Document Detail


Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders' vocabulary and reading comprehension outcomes.
MedLine Citation:
PMID:  25400293     Owner:  NLM     Status:  Publisher    
Abstract/OtherAbstract:
We examined classrooms as complex systems that affect students' literacy learning through interacting effects of content and amount of time individual students spent in literacy instruction along with the global quality of the classroom-learning environment. We observed 27 third grade classrooms serving 315 target students using two different observation systems. The first assessed instruction at a more micro-level; specifically, the amount of time individual students spent in literacy instruction defined by the type of instruction, role of the teacher, and content. The second assessed the quality of the classroom-learning environment at a more macro level focusing on classroom organization, teacher responsiveness, and support for vocabulary and language. Results revealed that both global quality of the classroom learning environment and time individual students spent in specific types of literacy instruction covering specific content interacted to predict students' comprehension and vocabulary gains whereas neither system alone did. These findings support a dynamic systems model of how individual children learn in the context of classroom literacy instruction and the classroom-learning environment, which can help to improve observations systems, advance research, elevate teacher evaluation and professional development, and enhance student achievement.
Authors:
Carol McDonald Connor; Mercedes Spencer; Stephanie L Day; Sarah Giuliani; Sarah W Ingebrand; Leigh McLean; Frederick J Morrison
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Publication Detail:
Type:  JOURNAL ARTICLE    
Journal Detail:
Title:  Journal of educational psychology     Volume:  106     ISSN:  0022-0663     ISO Abbreviation:  J Educ Psychol     Publication Date:  2014 Aug 
Date Detail:
Created Date:  2014-11-17     Completed Date:  -     Revised Date:  2014-11-18    
Medline Journal Info:
Nlm Unique ID:  0135751     Medline TA:  J Educ Psychol     Country:  -    
Other Details:
Languages:  ENG     Pagination:  762-778     Citation Subset:  -    
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