Are Observed Classroom Practices Related to Student Language/Literacy Achievement?

Autor/inn/en	Cao, Yucheng; Kim, Young-Suk Grace; Cho, Minkyung
Titel	Are Observed Classroom Practices Related to Student Language/Literacy Achievement?
Quelle	In: Review of Educational Research, 93 (2023) 5, S.679-717 (39 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cao, Yucheng) ORCID (Kim, Young-Suk Grace) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543221130687
Schlagwörter	Literacy; Academic Achievement; Preschool Children; Elementary School Students; Classroom Observation Techniques; Language Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Language skill; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	In this study, we examined the relation of observed classroom practices to language and literacy achievement and the moderation of this relation for students from pre-K to sixth grade. A total of 136 studies (N = 107,882 participants) met the inclusion criteria, of which 108 studies were included for meta-analysis and the other 28 studies were narratively synthesized. The average zero-order (r = 0.12) and partial correlations (r[subscript p] = 0.04) were statistically significant but weak in magnitude. The relation was slightly weaker in upper than in lower grade levels, and stronger for observations capturing macro quality and instructional dimension than those capturing micro measurement and emotional or structural dimension, respectively. The relation did not vary by observation duration, frequency, adopted statistical approach, or type of covariates. Taken together with the narrative synthesis, the results highlight the complex nature of classroom observation and a need for more classroom research, particularly on higher grade levels. [For corresponding grantee submission, see ED624703.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01