The quality of teacher-student interactions: Associations with first graders' academic and behavioral outcomes

Journal of School Psychology

Volumn 48, Issue 6, 2010, Pages 457-482

  Cadima, Joana ^a   Leal, Teresa ^a   Burchinal, Margaret ^b  

^a UNIVERSITY OF PORTO   (Portugal)

^b UNIVERSITY OF NORTH CAROLINA   (United States)

Author keywords

Classroom quality; First grade; Teacher student interactions

Indexed keywords

ADULT; ARTICLE; CHILD; EDUCATIONAL STATUS; FEMALE; HUMAN; HUMAN RELATION; MALE; ORGANIZATION AND MANAGEMENT; PORTUGAL; REGRESSION ANALYSIS; SCHOOL; SOCIAL ENVIRONMENT; STUDENT; TEACHING; UNIVERSITY;

ADULT; CHILD; EDUCATIONAL STATUS; FACULTY; FEMALE; HUMANS; INTERPERSONAL RELATIONS; MALE; PORTUGAL; REGRESSION ANALYSIS; SCHOOLS; SOCIAL ENVIRONMENT; STUDENTS; TEACHING;

EID: 78649334562     PISSN: 00224405     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jsp.2010.09.001     Document Type: Article

References (82)

1. Abreu-Lima I. Prova de Identificação de Números [Number Identification Task] 2006, Universidade do Porto, Faculdade de Psicologia e de Ciências da Educação, Porto.
2. Abreu-Lima I., Cadima J. Comportamentos das crianças na sala de jardim de infância: A importância das competências sociais [Children behaviors in preschool classrooms: The importance of the social skills. Proceedings of the National Symposium of Psychology 2006, Vol. 4 [CD]. University of Évora, Department of Psychology, Évora, Portugal.
3. Abreu-Lima I., Oliveira C., Tormenta N. Avaliação de competências de numeracia [Numeracy skills assessment of]. Poster presented at the Twelve International Conference on Psychological Assessment, Braga, Portugal 2006.
4. Ackerman B.P., Izard C.E., Schoff K., Youngstrom E.A., Kogos J. Contextual risk, caregiver emotionality, and the problem behaviors of six- and seven-year-old children from economically disadvantaged families. Child Development 1999, 70:1415-1427.
5. Alves R., Aguiar C., Castro S.L., Bairrão J. Assessment of concepts about print using an ecologically valid task with Portuguese children. Poster presented at the 11th Annual Meeting of the Society for the Scientific Study of Reading, Amsterdam, The Netherlands 2004, June.
6. Atzaba-Poria N., Pike A., Deater-Deckard K. Do risk factors for problem behaviour act in a cumulative manner? An examination of ethnic minority and majority children through an ecological perspective. Journal of Child Psychology and Psychiatric 2004, 45:707-718.
7. Bairrão J., Leal T., Fontes P., Gamelas A.M. Educação Pré-Escolar em Portugal: Estudo de qualidade (Relatório Final) [Preschool Education in Portugal: Study of quality (Final Rep.)] 1999, Universidade do Porto, Centro de Psicologia, Porto, Portugal.
8. Bradley R.H., Corwyn R.F. Socioeconomic status and child development. Annual Review of Psychology 2002, 53:371-399.
9. Bronfenbrenner U., Morris P.A. The ecology of developmental processes. Handbook of child psychology 1998, Vol. 1:993-1029. Wiley, New York, NY. 5th ed.
10. Bryk A.S., Raudenbush S.W. Hierarchical Linear Models: Applications and Data Analysis Methods 1992, Sage, Newbury Park, CA.
11. Burchinal M.R., Peisner-Feinberg E., Pianta R., Howes C. Development of academic skills from preschool through second grade: family and classroom predictors of developmental trajectories. Journal of School Psychology 2002, 40:415-436.
12. Burchinal M.R., Roberts J.E., Hooper S., Zeisel S.A. Cumulative risk and early cognitive development: a comparison of statistical risk models. Developmental Psychology 2000, 36:793-807.
13. Burchinal M.R., Roberts J.E., Zeisel S.A., Hennon A., Hooper S. Social risk and protective child, parenting, and child care factors in early elementary school years. Parenting Science and Practice 2006, 6:79-113.
14. Cadima J., Abreu-Lima I., Gomes V., Coelho V., Lobo C., Ramalho C. Avaliação de competências de matemática dos 4 aos 7 anos de idade [Math skills assessment from 4 to 7-years-old children]. Proceedings of the Thirteen International Conference on Psychological Assessment [CD] 2008, Psiquilíbrios, Braga, Portugal. A.P. Noronha (Ed.).
15. Cadima J., Leal T. Observação dos processos interactivos em salas do 1° Ciclo do Ensino Básico. Proceedings of the Thirteen International Conference on Psychological Assessment [CD] 2008, Psiquilíbrios, Braga, Portugal. A.P. Noronha (Ed.).
16. Cadima J., McWilliam R.A., Leal T. Environmental risk factors and children's literacy skills during the transition to elementary school. International Journal of Behavioral Development 2010, 34:24-33.
17. Cameron C.E., Connor C.M., Morrison F.J. Effects of variation in teacher organization on classroom functioning. Journal of School Psychology 2005, 43:61-85.
18. Clay M.M. Concepts about print: What have children learned about the way we print language? 2000, Heinemann, Auckland, New Zealand.
19. Clay M.M. Segue-me, Lua: Adaptação portuguesa [Follow me, moon: Portuguese version] (R. Alves and C. Aguiar, Trans.) 2003, Universidade do Porto, Centro de Psicologia, Porto, Portugal.
20. Cohen D.K., Raudenbush S.W., Ball D.L. Resources, instruction, and research. Educational Evaluation and Policy Analysis 2003, 25:119-142.
21. Commission of the European Communities Joint report on social protection and social inclusion Retrieved 02 25 2008 from. http://ec.europa.eu/employment_social/spsi/docs/social_inclusion/2008/sec_2008_91_en.pdf.
22. Connor C.M., Morrison F.J., Katch E.L. Beyond the reading wars: the effect of classroom instruction by child interactions on early reading. Scientific Studies of Reading 2004, 8:305-336.
23. Connor C.S., Piasta S.B., Fishman B., Glasney S., Schatschneider C., Crowe E., et al. Individualizing student instruction precisely: effects of child x instruction interactions on first graders' literacy development. Child Development 2009, 80:77-100.
24. Connor C.M., Son S., Hindman A.H., Morrison F.J. Teacher qualifications, classroom practices, and preschool experience: complex effects on first graders' vocabulary and early reading outcomes. Journal of School Psychology 2005, 43:343-375.
25. Curby T.W., Rimm-Kaufman S.E., Ponitz C.C. Teacher-child interactions and children's achievement trajectories across kindergarten and first grade. Journal of Educational Psychology 2009, 4:912-925.
26. Dearing E., Berry D., Zaslow M. Poverty During Childhood. Blackwell handbook of early childhood development. Blackwell Reference Online 2005, Retrieved November, 21, 2007, from http://www.blackwellreference.com.proxy.library.vanderbilt.edu/subscriber/tocnode?id=g9781405120739_toclevel_ss1-7. K. McCarthey, D. Phillips (Eds.).
27. Duncan G.J., Brooks-Gunn J. Family poverty, welfare reform, and child development. Child Development 2000, 71:188-196.
28. Duncan G.J., Dowset C.J., Claessens A., Magnuson K., Huston A.C., Klebanov P., et al. School readiness and later achievement. Developmental Psychology 2007, 43:1428-1446.
29. Dunn L.M. Test de vocabulario en imagénes Peabody: Adaptación española [Peabody picture vocabulary test: Spanish version] (S. Pereda, Trans.) 1986, MEPSA, Madrid, Spain.
30. School-age assessment of child development: Long-term impact of pre-school experiences on school success, and family-school relationships. (Final report package No. 2). European Union DG XII: Science, Research and Development 1999, ECCE Study Group, Freie Universitaet, Berlin, Germany.
31. Enders C.K., Tofighi D. Centering predictor variables in cross-sectional multilevel models: a new look at an old issue. Psychological Methods 2007, 12:121-138.
32. European Child Care and Education: Cross national analyses of the quality and effects of different types early childhood programs on children's development (Final report package No. 1). European Union DG XII: Science, Research and Development 1997, European Child Care and Education [ECCE] Study Group, Freie Universitaet, Berlin, Germany.
33. Flores M.A. Teachers' views on recent curriculum changes: tensions and challenges. The Curriculum Journal 2005, 16:401-413.
34. Galton M., Hargreaves L., Comber C., Wall D., Pell T. Changes in patterns of teacher interaction in primary classrooms: 1976-96. British Educational Research Journal 1999, 25:23-37.
35. Garbarino J., Ganzel B. The Human Ecology of Early Risk. Handbook of early childhood intervention 2000, 76-93. Cambridge University Press, New York, NY. 2nd ed. J.P. Shonkoff, S.J. Meisels (Eds.).
36. Ghisletta P., Spini D. An introduction to Generalized Estimating Equations and an application to assess selectivity effects in a longitudinal study on very old individuals. Journal of Educational and Behavioral Statistics 2004, 29:421-437.
37. Ginsburg H.P., Baroody A.J. Teste de competências matemáticas: Versão portuguesa [Test of Early Mathematics Ability: Portuguese version] (I. Abreu-Lima, Trans.) 2003, Universidade do Porto, Centro de Psicologia, Porto, Portugal.
38. Gutman L.M., Sameroff A.J., Cole R. Academic growth curve trajectories from 1st grade to 12th grade: effects of multiple social risk factors and preschool child factors. Developmental Psychology 2003, 39:777-790.
39. Gutman L.M., Sameroff A.J., Eccles J.S. The academic achievement of African American students during early adolescence: an examination of multiple risk, promotive, and protective factors. American Journal of Community Psychology 2002, 30:367-399.
40. Hamre B.K., Pianta R.C. Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure?. Child Development 2005, 76:949-967.
41. Hamre B.K., Pianta R.C., Mashburn A.J., Downer J.T. Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms 2007, Foundation for Child Development, New York, NY, Retrieved 04 16 2009 from http://www.fcd-us.org/resources/resources_show.htm?doc_id=507559.
42. Hooper S.R., Burchinal M.R., Roberts J.E., Zeisel S., Neebe E.C. Social and family risk factors for infant development at one year: an application of the cumulative risk model. Journal of Applied Developmental Psychology 1998, 19:85-96.
43. Censos 2001: Resultados definitivos [Censos 2001: Definitive results; Adobe Digital Editions version] Instituto Nacional De Estatística, Retrieved from. http://www.ine.pt/.
44. Instituto Nacional de Estatística Anuário estatístico de Portugal 2006 [Statistical yearbook of Portugal 2006] 2007, Author, Lisboa, Portugal.
45. Jaccard J., Wan C.K., Turrisi R. The detection and interpretation of interaction effects between continuous variables in multiple regression. Multivariate Behavioral Research 1990, 25:467-478.
46. Juel C., Minden-Cupp C. Learning to read words: linguistic units and instructional strategies. Reading Research Quarterly 2000, 35:492-498.
47. La Paro K.M., Pianta R.C., Stuhlman M. The classroom assessment scoring system: findings from the prekindergarten year. The Elementary School Journal 2004, 104:409-426.
48. Liang K., Zeger S.L. Longitudinal data analysis using generalized linear models. Biometrika 1986, 73:13-22.
49. McLoyd V.C. Socioeconomic disadvantage and child development. American Psychologist 1998, 53:185-204.
50. Ministério da Educação Melhoria das condições de aprendizagem no 1.° ciclo [Learning conditions improvement in elementary schools] Retrieved September 09, 2007, from. http://www.portugal.gov.pt/Portal/PT/Governos/Governos_Constitucionais/GC17/Ministerios/ME/Comunicacao/Outros_Documentos/20060904_ME_Doc_Primeiro_Ciclo.htm.
51. Morrison F.J., Connor C.M. Understanding schooling effects on early literacy: a working research strategy. Journal of School Psychology 2002, 40:493-500.
52. Muijs D., Reynolds D. Student background and teacher effects on achievement and attainment in mathematics: a longitudinal study. Educational Research and Evaluation 2003, 9:289-314.
53. NICHD Early Child Care Research Network The relation of global first grade classroom environment to structural classroom features and teacher and student behaviors. Elementary School Journal 2002, 102:367-387.
54. NICHD Early Child Care Research Network Social functioning in first grade: associations with earlier home and child care predictors and with current classroom experiences. Child Development 2003, 74:1639-1662.
55. NICHD Early Child Care Research Network Multiple pathways to early academic achievement. Harvard Educational Review 2004, 74:1-29.
56. Norton E.C., Bieler G.S., Ennett S.T., Zarkin G.A. Analysis of prevention program effectiveness with clustered data using Generalized Estimating Equations. Journal of Consulting and Clinical Psychology 1996, 64:919-926.
57. Nye B., Konstantopoulos S., Hedges L. How large are teacher effects?. Educational Evaluation and Policy Analysis 2004, 26:237-257.
58. Peisner-Feinberg E.S., Burchinal M.R., Clifford R.M., Culkin M.L., Howes C., Kagan S.L., et al. The relation of preschool child-care quality to children's cognitive and social developmental trajectories through second grade. Child Development 2001, 72:1534-1553.
59. Perry K.E., Donohue K.M., Weinstein R.S. Teaching practices and the promotion of achievement an adjustment in first grade. Journal of School Psychology 2007, 45:269-292.
60. Pessanha, M., Cadima, J., Nunes, C., Novais, I., & Alves, M. J. (2009). Risco sociocultural e intervenção na comunidade [Sociocultural risk and community intervention]. In G. Portugal (Org.), Ideias, projectos e inovação no mundo das infâncias: o percurso e a presença de Joaquim Bairrão [Ideas, projects, and innovation in the infancy world: the path of Joaquim Bairrão]. Aveiro, Portugal: Theoria Poesis Praxis, Universidade de Aveiro.
61. Pianta, R.C. (2003). Standardized observations from pre-K to 3rd grade: A mechanism for improving access to high-quality classroom experiences and practices during the p-3 years. Unpublished manuscript. Retrieved January 31, 2006, from www.fcd-us.org/uploadDocs/Standardizedelrmobsframbre-kto3rdFINAL.doc.
62. Pianta R.C., Belsky J., Houts R., Morrison F. Opportunities to learn in America's elementary classrooms. Science 2007, 315:1795-1796. the NICHD Early Child Care Research Network.
63. Pianta R.C., Hamre B.K. Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher 2009, 38:109-119.
64. Pianta R.C., La Paro K.M., Hamre B.K. Classroom Assessment Scoring System: Manual K-3 version 2006, Center for Advanced Study of Teaching and Learning, Charlottesville, VA.
65. Pianta R.C., La Paro K.M., Hamre B.K. Classroom Assessment Scoring System: Manual K-3 version 2008, Brookes Publishing, Baltimore, MD.
66. Pianta R.C., La Paro K.M., Payne C., Cox M.J., Bradley R. The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal 2002, 102:225-238.
67. Ponitz C.C., Rimm-Kaufman S.E., Grimm K.J., Curby T.W. Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review 2009, 38:102-120.
68. Pressley M., Wharton-McDonald R., Allington R., Block C.C., Morrow L., Tracey D., et al. A study of effective first-grade literacy instruction. Scientific Studies of Reading 2001, 5:35-58.
69. Raudenbush S.W. Learning from attempts to improve schooling: the contribution of methodological diversity. Educational Researcher 2004, 34:25-31.
70. Rimm-Kaufman S., La Paro K., Pianta R., Downer J. The contribution of classroom setting and quality of instruction to children's behavior in the kindergarten classroom. Elementary School Journal 2005, 105:377-394.
71. Rocha, T. (2009). Adaptação escolar: Uma abordagem integradora das competências sociais e académicas [School adjustment: An integrated approach to academic and social skills]. Unpublished master's thesis, University of Porto, Porto, Portugal.
72. Rutter M., Maughan B. School effectiveness findings 1979-2002. Journal of School Psychology 2002, 40:451-475.
73. Sameroff A.J., Fiese B.H. Transactional Regulation: The Developmental Ecology in Early Intervention. Handbook of early childhood intervention 2000, 135-159. Cambridge University Press, Cambridge, England. 2nd ed. J.P. Shonkoff, S.J. Meisels (Eds.).
74. Schaefer E., Edgerton M., Aaronson M. Inventário de comportamentos na sala: Versão portuguesa [Classroom Behaviour Inventory: Portuguese version] (I. Abreu-Lima, Trans.) 1978, Universidade do Porto, Centro de Psicologia, Porto, Portugal.
75. Seidel T., Shavelson R.J. Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results. Review of Educational Research 2007, 77:454-499.
76. Smith F., Hardman F., Wall K., Mroz M. Interactive whole-class teaching in the National literacy and numeracy strategies. British Educational Research Journal 2004, 30:395-411.
77. Snijders T. Power and Sample Size in Multilevel Linear Models. Encyclopedia of statistics in behavioral science 2005, Vol. 3:1570-1573. Wiley, Chicester, England.
78. The Statistical Office of the European Communities EUROSTAT Early School Leavers Retrieved November 20, 2007, from. http://epp.eurostat.ec.europa.eu/portal/page?_pageid=1996,39140985&_dad=portal&_schema=PORTAL&screen=detailref&language=en&product=Yearlies_new_population&root=Yearlies_new_population/C/C3/C31/sc051.
79. Topping K., Ferguson N. Effective literacy teaching behaviours. Journal of Research in Reading 2005, 28:125-143.
80. Van de Grift W. Quality of teaching in four European countries: a review of the literature and an application of an assessment instrument. Educational Research 2007, 49(2):127-152.
81. Wharton-McDonald R., Pressley M., Hampston J. Outstanding literacy instruction in first grade: teacher practices and student achievement. Elementary School Journal 1998, 99:101-128.
82. Zorn C.J.W. Generalized estimating equation models for correlated data: a review with applications. American Journal of Political Science 2001, 45:470-490.