The DOI matches its Crossref record; 70 of the 70 references it cites were found in a registry or an index.
Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade.
Abstract
This study examined the extent to which the quality of teacher-child interactions and children's achievement levels at kindergarten entry were associated with children's achievement trajectories. Rural students (n = 147) were enrolled in a longitudinal study from kindergarten through first grade. Growth trajectories (initial level and slope) were modeled with hierarchical linear modeling for 3 areas of achievement: word reading, phonological awareness, and mathematics. Cross-classified analyses examined the extent to which quality of teacher-child interactions and children's starting level predicted achievement growth rates over 2 years, and they also accounted for the changing nesting structure of the data. Results indicated that achievement at kindergarten entry predicted children's growth for all 3 outcomes. Further, first-grade teachers' strong emotional support related to greater growth in students' phonological awareness. Emotional and instructional support in first grade moderated the relationship between initial achievement and growth in word reading. Kindergarten classroom organization moderated the relationship between initial achievement and growth in mathematics. The implications of schooling for early growth trajectories are discussed.
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Cites
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Cited by
Fine motor skills and executive function both contribute to kindergarten achievement.
Cameron, C. E., Brock, L. L., Murrah, W. M., Bell, L. H., Worzalla, S. L., Grissmer, D., & Morrison, F. J. (2012) · Child Development · doi:10.1111/j.1467-8624.2012.01768.x · Cited by 520
Portilla, X. A., Ballard, P. J., Adler, N. E., Boyce, W. T., & Obradović, J. (2014) · Child Development · doi:10.1111/cdev.12259 · Cited by 180
Measuring Effective Teacher-Student Interactions From a Student Perspective: A Multi-Level Analysis
Downer, J. T., Stuhlman, M., Schweig, J., Martínez, J. F., & Ruzek, E. (2015) · The Journal of Early Adolescence · doi:10.1177/0272431614564059 · Cited by 111
McBee, M. (2010) · Gifted Child Quarterly · doi:10.1177/0016986210377927 · Cited by 90
Crosnoe, R., & Benner, A. D. (2015) · Handbook of Child Psychology and Developmental Science · doi:10.1002/9781118963418.childpsy407 · Cited by 73
Metadata
- Authors
- Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C.
- Venue
- Journal of Educational Psychology
- Published
- 2009-11
- Volume
- 101
- Issue
- 4
- Pages
- 912-925
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2006493704
- Cited by
- 296
- References
- 70
- FWCI
- 42.25
- Type
- journal article
- Language
- en
- Open access
- closed
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- Curby, T. W., Rimm-Kaufman, S. E., & Ponitz, C. C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of Educational Psychology. https://doi.org/10.1037/a0016647
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
