A Cognitive Ethnography and Quantification of a First-Grade Teacher's Selection Routines for Classroom Management

Several recent reviews of research on teaching and in particular research on teacher effectiveness have identified three variables: pupil engaged time, direct instruction and efficient classroom management as the most significant instructional factors related to pupil achievement (Barnes, 1981; Brophy, 1979, 1980; Good, 1979, 1982; and Rosenshine, 1976, 1979). While these findings, within the context of basic skill instruction, are unequivocal and now largely accepted within the educational community, their overemphasis to the virtual exclusion of other important classroom variables has led a number of researchers and teacher educators to express some concern (Griffin, Webb and Confrey, 1981; Roehler and Duffy, 1981).

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Do Teachers Leave Their Ethics at the School Gate? Social Practice Research in a Danish Primary School

Qualitative Studies ◽

10.7146/qs.v4i2.8861 ◽

2013 ◽

Vol 4 (2) ◽

pp. 114-133

Author(s):

Karen-Lis Kristensen

Keyword(s):

Classroom Management ◽

Primary School ◽

Social Practice ◽

Research Team ◽

Management Practices ◽

Classroom Interaction ◽

First Grade ◽

Practice Research ◽

School Structures ◽

Working Together

This study addresses teachers' ethical dilemmas in everyday participation in school structures in a Danish Primary School. It focuses in particular on their relations with 'disturbing children'. The author and four first grade teachers work in a research team, documenting and analysing the teachers’ interactions in the classroom. This paper focuses on the interactions between two of the teachers and one of the students. The research team focuses on the teachers’ struggles with stress and burnout symptoms that they impute to students’ misbehaviour. Through their work together, documenting what happens in the classroom, and then working together in collective biography workshops, the research team reveals the contradictory conditions of teachers’ work. They find that following current guidelines for good classroom management, and accepting without question current discourses on ADHD, places the teachers in a double-bind, with teachers and children in opposition to each other, and both teachers and children being judged and found wanting. The paper seeks new ways of thinking/doing classroom interaction that challenges some of the binds of current management practices.

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Classroom Teacher and Speech Clinician Severity Ratings of Different Speech Disorders

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0603.119 ◽

1975 ◽

Vol 6 (3) ◽

pp. 119-124 ◽

Cited By ~ 3

Author(s):

Robert T. Wertz ◽

Michael D. Mead

Keyword(s):

Public School ◽

Cleft Palate ◽

Classroom Teacher ◽

First Grade ◽

Speech Disorders ◽

Third Grade ◽

Second Grade ◽

Classroom Teachers

Typical examples of four different speech disorders—voice, cleft palate, articulation, and stuttering—were ranked for severity by kindergarten, first-grade, second-grade, and third-grade teachers and by public school speech clinicians. Results indicated that classroom teachers, as a group, moderately agreed with speech clinicians regarding the severity of different speech disorders, and classroom teachers displayed significantly more agreement among themselves than did the speech clinicians.

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Phonological Awareness Screening to Identify At-Risk Readers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2902.109 ◽

1998 ◽

Vol 29 (2) ◽

pp. 109-116 ◽

Cited By ~ 14

Author(s):

Margie Gilbertson ◽

Ronald K. Bramlett

Keyword(s):

At Risk ◽

Phonological Awareness ◽

Reading Ability ◽

At Risk Students ◽

First Grade ◽

Receptive Vocabulary ◽

Standardized Assessments ◽

Cutoff Score ◽

Invented Spelling ◽

Reading Measures

The purpose of this study was to investigate informal phonological awareness measures as predictors of first-grade broad reading ability. Subjects were 91 former Head Start students who were administered standardized assessments of cognitive ability and receptive vocabulary, and informal phonological awareness measures during kindergarten and early first grade. Regression analyses indicated that three phonological awareness tasks, Invented Spelling, Categorization, and Blending, were the most predictive of standardized reading measures obtained at the end of first grade. Discriminant analyses indicated that these three phonological awareness tasks correctly identified at-risk students with 92% accuracy. Clinical use of a cutoff score for these measures is suggested, along with general intervention guidelines for practicing clinicians.

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A Developmental Study of Intonation Recognition

Journal of Speech and Hearing Research ◽

10.1044/jshr.1104.825 ◽

1968 ◽

Vol 11 (4) ◽

pp. 825-832 ◽

Cited By ~ 1

Author(s):

Marilyn M. Corlew

Keyword(s):

Significant Interaction ◽

Multiple Choice ◽

Semantic Content ◽

First Grade ◽

Choice Test ◽

Developmental Study ◽

Multiple Choice Test ◽

The Third ◽

Matching Test ◽

Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

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Preventing Long-Term Reading Difficulties through Kindergarten and First Grade Intervention: The Case for Early Intervention

Perspectives on Language Learning and Education ◽

10.1044/lle15.1.22 ◽

2008 ◽

Vol 15 (1) ◽

pp. 22-33 ◽

Cited By ~ 4

Author(s):

Frank R. Vellutino ◽

Haiyan Zhang

Keyword(s):

Early Intervention ◽

Reading Disability ◽

Intervention Studies ◽

Intervention Study ◽

Reading Difficulties ◽

First Grade

Abstract This article reviews recent intervention studies that have provided the foundation for a variety of RTI approaches to reading disability classification and remediation. The three-tier model of RTI is defined and discussed. Selected findings from a kindergarten and first grade intervention study are summarized.

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The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000112 ◽

2013 ◽

Vol 27 (4) ◽

pp. 283-293 ◽

Cited By ~ 7

Author(s):

Lars Behrmann ◽

Elmar Souvignier

Keyword(s):

Reading Comprehension ◽

Classroom Management ◽

Reading Program ◽

Multilevel Analyses ◽

Moderating Effects ◽

Management Skills ◽

Judgment Accuracy ◽

Achievement Gains ◽

Instructional Activities ◽

Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

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