A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Collective student characteristics alter the effects of teaching practices on academic outcomes
Tekijät: Kikas E, Peets K, Hodges EVE
Kustantaja: ELSEVIER SCIENCE INC
Julkaisuvuosi: 2014
Journal: Journal of Applied Developmental Psychology
Tietokannassa oleva lehden nimi: JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY
Lehden akronyymi: J APPL DEV PSYCHOL
Vuosikerta: 35
Numero: 4
Aloitussivu: 273
Lopetussivu: 283
Sivujen määrä: 11
ISSN: 0193-3973
DOI: https://doi.org/10.1016/j.appdev.2014.04.004
Tiivistelmä
The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task persistence during the first two years in school. We hypothesized that teaching practices would differentially impact the development of academic skills and task persistence depending on the collective needs of the classroom. Participants were 523 students (273 boys) from 32 classrooms across Estonia. By using multilevel modeling, we found several interactions indicating that both contextual influences are important in determining subsequent academic functioning and task persistence but that some teaching practices are more beneficial depending on the collective starting point of students. These findings highlight the importance of studying different contextual influences hand in hand when trying to understand what enhances young children's academic development. (C) 2014 Elsevier Inc. All rights reserved.
The goal of this study was to examine the influence of collective student characteristics (academic skills and task persistence at the beginning of first grade) and different teaching practices (child-centered, teacher-directed, and child-dominated) on the development of academic skills and task persistence during the first two years in school. We hypothesized that teaching practices would differentially impact the development of academic skills and task persistence depending on the collective needs of the classroom. Participants were 523 students (273 boys) from 32 classrooms across Estonia. By using multilevel modeling, we found several interactions indicating that both contextual influences are important in determining subsequent academic functioning and task persistence but that some teaching practices are more beneficial depending on the collective starting point of students. These findings highlight the importance of studying different contextual influences hand in hand when trying to understand what enhances young children's academic development. (C) 2014 Elsevier Inc. All rights reserved.
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