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Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
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Laura Cutler; Rachel E. Schachter; Clariebelle Gabas; Shayne B. Piasta; Kelly M. Purtell; Nathan P. Helsabeck – Early Education and Development, 2023
Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children's language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in…
Descriptors: Class Organization, Early Childhood Education, Language Acquisition, Achievement Gains
Patterns of Classroom Organization in Classrooms Where Children Exhibit Higher and Lower Language Gains
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Laura Cutler; Rachel E. Schachter; Clariebelle Gabas; Shayne B. Piasta; Kelly M. Purtell; Nathan P. Helsabeck – Grantee Submission, 2022
Previous research suggests that the ways in which early childhood classrooms are organized may facilitate children's language learning. However, different measures of classroom organization often yield inconsistent findings regarding child outcomes. In this study, we investigated multiple aspects of classroom organization across two time points in…
Descriptors: Class Organization, Early Childhood Education, Language Acquisition, Achievement Gains
Effects of Classroom Organization on Letter-Word Reading in First Grade
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Cameron, Claire E.; Connor, Carol McDonald; Morrison, Frederick J.; Jewkes, Abigail M. – Journal of School Psychology, 2008
Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from…
Descriptors: Teacher Associations, Classrooms, Literacy, Vocabulary Skills
Homogenous and High Performing Classes: The Case of Optimal Classes.
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Schwippert, Knut; Walker, Maurice – Studies in Educational Evaluation, 2003
Studied the existence of optimal classes (classes in which students reach maximal individual achievement with little difference in outcomes within the class) in two German samples from a reading literacy study, representing more than 270 classes of eighth graders. Findings show different proportions of optimal classes in the five basic German…
Descriptors: Ability, Academic Achievement, Class Organization, Foreign Countries