverhalten; Lesetest; Schülerbefragung; Bildungspraxis; Klassenklima; Unterrichtsklima; Befragungstechnik; Fragetechnik; Standadised tests; Standardisierter Test; English language; Englisch; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen |
Abstract | The current study reports on a large-scale quantitative analysis of classroom talk practices and links to different measures of reading achievement within upper elementary classrooms. Data involving 745 fourth- and fifth-grade teachers and 18,844 students from the Measures of Effective Teaching (MET) study were used. Talk was quantified via various talk-related indicators from 2 observation protocols and a student survey. Dimensionality analyses suggest these indicators represent 4 factors consisting of teacher explaining, questioning, encouraging of student talk, and big-picture communicating. Links to 2 different standardized reading achievement measures were also modeled with improved ratings of teacher explanations and questioning predicting higher standardized reading scores. Relationships varied, though, by different measures of classroom talk (i.e., observational protocols vs. student surveys) and levels of analysis (i.e., the student, class period, or school level). Students' but not observers' ratings of talk practices linked to standardized reading at the class period level, whereas observers' ratings related to standardized reading performance at the school level. Interpretations, implications for future research, and connections to educational practice are conveyed. (As Provided). |
Anmerkungen | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |