Exploring the Impact of Teaching Training in Classroom Management on Socioeconomic Status–Academic Performance Relationships in Kindergarten

• In Event: Moscone Center West Roundtable Session 6
  In Roundtable Session: Quantitative Studies on Intersectionalities and Difference

Abstract

This study examined the difference that teacher pre-service training in classroom management made on both the amount learned and more importantly the impact of social class on the amount learned in kindergarten. While research has explored the resources element of differences by building and district resources on learning, few studies have examined the classroom context of this critical relationship. Using a nationally representative data set, results demonstrated that teachers who had pre-service training in classroom management had a positive impact on the amount learned in kindergarten, while at the same time reducing the slope between social class and learning gains. These results could point to important ways that teachers may help make learning more equitable from a very young age.

Author

• Julia B. Smith, Oakland University