Teacher Effects on Social and Behavioral Skills in Early Elementary School

Jennings, Jennifer L.; DiPrete, Thomas A.

doi:10.1177/0038040710368011

Cited by 170 publications

(141 citation statements)

References 39 publications

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“…To develop or strengthen health resources requires a healthy and coherent relationship between the actors. Lennings & DiPrete (2010) have also found that teacher effects on social and behavioural skills development are larger than teacher effects on academic development.…”

Section: Results Of Studymentioning

confidence: 97%

Developing sense of coherence in educational contexts: Making progress in promoting mental health in children

Krause

2011

International Review of Psychiatry

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The notion of salutogenesis w as developed by Aaron Antonovsky to achieve a fundamental innovative approach to promoting mental health. Within the concept of salutogenesis, the author defi ned the sense of coherence (SOC) as a global life orientation, and he suggests that it emerges in the early years of childhood. In order to develop coherence and its components it is necessary to explore certain health resources. In this paper the following questions will be discussed: (1) which are the individual and social resources to keep healthy, and (2) how can these resources be activated? Selected empirical fi ndings will be presented to respond to these research questions. The results show that resources such as self-worth and a sense of belonging are fundamental health factors. They can be developed most effectively in the early years of childhood and through the formal educational system, e.g. in kindergartens and primary schools. However, the fi ndings show that professionals need to be trained to be able to deliver educational programmes in terms of salutogenesis. At the same time, experience shows that promoting health resources in children successfully depends on the participation of the parents and their support by the professional educators. This paper aims to present new ideas and experiences in the area of a practical realization of the concept of salutogenesis in educational systems. Particularly, health promotion programmes, for example ' The I am I programme ' (Krause, 2009), could be implemented successfully in kindergartens with a high quota of children with an immigrant background, due to the fact that this programme includes the refl ection and experience of cultural traditions, food, songs, dancing, and family rituals.

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Section: Results Of Studymentioning

confidence: 97%

Developing sense of coherence in educational contexts: Making progress in promoting mental health in children

Krause

2011

International Review of Psychiatry

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“…In a similar vein, Jennings and DiPrete (2010) report that kindergarten teacher effects on 1 st grade behavioral problems (as reported by 1 st grade teachers) are larger than the corresponding teacher effects in reading or math. 25 We thank an anonymous referee for this suggestion.…”

mentioning

confidence: 81%

Teacher Quality and Learning Outcomes in Kindergarten *

Araujo

Carneiro

Cruz-Aguayo

et al. 2016

The Quarterly Journal of Economics

309

231

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. 2 Terms of use: Documents in AbstractWe assigned two cohorts of kindergarten students, totaling more than 24,000 children, to teachers within schools with a rule that is as-good-as-random. We collected data on children at the beginning of the school year, and applied 12 tests of math, language and executive function (EF) at the end of the year. All teachers were filmed teaching for a full day, and the videos were coded using a wellknown classroom observation tool, the Classroom Assessment Scoring System (or CLASS). We find substantial classroom effects: A one-standard deviation increase in classroom quality results in 0.11, 0.11, and 0.07 standard deviation higher test scores in language, math, and EF, respectively. Teacher behaviors, as measured by the CLASS, are associated with higher test scores. Parents recognize better teachers, but do not change their behaviors appreciably to take account of differences in teacher quality.

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“…Children who are engaged in aversive social interactions such as aggression have poor academic outcomes (Perdue, Manzeske, & Estell, 2009;Stipek & Miles, 2008). In contrast, children who display social competence, broadly defined, are more engaged in school cognitively, affectively, and behaviorally (Perdue et al, 2009) and have higher achievement (Jennings & DiPrete, 2010;Wentzel, 1991). It is likely that social skills or lack thereof might facilitate or inhibit the processes of learning (Elliott et al, 2001).…”

Section: A Contextual Approach To Social Skills Assessment In the Peementioning

confidence: 99%

A contextual approach to social skills assessment in the peer group: Who is the best judge?

Kwon

Kim

Sheridan³

2012

School Psychology Quarterly

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Using a contextual approach to social skills assessment in the peer group, this study examined the criterion-related validity of contextually relevant social skills and the incremental validity of peers and teachers as judges of children's social skills. Study participants included 342 (180 male and 162 female) students and their classroom teachers (N = 22) from rural communities. As expected, contextually relevant social skills were significantly related to a variety of social status indicators (i.e., likability, peer- and teacher-assessed popularity, reciprocated friendships, clique centrality) and positive school functioning (i.e., school liking and academic competence). Peer-assessed social skills, not teacher-assessed social skills, demonstrated consistent incremental validity in predicting various indicators of social status outcomes; peer- and teacher-assessed social skills alike showed incremental validity in predicting positive school functioning. The relation between contextually relevant social skills and study outcomes did not vary by child gender. Findings are discussed in terms of the significance of peers in the assessment of children's social skills in the peer group as well as the usefulness of a contextual approach to social skills assessment.

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Teacher Effects on Social and Behavioral Skills in Early Elementary School

Cited by 170 publications

References 39 publications

Developing sense of coherence in educational contexts: Making progress in promoting mental health in children

Developing sense of coherence in educational contexts: Making progress in promoting mental health in children

Teacher Quality and Learning Outcomes in Kindergarten *

A contextual approach to social skills assessment in the peer group: Who is the best judge?

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