Classrooms Are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology

Autor/inn/en	Justice, Laura M.; Jiang, Hui; Sun, Jing; Lin, Tzu-Jung; Purtell, Kelly; Ansari, Arya; Helsabeck, Nathan
Titel	Classrooms Are Complex Host Environments: An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology
Quelle	In: Early Education and Development, 34 (2023) 4, S.979-1009 (31 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Justice, Laura M.) ORCID (Jiang, Hui) ORCID (Sun, Jing) ORCID (Lin, Tzu-Jung) ORCID (Purtell, Kelly) ORCID (Ansari, Arya) ORCID (Helsabeck, Nathan) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2022.2079321
Schlagwörter	Classroom Environment; Kindergarten; Preschool Education; Measurement Techniques; Elementary School Students; Comparative Analysis; Grade 1; Grade 2; Grade 3; Learning Processes; Peer Groups; Teaching Methods; Student Experience; Rural Schools; Urban Schools; Suburban Schools; Student Diversity; Friendship; Student Characteristics + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Pre-school education; Vorschulerziehung; Messtechnik; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Learning process; Lernprozess; Gleichaltrigengruppe; Peer Group; Teaching method; Lehrmethode; Unterrichtsmethode; Studienerfahrung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Suburban area; Outskirts; Suburb; Vorort; Vorstadt; Freundschaft
Abstract	Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Overall, the theoretical measurement model supported the multi-dimensional nature of the classroom ecology across the early primary grades, although specific characteristics and relations within the four dimensions may vary somewhat in pre-kindergarten settings compared to kindergarten through third grade. Practice or Policy: The overarching goal is to advance research that conceptualizes the classroom ecology more broadly to reflect both the academic and peer environment. The study is important for advancing understanding of salient characteristics of the classroom ecology that may foster learning and achievement. [For the corresponding grantee submission, see ED619913.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01