دورية أكاديمية
أعرض في EDS

Unpacking the Relationship between Elementary School Teachers' Ratings of Student Attention and Student Reading Scores

التفاصيل البيبلوغرافية
العنوان: Unpacking the Relationship between Elementary School Teachers' Ratings of Student Attention and Student Reading Scores
اللغة: English
المؤلفون: Eisensmith, Sarah R., Kainz, Kirsten L.
المصدر: School Social Work Journal. Spr 2019 43(2):63-89.
الإتاحة: David Follmer Group. 5758 S. Blackstone Ave. Chicago, IL 60637. Tel: 773-643-1902; e-mail: info@thedavidfollmergroup.com; Web site: http://www.thedavidfollmergroup.com
Peer Reviewed: Y
Page Count: 27
تاريخ النشر: 2019
نوع الوثيقة: Journal Articles
Reports - Research
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Descriptors: Correlation, Teacher Student Relationship, Elementary School Teachers, Attention, Reading Achievement, Scores, School Social Workers, Longitudinal Studies, Surveys, Grade 2, Reading Instruction, Achievement Gap, Race, African American Students, Hispanic American Students, White Students, Gender Differences, Elementary School Students
Assessment and Survey Identifiers: Early Childhood Longitudinal Survey
تدمد: 0161-5653
مستخلص: Background: Student attention is a stable predictor of academic performance, with lower levels of attention associated with poorer grades. Claims about students' attention may better reflect social processes than student deficits. School social workers may be especially situated to address the interaction of child and classroom factors impeding student performance. This article seeks to assess the relation between teachers' ratings of children's attention and children's reading scores at the end of second grade, above and beyond known covariates of reading performance, and to explore whether the magnitude of this relationship differs according to child characteristics. Method: The Early Childhood Longitudinal Study--Kindergarten Cohort of 2011 public access data file was used for analyses. Potential differences in students' second grade spring reading scores were explored by means of multiple regression using survey commands. Interaction terms were included to determine whether the strength of the relation between teacher ratings of student attention and children's reading scores varied across racial and gender groups. Results: As teacher ratings of students' attention increased, so did children's reading scores. A significant interaction term indicated that the relation between teacher ratings of students' attention and children's reading scores differed across racial groups. Conclusions and Implications: Ratings of attention matter for all students in terms of second grade reading performance, but more so for black and Hispanic students. School social workers can leverage their roles to contextualize teacher ratings of student attention and propose and implement interventions that improve student success.
Abstractor: As Provided
Entry Date: 2019
URL الوصول: https://thedavidfollmergroup.com/school-social-work-journal/
رقم الأكسشن: EJ1225687
قاعدة البيانات: ERIC
الوصف
تدمد:0161-5653