Unpacking Pre-K Classroom Organization: Types, Variation, and Links to School Readiness Gains
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| Title: | Unpacking Pre-K Classroom Organization: Types, Variation, and Links to School Readiness Gains |
|---|---|
| Language: | English |
| Authors: | Moffett, Lillie, Weissman, Amanda, Weiland, Christina, McCormick, Meghan, Hsueh, JoAnn, Snow, Catherine, Sachs, Jason |
| Source: | Grantee Submission. 2021 77. |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2021 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305N160018 R305B150012 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Preschool Education |
| Descriptors: | School Readiness, Kindergarten, Preschool Education, Achievement Gains, Executive Function, Class Organization, Educational Strategies, Verbal Communication, Behavior, Classroom Techniques, Classroom Environment, Preschool Children, Parents, Parent Attitudes, Language Skills, Mathematics Skills, Intelligence Tests, Verbal Ability, Vocabulary, Achievement Tests |
| Assessment and Survey Identifiers: | Peabody Picture Vocabulary Test, Woodcock Johnson Tests of Achievement |
| DOI: | 10.1016/j.appdev.2021.101346 |
| ISSN: | 0193-3973 |
| Abstract: | Classroom organization is an important facet of prekindergarten quality but is typically measured at a "global level" and as a "single construct." Little is known about how experiences of different facets of classroom organization--namely, exposure to teacher organizational strategies--vary across "individual children" in the same classroom and predict gains in children's academic and executive functioning (EF) skills. We coded the total number of minutes 263 prekindergartners were exposed to teacher strategies for classroom organization (e.g., verbal directions, behavior management, rituals and routine cues, and modeling of materials and transitions). Time spent exposed to a global construct of teacher organizational strategies--as well as the CLASS classroom organization score--did not predict children's gains, but time exposed to specific types of organization did. Findings illustrate the utility in separating a global construct into specific types, and offer a first look at child-level measurement of teacher organization. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | ED620524 |
| Database: | ERIC |
| Abstract: | Classroom organization is an important facet of prekindergarten quality but is typically measured at a "global level" and as a "single construct." Little is known about how experiences of different facets of classroom organization--namely, exposure to teacher organizational strategies--vary across "individual children" in the same classroom and predict gains in children's academic and executive functioning (EF) skills. We coded the total number of minutes 263 prekindergartners were exposed to teacher strategies for classroom organization (e.g., verbal directions, behavior management, rituals and routine cues, and modeling of materials and transitions). Time spent exposed to a global construct of teacher organizational strategies--as well as the CLASS classroom organization score--did not predict children's gains, but time exposed to specific types of organization did. Findings illustrate the utility in separating a global construct into specific types, and offer a first look at child-level measurement of teacher organization. |
|---|---|
| ISSN: | 0193-3973 |
| DOI: | 10.1016/j.appdev.2021.101346 |
