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ERIC Number: EJ1026746
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1045-988X
Classroom-Level Effects on the Reading and Behavior of At-Risk Kindergarteners
Ball, Carrie R.; Finch, W. Holmes; Gettinger, Maribeth
Preventing School Failure, v58 n2 p80-89 2014
Prior research has documented that classroom-level variables have a significant effect on student outcomes; however, previous findings have typically focused on average student outcomes and have only recently begun to use hierarchical linear modeling techniques. The present study aimed to investigate the effects of classroom-level variables on the reading and behavioral outcomes of at-risk kindergarten students. Hierarchical linear modeling was used to control for student factors and to examine the effects of (a) teacher variables, (b) context variables, and (c) instructional variables on several student outcomes. Results indicated that student-level factors were the strongest and most consistent predictors of student outcomes. After controlling for student factors, classroom- and school-level variables were relatively poor predictors. Implications for research and practice are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Kindergarten; Grade 1; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kansas; North Carolina; Oregon; Texas
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS); Social Skills Rating System; Stanford Achievement Tests; Woodcock Reading Mastery Test