Show simple item record

dc.contributor.authorTang, Xin
dc.contributor.authorKikas, Eve
dc.contributor.authorPakarinen, Eija
dc.contributor.authorLerkkanen, Marja-Kristiina
dc.contributor.authorMuotka, Joona
dc.contributor.authorNurmi, Jari-Erik
dc.date.accessioned2017-02-28T07:26:48Z
dc.date.available2020-02-23T22:35:33Z
dc.date.issued2017
dc.identifier.citationTang, X., Kikas, E., Pakarinen, E., Lerkkanen, M.-K., Muotka, J., & Nurmi, J.-E. (2017). Profiles of teaching practices and reading skills at the first and third grade in Finland and Estonia. <i>Teaching and Teacher Education</i>, <i>64</i>, 150-161. <a href="https://doi.org/10.1016/j.tate.2017.01.020" target="_blank">https://doi.org/10.1016/j.tate.2017.01.020</a>
dc.identifier.otherCONVID_26570693
dc.identifier.otherTUTKAID_73105
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/53126
dc.description.abstractThe Early Childhood Classroom Observation Measure was used to observe 91 first-grade and 70 third-grade teachers in Estonia and Finland. Using a person-oriented approach, four profiles of teaching practices were identified in grade 1: the child-centred style, teacher-directed style, child-dominated style and a mixture of the child-centred and teacher-directed styles. An additional profile, the extreme-child-centred style, was found in grade 3. Children taught by child-centred teachers showed the highest reading skills, whereas children taught by child-dominated teachers showed the lowest skills. More Estonian than Finnish teachers applied the child-dominated style in grade 1 and the extreme-child-centred style in grade 3.
dc.language.isoeng
dc.publisherPergamon Press
dc.relation.ispartofseriesTeaching and Teacher Education
dc.subject.otherchild-centred practices
dc.subject.otherteacher-directed practices
dc.subject.otherchild-dominated practices
dc.subject.otherreading skills
dc.subject.otherprimary school
dc.titleProfiles of teaching practices and reading skills at the first and third grade in Finland and Estonia
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201702271531
dc.contributor.laitosOpettajankoulutuslaitosfi
dc.contributor.laitosPsykologian laitosfi
dc.contributor.laitosDepartment of Teacher Educationen
dc.contributor.laitosDepartment of Psychologyen
dc.contributor.oppiaineKasvatuspsykologiafi
dc.contributor.oppiaineKasvatustiedefi
dc.contributor.oppiainePsykologiafi
dc.contributor.oppiaineKasvatuspsykologiaen
dc.contributor.oppiaineEducationen
dc.contributor.oppiainePsychologyen
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2017-02-27T10:15:11Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange150-161
dc.relation.issn0742-051X
dc.relation.numberinseries0
dc.relation.volume64
dc.type.versionacceptedVersion
dc.rights.copyright© 2017 Elsevier Ltd. This is a final draft version of an article whose final and definitive form has been published by Elsevier. Published in this repository with the kind permission of the publisher.
dc.rights.accesslevelopenAccessfi
dc.relation.doi10.1016/j.tate.2017.01.020


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record