Classroom Approaches Related to Children’s Academic and Social-emotional Outcomes in Early Elementary School

• In Event: Teacher Practices and Individual Student Experiences: Measuring Influences on Pre-Kindergarten through Third Grade Students

Abstract

Achievement gaps present at school entry persist across early elementary school putting children at risk for academic failure (Rouse et al., 2020). It is important to identify malleable factors that promote children’s academic and social-emotional outcomes. Although global ratings of teacher behaviors have been associated with positive academic and social-emotional outcomes (Hatfield et al., 2016; Hu et al., 2017), the manner in which children’s individualized classroom experiences relate to these skills is not well understood. This study explored the relationship between two sets of malleable factors (i.e., teaching and student learning approaches) and children’s academic and social-emotional outcomes at various times points during early elementary school (i.e., Grades 1, 2 and 3).

Participants were 602 children (M age=7.10; 55.4% female) and teachers (97.0% female) assessed cross-sectionally from first to third grade from a Midwestern state. Children were 57.6% White/non-Hispanic, 14.5% Hispanic and 8.3% African American. Fifty-one percent of children were eligible for free/reduced lunch. Eighty-three first grade, 50 second grade and 45 third grade teachers participated. Most teachers were White/non-Hispanic (96.9%) with a bachelor’s (48.9%) or master’s degree (48.1%).

Malleable factors (i.e., teaching and student learning approaches) were assessed using the EduSnap (Ritchie et al., 2015) observational system. Teaching approaches include scaffolding and using didactic strategies. Student learning approaches involve collaboration and metacognition. Two to four children per classroom were observed during reading and math blocks. The presence or absence of teaching and student learning approaches was coded during 20 to 60 intervals. Rates were calculated for each child across the observational period.

Teachers completed scales tapping students’ academic and social-emotional outcomes. The Learning Behaviors Scale (LBS; McDermott et al., 2001) assessed children’s attitudes towards learning, persistence, motivation, and flexibility in an academic environment. The Academic Rating Scale (ARS; ECLS-K, 1998, 2011) assessed children’s academic achievement in language/literacy, mathematics, science, and social studies. The Student-Teacher Relationship Scale (STRS; Pianta, 2001) assessed closeness and conflict in the student-teacher relationship. The Social Skills Improvement System (SSIS; Gresham & Elliott, 2008) assessed children’s social skills and challenging behaviors. See Table 5 for descriptive statistics.

Correlational analyses explored associations between student learning and teaching approaches and child outcomes at each grade. Preliminary analyses indicate that teaching and student learning approaches are related to children’s learning behaviors and social behavioral skills (see Table 6), and that these relationships vary across grades. In first grade, teaching approaches are related to both academic and social-emotional competencies, while student learning approaches are related to social-emotional competencies. However, in later elementary classrooms, teaching and student learning approaches are related to academic outcomes only. Follow-up analyses will examine the moderating effect of teacher experience and geographic setting (i.e., urban versus rural) on the relation between classroom approaches and child outcomes.

Implications of the shift to academic outcomes will be discussed. This study provides important information regarding associations between children’s individual classroom experiences and child academic and social-emotional outcomes. Understanding the relation between classroom approaches and children’s development illuminates malleable factors to focus on in early childhood to improve child outcomes.

Authors

• Courtney Boise, University of North Florida
  Presenting Author

• Susan M. Sheridan, University of Nebraska-Lincoln
  Non-Presenting Author

• Lisa L Knoche, University of Nebraska - Lincoln
  Non-Presenting Author

• Iheoma U. Iruka, University of North Carolina at Chapel Hill
  Non-Presenting Author

• Amanda Witte, University of Nebraska - Lincoln
  Non-Presenting Author

• Amanda Prokasky, University of Nebraska Medical Center (UNMC)
  Non-Presenting Author