کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
10315284 | 620778 | 2005 | 25 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of variation in teacher organization on classroom functioning
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موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
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چکیده انگلیسی
This study examined effects of variation in teacher organization on how time is spent in classrooms, focusing on time spent in transitions and instruction, including child skill by teacher organization interactions. Forty-four first-grade classrooms were observed three times over the school year. Timed narratives of each activity were recorded. “Orient-organize” referred to time teachers spent orienting students to classroom procedures or organizing the class for specific assignments, and included instructional clarity, where teachers described objectives of activities to students. Using hierarchical linear modeling, substantial variation across teachers in orient-organize was observed. Overall, classrooms spent less time in organization as the school year progressed. In addition, spending more time in organization was related to less time spent in transition. Students in classrooms that spent more time in organization in the fall also experienced greater amounts of time in child-managed activities in the spring. There was also an interaction between child vocabulary and amount of orient-organize in the winter. Students with lower vocabulary scores were more likely to be in classrooms that spent more time in spring child-managed activities if they continued to receive substantial amounts of orient-organize in the winter. The opposite was the case for students with high vocabulary skills.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of School Psychology - Volume 43, Issue 1, JanuaryâFebruary 2005, Pages 61-85
Journal: Journal of School Psychology - Volume 43, Issue 1, JanuaryâFebruary 2005, Pages 61-85
نویسندگان
Claire E. Cameron, Carol McDonald Connor, Frederick J. Morrison,