Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School
Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School
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DOI：
10.1037/a0017762
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发表时间：
2010-05-01
影响因子：
4.9
通讯作者：
Friedman, Sarah L.
中科院分区：
文献类型：
--
作者：
Crosnoe, Robert;Burchinal, Margaret;Friedman, Sarah L.
儿童进入小学时，在核心科目上的技能水平差别很大。无论是因为能力上的差异还是准备程度上的差异，这些最初的技能差异往往会随着时间的推移转化为成就上的系统性差异。教师如何缩小这些差距？三种可能性是提供基本技能培训，让学生接受更高层次的教育，或提供社会情感支持。Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development的纵向数据的重复测量分析显示，在小学之前具有低，平均或高数学技能的儿童在五年级之前遵循不同但平行的数学成就轨迹。然而，当进入以推理为基础的教学班时，最初技能最低的孩子缩小了成绩差距，只要他们没有与老师发生冲突。如果他们在只注重基本技能教学的班级里，或者如果他们在注重推理的班级里，但与老师的关系有冲突，他们就不会取得这种进步。
Children enter elementary school with widely different skill levels in core subjects. Whether because of differences in aptitude or in preparedness, these initial skill differences often translate into systematic disparities in achievement over time. How can teachers reduce these disparities? Three possibilities are to offer basic skills training, to expose students to higher order instruction, or to provide socioemotional support. Repeated measures analyses of longitudinal data from the Eunice Kennedy Shriver National Institute of Child Health and Human Development Study of Early Child Care and Youth Development revealed that children with low, average, or high math skills prior to elementary school followed different but parallel trajectories of math achievement up through fifth grade. When enrolled in classes with inference-based instruction, however, the initially least skilled children narrowed the achievement gap as long as they did not have conflictual relations with their teachers. They did not make this kind of progress if they were in classes focused exclusively on basic skills instruction or if they were in inference-focused classes but had conflictual relations with teachers.