How Should Fifth-Grade Mathematics Teachers Start the School Year? Relations between Teacher–Student Interactions and Mathematics Instruction over One Year

2018 ◽  
Vol 120 (6) ◽  
pp. 1-36
Author(s):  
Holland W. Banse ◽  
Natalia A. Palacios ◽  
Timothy W. Curby ◽  
Sara E. Rimm-Kaufman
Keyword(s):  
Emotional Support ◽  
Structural Equation ◽  
Instructional Support ◽  
Equation Model ◽  
Mathematical Discourse ◽  
Fifth Grade ◽  
Observation Data ◽  
Classroom Organization ◽  
School Year ◽  
Teacher Student

Background Teaching is comprised of interconnected practices. Some practices are domain neutral (DN), or independent of a content area. Examples of DN practices include emotional and instructional support and classroom organization. Others are domain specific (DS), or content dependent. Within a mathematics context, examples of DS practices include mathematical discourse, tasks, and coherent lessons. Purpose Using extant fifth-grade teacher observation data, we investigate the following questions: (1) Do quality DN practices at the start of a fifth-grade school year relate to higher DS practices at the end of the year? (2) Do early, quality DS practices relate to later, higher use of DN practices? Specifically, we investigate relations between emotional support and mathematical discourse, instructional support and mathematical tasks, and classroom organization and mathematical coherence. Research Design We use an autoregressive, cross-lagged structural equation model with three time points from a single academic year. Findings/Results Results indicated that early levels of high emotional support and classroom organization were associated with later high levels of mathematical discourse and coherence, respectively. Early implementation of demanding tasks was associated with later, higher instructional support. Recommendations We discuss implications for professional development and practice. Specifically, we suggest that teachers and instructional coaches consider how DN and DS practices relate to each other in order to boost teachers’ effectiveness.

scholarly journals Academic Performance and Social Competence of Adolescents: Predictions based on Effortful Control and Empathy

2013 ◽  
Vol 16 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Soledad de Lemus ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Competence ◽  
Structural Equation ◽  
Effortful Control ◽  
Equation Model ◽  
Self Report ◽  
Practical Applications ◽  
School Year ◽  
The Mean ◽  
Dispositional Empathy

AbstractThis study explored the predictive power of effortful control (EC) on empathy, academic performance, and social competence in adolescents. We obtained self-report measures of EC and dispositional empathy in 359 students (197 girls and 162 boys) aged between 12 and 14 years. Each student provided information about the prosocial behavior of the rest of his/her classmates and completed a sociogram. At the end of the school year, we calculated the mean grade of each student and the teacher responsible for each class completed a questionnaire on the academic skills of his/her students. The study confirmed the existence of a structural equation model (SEM) in which EC directly predicted academic performance and social competence. Additionally, empathic concern partially mediated the effect of EC on social competence. Finally, social competence significantly predicted academic performance. The article discusses the practical applications of the model proposed.

The Instructional Challenge in Improving Teaching Quality: Lessons from a Classroom Observation Protocol

2014 ◽  
Vol 116 (6) ◽  
pp. 1-32
Author(s):  
Drew Gitomer ◽  
Courtney Bell ◽  
Yi Qi ◽  
Daniel Mccaffrey ◽  
Bridget K. Hamre ◽  
...  
Keyword(s):  
Teacher Evaluation ◽  
Emotional Support ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Classroom Observation ◽  
Instructional Support ◽  
Teaching Quality ◽  
Self Report ◽  
Classroom Organization ◽  
Observation Protocol

Background/Context Teacher evaluation is a major policy initiative intended to improve the quality of classroom instruction. This study documents a fundamental challenge to using teacher evaluation to improve teaching and learning. Purpose Using an observation instrument (CLASS-S), we evaluate evidence on different aspects of instructional practice in algebra classrooms to consider how much scores vary, how well observers are able to judge practice, and how well teachers are able to evaluate their own practice. Participants The study includes 82 Algebra I teachers in middle and high schools. Five observers completed almost all observations. Research Design Each classroom was observed 4–5 times over the school year. Each observation was coded and scored live and by video. All videos were coded by two independent observers, as were 36% of the live observations. Observers assigned scores to each of 10 dimensions. Observer scores were also compared with master coders for a subset of videos. Participating teachers also completed a self-report instrument (CLASS-T) to assess their own skills on dimensions of CLASS-S. Data Collection and Analysis For each lesson, data were aggregated into three domain scores, Emotional Support, Classroom Organization, and Instructional Support, and then averaged across lessons to create scores for each classroom. Findings/Results Classroom Observation scores fell in the high range of the protocol. Scores for Emotional Support were in the midlevel range, and the lowest scores were for Instructional Support. Scores for each domain were clustered in narrow ranges. Observers were more consistent over time and agreed more when judging Classroom Organization than the other two domains. Teacher ratings of their own strengths and weaknesses were positively related to observation scores for Classroom Organization and unrelated to observation scores for Instructional Support. Conclusions/Recommendations This study identifies a critical challenge for teacher evaluation policy if it is to improve teaching and learning. Aspects of teaching and learning in the observation protocol that appear most in need of improvement are those that are the hardest for observers to agree on, and teachers and external observers view most differently. Reliability is a marker of common understanding about important constructs and observation protocols are intended to provide a common language and structure to inform teaching practice. This study suggests the need to focus our efforts on the instructional and interactional aspects of classrooms through shared conversations and clear images of what teaching quality looks like.

scholarly journals Variability in Preschool CLASS Scores and Children’s School Readiness

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110389
Author(s):  
Jennifer K. Finders ◽  
Adassa Budrevich ◽  
Robert J. Duncan ◽  
David J. Purpura ◽  
James Elicker ◽  
...  
Keyword(s):  
School Readiness ◽  
Emotional Support ◽  
Instructional Support ◽  
Classroom Quality ◽  
Observational Period ◽  
High Stakes ◽  
Classroom Organization ◽  
Low Incomes ◽  
Classroom Assessment Scoring System ◽  
Preschool Class

The Classroom Assessment Scoring System (CLASS) is a widely administered measure of classroom quality that assesses teacher-child interactions in the domains of Emotional Support, Classroom Organization, and Instructional Support. We use data from an evaluation of state-funded prekindergarten provided to 684 children from families with low incomes (Mage = 57.56 months, 48% female) to examine the extent to which CLASS scores vary over the course of an observational period within a single day and investigate whether this variability is related to children’s school readiness at the end of the preschool year, holding constant two additional measures of quality. Teacher-child interactions in all three domains were moderately stable. Mean Classroom Organization was positively related to math, and variability in Classroom Organization was negatively related to literacy. Mean Instructional Support was negatively associated with language. Findings have implications for programs that utilize the CLASS to make high-stakes decision and inform professional development.

scholarly journals Investigating the Variable of Spiritual Inclination’s Moderating Effect between Teachers’ Perceived Stress Levels and Common Anxieties

2021 ◽  
Vol 8 (3) ◽  
pp. 140-149
Author(s):  
Nesrullah OKAN
Keyword(s):  
Path Analysis ◽  
Perceived Stress ◽  
Structural Equation ◽  
Equation Model ◽  
Demographic Variables ◽  
Moderating Effect ◽  
Spiritual Orientation ◽  
School Year ◽  
Stress Levels ◽  
The Relationship

This research aims to examine in the context of the structural equation model the moderating effect of spiritual orientation on the relationship between the situation of common anxiety and the levels of perceived stress in individuals who teach at different types of schools. Similarly, addressing teachers’ perceived stress levels, common anxieties, and spiritual orientations in the context of various demographic variables is an aim of the present study. The research universe included teachers working at various school levels in the 2018-2019 school year in the Anatolian side of the Province of Istanbul. The research sample consisted of 268 teachers from different school levels. Data were obtained using scales for perceived stress, common anxiety, and spiritual orientation and a form on demographic information. In line with the aims of this research, Pearson product-moment correlation analysis and path analysis were used. As a result of the analysis, it was concluded that the variables of stress and anxiety were in a negative and significant relationship with the variable of spiritual orientation (r1=-.305; r2=-.227; p<.001). As a result of the path analysis, spiritual orientation was seen to have a moderating effect on the relationship between perceived stress and common anxiety. The research has been discussed and finalized in light of the literature. Click or tap here to enter text.

scholarly journals Adult Students' Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform – QoE Analysis

10.28945/2091 ◽  
2015 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Toni Malinovski ◽  
Tatjana Vasileva-Stojanovska ◽  
Dobri Jovevski ◽  
Marina Vasileva ◽  
Vladimir Trajkovik
Keyword(s):  
Distance Education ◽  
Adult Students ◽  
Learning Environments ◽  
Structural Equation ◽  
Equation Model ◽  
Learning Program ◽  
Student Centered ◽  
Subjective Perceptions ◽  
Teacher Student

Distance education learning environments provide tremendous convenience and flexibility, allowing busy, mobile adult learners to engage in education while coping with their limited resources in terms of time, energy and finances. Following a student-centered approach this study investigates adult students’ subjective perceptions while using distance education systems based on a videoconferencing platform as Quality of Experience (QoE). Based on a literature review, sociological behavior and expectations, we have constructed a structural equation model (SEM) illustrating relations among different variables that can predict positive levels of adult students’ QoE, thus providing guidelines for proper development. We have tested the model using a survey of 198 primary education school teachers involved in a videoconferencing-based learning program for teacher enhancement. Results show a good fit to the model developed. The analysis showed that adult students’ QoE is directly influenced by appropriateness of teacher-student interaction and ease of participation, as well predicted by students’ motivation to attend similar trainings. Additionally, we found that variances in technical quality did not directly influence their QoE from the learning sessions.

Idiographic Dynamics of Positive Affect in GAD

2020 ◽  
Vol 36 (3) ◽  
pp. 500-509
Author(s):  
Hannah G. Bosley ◽  
Devon B. Sandel ◽  
Aaron J. Fisher
Keyword(s):  
Positive Affect ◽  
Structural Equation ◽  
Alternative Hypothesis ◽  
Equation Model ◽  
Aggregated Data ◽  
Regulatory Strategy ◽  
Constant State ◽  
Automatic Search ◽  
Time Lagged ◽  
Exploratory Procedure

Abstract. Generalized anxiety disorder (GAD) is associated with worry and emotion regulation difficulties. The contrast-avoidance model suggests that individuals with GAD use worry to regulate emotion: by worrying, they maintain a constant state of negative affect (NA), avoiding a feared sudden shift into NA. We tested an extension of this model to positive affect (PA). During a week-long ecological momentary assessment (EMA) period, 96 undergraduates with a GAD analog provided four daily measurements of worry, dampening (i.e., PA suppression), and PA. We hypothesized a time-lagged mediation relationship in which higher worry predicts later dampening, and dampening predicts subsequently lower PA. A lag-2 structural equation model was fit to the group-aggregated data and to each individual time-series to test this hypothesis. Although worry and PA were negatively correlated in 87 participants, our model was not supported at the nomothetic level. However, idiographically, our model was well-fit for about a third (38.5%) of participants. We then used automatic search as an idiographic exploratory procedure to detect other time-lagged relationships between these constructs. While 46 individuals exhibited some cross-lagged relationships, no clear pattern emerged across participants. An alternative hypothesis about the speed of the relationship between variables is discussed using contemporaneous correlations of worry, dampening, and PA. Findings suggest heterogeneity in the function of worry as a regulatory strategy, and the importance of temporal scale for detection of time-lagged effects.

Differential Item Functioning in Brief Instruments of Disordered Eating

2019 ◽  
Vol 35 (6) ◽  
pp. 823-833 ◽  
Author(s):  
Desiree Thielemann ◽  
Felicitas Richter ◽  
Bernd Strauss ◽  
Elmar Braehler ◽  
Uwe Altmann ◽  
...  
Keyword(s):  
Differential Item Functioning ◽  
Disordered Eating ◽  
Structural Equation ◽  
Young Female ◽  
Eating Attitudes ◽  
Equation Model ◽  
German Population ◽  
Test Fairness ◽  
Item Functioning ◽  
Multiple Indicator

Abstract. Most instruments for the assessment of disordered eating were developed and validated in young female samples. However, they are often used in heterogeneous general population samples. Therefore, brief instruments of disordered eating should assess the severity of disordered eating equally well between individuals with different gender, age, body mass index (BMI), and socioeconomic status (SES). Differential item functioning (DIF) of two brief instruments of disordered eating (SCOFF, Eating Attitudes Test [EAT-8]) was modeled in a representative sample of the German population ( N = 2,527) using a multigroup item response theory (IRT) and a multiple-indicator multiple-cause (MIMIC) structural equation model (SEM) approach. No DIF by age was found in both questionnaires. Three items of the EAT-8 showed DIF across gender, indicating that females are more likely to agree than males, given the same severity of disordered eating. One item of the EAT-8 revealed slight DIF by BMI. DIF with respect to the SCOFF seemed to be negligible. Both questionnaires are equally fair across people with different age and SES. The DIF by gender that we found with respect to the EAT-8 as screening instrument may be also reflected in the use of different cutoff values for men and women. In general, both brief instruments assessing disordered eating revealed their strengths and limitations concerning test fairness for different groups.

The Influence of Cognitive and Affective Reactions to Feedback on Subsequent Goals

2010 ◽  
Vol 15 (2) ◽  
pp. 121-131 ◽  
Author(s):  
Remus Ilies ◽  
Timothy A. Judge ◽  
David T. Wagner
Keyword(s):  
Performance Feedback ◽  
Business School ◽  
Structural Equation ◽  
Emotional Reactions ◽  
Equation Model ◽  
Proposed Model ◽  
And Performance ◽  
Dispositional Measure ◽  
The Relationship ◽  
Reactions To Feedback

This paper focuses on explaining how individuals set goals on multiple performance episodes, in the context of performance feedback comparing their performance on each episode with their respective goal. The proposed model was tested through a longitudinal study of 493 university students’ actual goals and performance on business school exams. Results of a structural equation model supported the proposed conceptual model in which self-efficacy and emotional reactions to feedback mediate the relationship between feedback and subsequent goals. In addition, as expected, participants’ standing on a dispositional measure of behavioral inhibition influenced the strength of their emotional reactions to negative feedback.

Forced Zero Cross-Loading Misspecifications in Measurement Component of Structural Equation Models

Methodology ◽  
2014 ◽  
Vol 10 (4) ◽  
pp. 138-152 ◽  
Author(s):  
Hsien-Yuan Hsu ◽  
Susan Troncoso Skidmore ◽  
Yan Li ◽  
Bruce Thompson
Keyword(s):  
Structural Equation ◽  
Structural Model ◽  
Structural Equation Models ◽  
Equation Model ◽  
Model Fit ◽  
Model Specification ◽  
Simulation Design ◽  
Measurement Models ◽  
Fit Statistics ◽  
Path Coefficients

The purpose of the present paper was to evaluate the effect of constraining near-zero parameter cross-loadings to zero in the measurement component of a structural equation model. A Monte Carlo 3 × 5 × 2 simulation design was conducted (i.e., sample sizes of 200, 600, and 1,000; parameter cross-loadings of 0.07, 0.10, 0.13, 0.16, and 0.19 misspecified to be zero; and parameter path coefficients in the structural model of either 0.50 or 0.70). Results indicated that factor pattern coefficients and factor covariances were overestimated in measurement models when near-zero parameter cross-loadings constrained to zero were higher than 0.13 in the population. Moreover, the path coefficients between factors were misestimated when the near-zero parameter cross-loadings constrained to zero were noteworthy. Our results add to the literature detailing the importance of testing individual model specification decisions, and not simply evaluating omnibus model fit statistics.

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