Kindergarten teachers adjust their teaching practices in accordance with children's academic pre-skills

Educational Psychology

Volumn 31, Issue 1, 2011, Pages 37-53

  Pakarinen, Eija ^a   Lerkkanen, Marja Kristiina ^a   Poikkeus, Anna Maija ^a   Siekkinen, Martti ^b   Nurmi, Jari Erik ^a  

^a UNIVERSITY OF JYVÄSKYLÄ   (Finland)

^b UNIVERSITY OF EASTERN FINLAND   (Finland)

Author keywords

Adaptive teaching; Classroom observations; Kindergarten; Pre math skills; Pre reading skills; Teaching practices

Indexed keywords

EID: 79955402980     PISSN: 01443410     EISSN: 14695820     Source Type: Journal    
DOI: 10.1080/01443410.2010.517906     Document Type: Article

References (65)

1. Allington, R.L. (1980). Teacher interruption behaviors during primary-grade oral reading. Journal of Educational Psychology, 72, 371-377.
2. Aunola, K., Leskinen, E., Lerkkanen, M.-K., & Nurmi, J.-E. (2004). Developmental dynamics of math performance from preschool to Grade 2. Journal of Educational Psychology, 96, 699-713.
3. Babad, E. (1990). Measuring and changing teachers' differential behavior as perceived by students and teachers. Journal of Educational Psychology, 82, 683-690.
4. Babad, E. (1998). Preferential affect: The crux of the teacher expectancy issue. In J. Brophy (Ed.), Advances in research on teaching: Expectations in the classroom (Vol. 7, pp. 183-214). New York: JAI Press.
5. Babad, E., Bernieri, F., & Rosenthal, R. (1989). When less information is more informative: Diagnosing teacher expectations from brief samples of behaviour. British Journal of Educational Psychology, 59, 281-295.
6. Bell, R.Q. (1968). A reinterpretation of the direction of effects in studies of socialization. Psychological Review, 75, 81-95.
7. Bell, R.Q., & Harper, L. (1977). Child effects on adults. Hillsdale, NJ: Erlbaum.
8. Borko, H., & Putnam, R.T. (1996). Learning to teach. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 673-708). New York/London: Macmillan Library Reference USA/Prentice Hall International.
9. Brophy, J., & Good, T.L. (1970). Teachers' communication of differential expectations for children's classroom performance: Some behavioral data. Journal of Educationa Psychology, 61, 365-374.
10. Calderhead, J. (1996). Teachers: Beliefs and knowledge. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology (pp. 709-725). New York/London: Macmillan Library Reference USA/Prentice Hall International.
11. Connor, C.M., Piasta, S.B., Fishman, B., Glasney, S., Schatschneider, C., Crowe, E.,...Morrison, F.J. (2009). Individualizing student instruction precisely: Effects of child × instruction interactions on first graders' literacy development. Child Development, 80, 77-100.
12. Cooper, H.M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review of Educational Research, 49, 389-410.
13. Corno, L. (2008). On teaching adaptively. Educational Psychologist, 43, 161-173.
14. Corno, L., & Snow, R.E. (1986). Adapting teaching to individual differences among learners. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 605-629). New York: American Educational Research Association.
15. Cronbach, L.J., & Snow, R.E. (1977). Aptitudes and instructional methods: A handbook for research on interactions. Oxford: Irvington.
16. Davis, H.A. (2003). Conceptualizing the role and influence of student-teacher relationships on children's social and cognitive development. Educational Psychologist, 38, 207-234.
17. De Fraine, B., Van Damme, J., Van Landeghem, G., Opdenakker, M.C., & Onghena, P. (2003). The effect of schools and classes on language development. British Educational Research Journal, 29, 841-859.
18. Doyle, W. (1979a). Classroom effects. Theory into Practice, 18, 138-144.
19. Doyle, W. (1979b). Making managerial decisions in classrooms. In D.L. Duke (Ed.), Classroom management: 78th Yearbook of the National Society for the Study of Education (pp. 42-74). Chicago, IL: University of Chicago Press.
20. Doyle, W. (1981). Research on classroom contexts. Journal of Teacher Education, 32, 3-6.
21. Duncan, T.E., Duncan, S.C., Alpert, A., Hops, H., Stoolmiller, M., & Muthén, B. (1997). Latent variable modeling of longitudinal and multilevel substance use data. Multivariate Behavioral Research, 32, 275-318.
22. Eder, D. (1981). Ability grouping as a self-fulfilling prophecy: A micro-analysis of teacher-student interaction. Sociology of Education, 54, 151-162.
23. Emmer, E.T., Oakland, T.D., & Good, T.L. (1974). Do pupils affect teachers' styles of instruction? Educational Leadership, 31, 700-704.
24. Emmer, E.T., & Stough, L. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36, 103-112.
25. Finnish National Board of Education. (2000). Esiopetuksen opetussuunnitelman perusteet [The core curriculum for kindergarten education]. Helsinki: Finnish National Board of Education.
26. Good, T.L., Cooper, H.M., & Blakey, S.L. (1980). Classroom interaction as a function of teacher expectations, student sex, and time of year. Journal of Educational Psychology, 72, 378-385.
27. Hamre, B.K., & Pianta, R.C. (2001). Early teacher-child relationship and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638.
28. Hamre, B.K., & Pianta, R.C. (2005). Can instructional and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949-967.
29. Hamre, B.K., & Pianta, R.C. (2007). Learning opportunities in preschool and early elementary classrooms. In R.C. Pianta, M.J. Cox., & K. Snow (Eds.), School readiness and the transition to kindergarten (pp. 49-84). Baltimore: Brookes.
30. Hamre, B.K., Pianta, R.C., Mashburn, A.J., & Downer, J.T. (2007). Building a science of classrooms: Application of the CLASS framework in over 4,000 U.S. early childhood and elementary classrooms. Retrieved December 20, 2007, from http://www.fcd-us.org/ resources/resources_show.htm?doc_id=507559
31. Hargreaves, A. (1998). The emotions of teaching and educational change. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Eds.), International handbook of educational change (pp. 558-575). Dordrecht/Boston, MA/London: Kluwer Academic.
32. Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.
33. Justice, L.M., Cottone, E.A., Mashburn, A., & Rimm-Kauffman, S.E. (2008). Relationships between teachers and preschoolers who are at risk: Contribution of children's language skills, temperamentally based attributes, and gender. Early Education and Development, 19, 600-621.
34. La Paro, K.M., Pianta, R.C., & Stuhlman, M. (2004). The classroom assessment scoring system: Findings from the prekindergarten year. Elementary School Journal, 104, 409-
35. Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., Poskiparta, E., Siekkinen, M., & Nurmi, J.-E. (2006). The First Steps Study (Alkuportaat, ongoing). Finland: University of Jyväskylä.
36. Lerkkanen, M.-K., Poikkeus, A.-M., & Ketonen (2006). ARMI - Luku-ja kirjoitustaidon arviointimateriaali 1. luokalle [ARMI - The test material of reading and writing skills for the first grade]. Helsinki: WSOY.
37. Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). Reading performance and its developmental trajectories during the first and the second grade. Learning and Instruction, 14, 111-130.
38. Leppänen, U., Niemi, P., Aunola, K., & Nurmi, J.-E. (2004). Development of reading skills among preschool and primary school pupils. Reading Research Quarterly, 39, 72-93.
39. Martin, J. (2004). Self-regulated learning, social cognitive theory, and agency. Educational Psychologist, 39, 135-145.
40. McCaslin, M., & Good, T.L. (1996). The informal curriculum. In D.C. Berliner & R.C. Calfee (Eds.), The handbook of educational psychology (pp. 622-670). New York: American Psychological Association/Macmillan.
41. Muthén, L., & Muthén, B.O. (1998-2008). Mplus version 5. & Mplus users guide. http:// www.statmodel.com/index.shtml
42. Nurmi, J.-E., Kiuru, N., Lerkkanen, M.-K., Niemi, P., Poikkeus, A.-M., Ahonen, T., & Lyyra, A.-L. (Submitted). A child's literacy skills have an impact on teacher's support in reading: Classroom characteristics as moderators.
43. Nurmi, J.-E., Viljaranta, J., & Aunola, K. (Submitted). Novice teachers adjust their instruction in accordance to students' academic performance.
44. Opdenakker, M.-C., Van Damme, J., De Fraine, B., Van Landeghem, G., & Onghena, P. (2002). The effects of schools and classes on mathematics achievement. School Effectiveness and School Improvement, 13, 399-427.
45. Pakarinen, E., Lerkkanen, M.-K., Poikkeus, A.-M., Kiuru, N., Siekkinen, M., Rasku-Puttonen, H., & Nurmi, J-E. (2010). A validation of the Classroom Assessment Scoring System in Finnish kindergartens. Early Education and Development, 21, 95-124.
46. Perry, K.E., Donohue, K.M., & Weinstein, R.S. (2007). Teaching practices and the promotion of achievement and adjustment in first grade. Journal of School Psychology, 45, 269-292.
47. Perry, K.E., & Weinstein, R.S. (1998). The social context of early schooling and children's school adjustment. Educational Psychologist, 33, 177-194.
48. Pianta, R.C. (2006). Classroom management and relationships between children and teachers: Implications for research and practice. In C.M. Evertson & C.S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 685-709). Mahwah, NJ: Lawrence Erlbaum.
49. Pianta, R.C., La Paro, K.M., & Hamre, B.K. (2008). The Classroom Assessment Scoring System: Manual, Pre-K. Baltimore: Paul H. Brookes.
50. Pianta, R.C., Nimetz, S.L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263-280.
51. Pressley, M., Gaskins, I.W., Solic, K., & Collins, S. (2006). A portrait of benchmark school: How a school produces high achievement in students who previously failed. Journal of Educational Psychology, 98, 282-306.
52. Pressley, M., Hogan, K., Wharton-McDonald, R., Mistretta, J., & Ettenberg, S. (1996). The challenges of instructional scaffolding: The challenges of instruction that supports student thinking. Learning Disabilities Research & Practice, 11, 138-146.
53. Rautanen, R. (2007). Lasten koulunkäynti [School attendance]. In Suomalainen lapsi 2007 [The Finnish child 2007] (pp. 187-205). Helsinki: Statistics Finland.
54. Rimm-Kaufman, S.E., Early, D., Cox, M., Saluja, G., Pianta, R., Bradley, R., & Payne, C. (2002). Early behavioral attributes and teachers' sensitivity as predictors of competent behavior in the kindergarten classroom. Journal of Applied Developmental Psychology, 23, 451-470.
55. Rudasill, K.M., & Rimm-Kaufman, S.E. (2009). Teacher-child relationship quality: The roles of child temperament and teacher-child interactions. Early Childhood Research Quarterly, 24, 107-120.
56. Rutter, M. (1983). School effects on pupil progress: Research findings and policy implications. Child Development, 54, 1-29.
57. Seymour, P.H., Aro, M., & Erskine, J.M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143-174.
58. Sinatra, G.M., & Mason, L. (2008). Beyond knowledge: Learner characteristics influencing conceptual change. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 560-582). New York: Routledge.
59. Sinclair, D.A., & Vealey, R.S. (1989). Effects of coaches' expectations and feedback on the self-perceptions of athletes. Journal of Sport Behavior, 12, 77-91.
60. Skinner, E., & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
61. Solomon, G.B., Striegel, D.A., Eliot, J.F., Heon, S.N., Maas, J.L., & Wayda, V.K. (1996). The self-fulfilling prophecy in college basketball: Implications for effective coaching. Journal of Applied Sport Psychology, 8, 44-59.
62. Sutton, R., & Wheatley, K. (2003). Teachers' emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327-358.
63. Turner, J.C., & Meyer, D.K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35, 69-85.
64. Yarrow, M., Waxler, C., & Scott, P. (1971). Child effects on adult behavior. Developmental Psychology, 5, 300-311.
65. Yates, G.C., & Yates, S.M. (1990). Teacher effectiveness research: Towards describing user-friendly classroom instruction. Educational Psychology, 10, 225-238.