Classroom Effects on Children’s Achievement Trajectories in Elementary School

By Robert C. Pianta, J. Belsky, N. Vandergrift, Renate M. Houts, F. Morrison. 2008

537 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/56daf61914a333f6a84f8b0a05881ffc292b1365

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In Education

Citations in the corpus

Preschool and primary school influences on the development of children's early numeracy skills between the ages of 3 and 7 years in Germany (2013, background): “Other studies have also shown that the relationship between classroom context and cognitive progress seems to be complex (e.g., Curby, Rimm-Kaufman, & Ponitz, 2009; Pianta et al., 2008), and it might be necessary to consider additional factors like emotional support to show differential effects.”
Classroom emotional climate, student engagement, and academic achievement (2012, background): “Teachers in classrooms high in CEC also are aware of their students’ emotional and academic needs and respond to their students by choosing age-appropriate activities that both encourage self-expression and cater to their interests and points of view.”
Does math self-efficacy mediate the effect of the perceived classroom environment on standardized math test performance? (2010, background): “The authors noted that “this is especially interesting because math is perhaps not a subject where teacher–student relations are as much a focus” (Pianta et al., 2008, p. 389).”
Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, result): “This finding is largely inconsistent with prior research (e.g., BrophyHerb et al., 2007; Hamre & Pianta, 2005; Pianta et al., 2008), but may be due in part to the small sample size at the classroom level (N 35).”
The Effects of Teacher Qualification, Teacher Self-Efficacy, and Classroom Practices on Fifth Graders' Literacy Outcomes (2012, methodology): “With respect to reliability of COS-5, Pianta et al. (2008) examined the stability of the observations across days/different children and test-rest reliability.”
Attachment in the Classroom (2009, background): “In a study of several hundred first to fifth graders, emotionally warm, sensitive teachers had students with greater growth in math and reading ability (Pianta et al. 2008).”
Impacts of the CARE for Teachers Program on Teachers’ Social and Emotional Competence and Classroom Interactions (2017, methodology): “Observations of the overall quality of interactions between teachers and students were conducted by trained, independent observers in the classroom in both the fall (preintervention) and spring of the school year using CLASS (Pianta et al., 2008).”
The Test Matters (2014, background): “Indeed, the growing body of literature about the ways in which these different measures correspond to each other provides mixed, and ultimately inconclusive, findings (Hill, Kapitula, & Umland, 2011; Kane & Staiger, 2012; Pianta et al., 2008).”