Scholars call for more attention to how marginalization influences the development of low‐income and racial/ethnic minority youth and emphasize the importance of youth's subjective perceptions of ...contexts. This study examines how beliefs about the fairness of the American system (system justification) in sixth grade influence trajectories of self‐esteem and behavior among 257 early adolescents (average age 11.4) from a diverse, low‐income, middle school in an urban southwestern city. System justification was associated with higher self‐esteem, less delinquent behavior, and better classroom behavior in sixth grade but worse trajectories of these outcomes from sixth to eighth grade. These findings provide novel evidence that system‐justifying beliefs undermine the well‐being of marginalized youth and that early adolescence is a critical developmental period for this process.
This book describes important landmarks in the study of learning environments. First conceptualized as 'classroom climate', the field expanded considerably from its roots in science education. ...Promising areas for future research now include a range of diverse contexts and applications.
Introduction The pandemic increased the speed at which education had to evolve into the digital age. While digital tools create possibilities, new forms of classroom disruptions appear. Classroom ...disruptions as essential part of classroom management may take away students’ precious learning time and the associated stress could put teachers’ health at risk. Methods We conducted a semi-structured, guideline-based interview study with teachers from Germany and asked them about experienced disruptions in digital teaching (RQ1 and RQ2), their prevention and intervention strategies (RQ3) as well as their opinions on potentials and risks of the digital evolution in teaching (RQ4). Findings Findings show that digital teaching is affected by already known and by new types of disruptions. Teachers use their existing experiences to adapt to these new challenges. Simultaneously they reflect on the changes in teaching due to the increased digital involvement and identify potentials for improved teaching in the future. Discussion Based on the research literature and our interview findings a 2D graph of classroom disruptions is developed to systematize disruptions in context of digitalization.
Background
Research in Western countries has shown the contribution of early teacher–child relationships and classroom emotional support on children’s behavioral adjustment in pre-schools. Results ...with regard to the direction and strengths of the relationships seem inconclusive, moreover, such research is lacking in African countries.
Objective
To examine the change and predictability of children’s behavioral adjustment in Tanzanian pre-primary schools.
Method
Longitudinal data were collected twice over a 1-year interval. Twenty teachers and their 310 children from 20 schools in the Ilala district, Dar es Salaam region, participated in the study. Methods used for data collection were teacher questionnaires and classroom observation.
Results
Results showed that over time, children’s aggressive behavior and teacher–child conflict decreased, whereas teacher–child closeness increased. Prosocial and anxious behavior remained stable. Multilevel and longitudinal analyses indicated that teacher–child closeness and conflict predicted children’s aggressive behavior. Children’s prosocial and anxious behavior predicted teacher–child closeness, while their prosocial, aggressive and anxious behavior at the individual level and anxious behavior at the aggregated class level predicted teacher–child conflict.
Conclusions
Teacher–child relationships and children’s behavior relate in a bidirectional way. If the relationship between a teacher and a child is characterized by conflict, children are more likely to develop difficult behavior and teachers find it more difficult to manage the children. These results imply that pre-primary teachers need to be trained on how to identify signs of behavioral problems in children and to establish an emotional supportive classroom environment and teacher–child closeness for a positive school trajectory in children.
This paper examines the affordances of physical objects (e.g. apparatus, models, manipulatives) as they were used by teachers and students to make meaning in coordination with their speech and ...gestures. Despite the pervasive use of physical objects as material and tactile resources in hands-on investigations or demonstrations, there have been few attempts to analyze their role and function in meaning-making, in the same way, that researchers have previously done for other modes of representation such as speech, written text, diagram and gesture. Using social semiotics as a theoretical framework, we conceptualise physical objects as a semiotic mode with a particular affordance for making meaning that involves embodied actions and manipulation of tools. Based on a multimodal discourse analysis of numerous classroom situations, we illustrate how physical objects as a mode have four unique affordances for meaning-making in science classrooms. These affordances are: (a) enacting material interaction, (b) providing evidential meaning, (c) orientating three-dimensional spatial meaning and (d) sensitising experiential meaning. The implication of why we should use physical objects to support or value-add science meaning-making is then discussed.
The purpose of this study is to conceptually explore and investigate the attributes of varying monologic discourses in the classroom, in order to develop a more nuanced understanding of ...monologicality. Data for this study comprised transcripts of lessons conducted by a teacher from a larger national study on Year 7 classroom practices. Constant comparative analysis of these lessons revealed a continuum of monologicality involving different variants of monologic discourses that arose from the decoupling of voice and perspective. Along this continuum, there are varying configurations of voice and perspective: ranging from mono-voiced, mono-perspectival discourse to multi-voiced, mono-perspectival discourse. This can potentially provide a bridge to the dialogic side of the continuum, where multi-voiced, multi-perspectival discourse is represented. This conceptual framework provides a basis to examine teaching and classroom discourse along this continuum. Further interrogation using this framework can inform teaching practice, future classroom discourse research, as well as teacher education curriculum.
To what extent can teacher-student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two ...parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions.
Misconceptions about adaptation by natural selection are widespread among adults and likely stem, in part, from cognitive biases and intuitive theories observable in early childhood. Current ...educational guidelines that recommend delaying comprehensive instruction on the topic of adaptation until adolescence, therefore, raise concerns because children's scientifically inaccurate theories about species may be left unchallenged for many years, allowing them to entrench and become difficult to overcome. In consequence, this investigation sought to explore whether classrooms of kindergartners and second graders could acquire a basic but comprehensive understanding of adaptation from an intervention constructed around two picture storybooks that mechanistically explain natural selection. Learning was assessed in near and far transfer contexts both immediately and a month later. Kindergartners and second graders demonstrated substantial learning of biological information; however, second graders showed pronounced abilities to near and far generalize, immediately and over time. Results suggest that causally cohesive interventions with an emphasis on mechanistic explanation facilitate children's classroom learning of complex counterintuitive scientific ideas.
Widespread concerns about the quality of early childhood education and care (ECEC), and the desire for better child outcomes, have led to a focus on improving teachers’ professional development (PD) ...as a cost-effective means of improving ECEC quality. However, most randomized controlled trials (RCTs) of PD programs have taken place in areas with advanced educational systems. This study aims to fill this research gap by adapting (both educationally and culturally) an evidence-based PD program entitled “Leadership for Learning” in the Chinese context where there is a paucity of effective PD programs. Ninety-five classrooms, 202 teachers, and 547 children (3–5 years old) from 24 kindergartens (12 control, 12 intervention) participated in this RCT program which was designed to improve teachers’ teaching quality and child development. The results of the multilevel modeling indicated that the intervention was positively predictive of classroom quality and child developmental outcomes in literacy and executive function skills. As one of the first studies exploring PD effectiveness in China, this study has several meaningful implications for PD intervention as well as cross-cultural research. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
In this study, we aimed to integrate the flipped classroom model into "Advanced Reading and Writing" course and to investigate the effect of the flipped classroom model on pre-service English ...language teachers' foreign language classroom anxiety (FLCA) and foreign language reading anxieties (FLRA). This study involved two groups (34 in the flipped group and 32 in the non-flipped group) of first-year English language teachers in Turkey. Within this framework, Foreign Language Classroom Anxiety Scale and Foreign Language Reading Anxiety Scale were employed to determine pre-service English language teachers' FLCA and FLRA levels before and after the treatment in the flipped and the non-flipped groups comparatively. There was a significant decrease in the FLCA and FLRA levels in the flipped group. However, there was no significant change in the non-flipped group.
Supplemental data for this article is available online at https://doi.org/10.1080/09588221.2021.1950191 .
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