Opportunities to Learn in America's Elementary Classrooms

Robert C. Pianta · Jay Belsky · Renate Houts · Fred J. Morrison

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School Choice and Performance Early Childhood Education and Development Educational Environments and Student Outcomes

Abstract

Observations in 737 5(th)-grade classrooms reveal high amounts of basic skills instruction in reading and math as whole-group or individual-seatwork, delivered with mediocre instructional quality. Cooperative learning, technology, social studies or science are rare. Observed opportunities show little association with features of teachers or schools. Across 1(st), 3(rd) and 5(th) grades, classroom quality is low if children are poor or are low on achievement; for others quality is inconsistent across grades. The promise of legislative mandates for high quality educational programs will depend on more accurate assessments of teaching and must address inequity in access to high-quality educational experiences.

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References

1986Handbook of research on teaching 2005Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?1997The Effects of Infant Child Care on Infant-Mother Attachment Security: Results of the NICHD Study of Early Child Care NICHD Early Child Care Research Network

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2012The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes 2013Measure for Measure: The Relationship between Measures of Instructional Practice in Middle School English Language Arts and Teachers’ Value-Added Scores 2011Examining the Black–White Achievement Gap Among Low-Income Children Using the NICHD Study of Early Child Care and Youth Development 2010Family Socioeconomic Status and Consistent Environmental Stimulation in Early Childhood 2008Fostering High-Quality Teaching With an Enriched Curriculum and Professional Development Support:The Head Start REDI Program 2019Do Teachers Matter? Students’ Perceptions of Classroom Interactions and Student Engagement 2010The quality of teacher–student interactions: Associations with first graders' academic and behavioral outcomes 2012The Contribution of Teachers' Emotional Support to Children's Social Behaviors and Self-Regulatory Skills in First Grade

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