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Cited by 169Early Childhood Education and DevelopmentEducational Environments and Student OutcomesTeacher Education and Leadership Studies

The first days of school in the classrooms of two more effective and four less effective primary-grades teachers

Bohn, Catherine M., Roehrig, Alysia D., Pressley, Michael·2004·The Elementary School Journal
DOI 10.1086/499753
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Abstract

We observed 6 primary-grades teachers in public and private schools in this study. Based on mid-year observations, 2 of these teachers were much more effective compared to the other 4 in producing greater student engagement and literacy progress, as determined by video and observation data of multiple content areas and as rated by the Classroom AIMS instrument. These 2 more effective teachers began the school year differently than the other teachers, again documented through observation of their teaching. Consistent with previous studies, the 2 more effective teachers did more to establish routines and procedures at the beginning of the year. In addition, compared to the less effective teachers, on the first days of school the more effective teachers offered more engaging activities, more enthusiastically introduced reading and writing, indicated higher expectations, praised specific accomplishments of students, pointed out when specific students were behaving in a praiseworthy fashion, and encouraged student self-regulation. In short, the first days of school were very different in the classes taught by the more effective teachers from those taught by the less effective teachers.

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Crossref · 10.1086/499753

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Authors
Bohn, C. M., Roehrig, A. D., & Pressley, M.
Affiliations
  • University of Minnesota (US)
  • Florida State University (US)
  • Michigan State University (US)
ORCID
Roehrig, Alysia D.
Venue
The Elementary School Journal
Publisher
University of Chicago Press
Published
2004-03
Volume
104
Issue
4
Pages
269-287
ISSN
  • 0013-5984 (ISSN-L)
  • 1554-8279
DOI
10.1086/499753
OpenAlex
W2012152559
Cited by
169
References
26
Citations by year
2026: 2 · 2025: 3 · 2024: 4 · 2023: 3 · 2022: 10 · 2021: 2 · 2020: 9 · 2019: 11 · 2018: 5 · 2017: 8 · 2016: 7 · 2015: 10 · 2014: 7 · 2013: 20 · 2012: 10
FWCI
30.94
Type
journal article
Language
en
Open access
closed
Locations
The Elementary School Journal (publishedVersion)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Educational Environments and Student Outcomes
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
teacher effectiveness, primary school teachers, classroom routines, student engagement, student self-regulation, teacher expectations, praise, beginning of the school year

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