Effects of variation in teacher organization on classroom functioning

By Claire E. Cameron, Carol McDonald Connor, F. Morrison. 2005

183 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d49fd33b5c1c99bda7f6f88b5d37ea99f0d8fda2

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In Education

Citations in the corpus

Shared Book Reading and Head Start Preschoolers' Vocabulary Learning: The Role of Book-Related Discussion and Curricular Connections (2012, background): “In light of previous research on this kind of language (Cameron, Connor, & Morrison, 2005 ).”
Child engagement in the transition to school: Contributions of self-regulation, teacher–child relationships and classroom climate (2015, background): “Well-managed classrooms can also support children's internal management of their own behavior by setting up consistent routines and well-organized tasks (Cameron et al., 2005).”
The ISI Classroom Observation System: Examining the Literacy Instruction Provided to Individual Students (2009, background): “Our research shows that such activities, when considered more globally at the classroom level, have generally positive associations with students’ reading skill gains (Cameron et al., 2005; Cameron, Connor, Morrison, & Jewkes, 2008; Connor, Cameron, et al., 2008).”
Early Adjustment, Gender Differences, and Classroom Organizational Climate in First Grade (2009, background): “For example, organizational strategies contributed more strongly to outcomes for children at risk because of low vocabulary or behavioral skills, relative to their peers (Brock & RimmKaufman, 2009; Cameron et al., 2005).”
Understanding the Fourth-Grade Slump: Our Point of View (2008, background): “Regrettably, substantial time is wasted each day on nonacademic activities ( Cameron, McDonald-Connor, and Morrison 2005 ).”
The Relations of Observed Pre-K Classroom Quality Profiles to Children's Achievement and Social Competence (2009, background): “Organized classrooms are also productive in that transitions and disruptions are minimized ( Arlin, 1979 ; Cameron, Connor, & Morrison, 2005 ).”
Teacher Education, Book-Reading Practices, and Children's Language Growth Across One Year of Head Start (2009, background): “The emerging literature on teachers’ behavior-focused utterances and children’s outcomes (Cameron et al., 2005; Cameron, McClelland, et al., 2008), including language skills (Cameron, Connor, et al.”
Keeping Their Attention: Classroom Practices Associated with Behavioral Engagement in First Grade Mathematics Classes in China and the United States. (2009, background): “…for effective classroom functioning by helping students become behaviorally engaged and regulate their own actions (Bohn, Roehrig, & Pressley, 2004; Brophy, 1985; Brophy & Good, 1986; Cameron et al., 2005; Evertson, Emmer, Sanford, & Clements, 1983; Pressley et al., 2001; Sanford & Evertson, 1983).”
A Validation of the Classroom Assessment Scoring System in Finnish Kindergartens (2010, background): “Classroom organization is defined as how teachers provide routines and management in the classroom ( Emmer & Stough, 2001 ) and how they manage time and activities to promote children's engagement in productive learning ( Cameron, Connor, & Morrison, 2005 ; Cameron, Connor, Morrison, & Jewkes, 2008”
Classroom Effects on Children’s Achievement Trajectories in Elementary School (2008, background): “…Wardrop, Hastings, & Linn, 1993); stimulation of conceptual thinking, language, and analysis; providing instructional activities that have relevance and meaning for students; and intense, focused implementation of curricula (Bransford et al., 1999; Cameron et al., 2005; Hamre & Pianta, 2005).”