Teaching practices in early primary school : dimensions, patterns and consequences
The present thesis tested the reliability and validity of the Early Childhood Classroom Observation Measure (ECCOM; Stipek & Byler, 2004, 2005), identified the profiles of teaching practices, i.e., teaching styles, and, finally, examined the predictive role of teaching styles in early primary students’ reading skills. Specifically, the thesis had four aims: first, to examine the psychometric properties of the ECCOM in Finnish and Estonian early primary school, i.e., grades 1 and 3; second, to identify the profiles of teaching practices, i.e., teaching styles, among Finnish and Estonian teachers by using a person-oriented approach; third, to compare the use of teaching styles between Finnish and Estonian teachers; and, finally, to investigate the predictive relationships between teaching styles and reading skills. The data stem from the First Step longitudinal study in Finland, and the Kindergarten-School Study and the Reading Study in Estonia. A total of 91 first-grade teachers and 70 third-grade teachers were observed using the ECCOM instrument. One thousand and twelve first-grade students and 958 third- grade students in the classrooms of these teachers were examined in terms of their reading skills, i.e., fluency and comprehension. A subgroup of 359 Finnish students reading skills was tested longitudinally from grade 1 to grade 3. The results of the present thesis firstly suggest that the ECCOM is a valid classroom observation tool in Finnish and Estonian early primary grades. Secondly, the thesis identified four latent profiles of teaching practices in the first grade: child-centred, teacher-directed, child- dominated, and mixture teaching style, i.e., a mixture of child-centred and teacher- directed practices. In addition, one extra profile was found in the third grade: extreme- child-centred style. Thirdly, Finnish teachers used less of the child-dominated style in grade 1 and more of the child-centred style, but less of the extreme-child-centred style in grade 3 than Estonian teachers. Finally, the child-centred style and mixture teaching style showed more beneficial influences on students’ reading skills development than other teaching styles. By contrast, the child-dominated style was found to have detrimental impacts on children’s reading skills development. The extreme-child-centred style did not, however, contribute positively to reading fluency in grade 3. Overall, the results suggest that the ECCOM is a valid and reliable measure of classroom practices in school environments outside the United States. Moreover, the use of the person- oriented approach can expand our understanding of teaching practices in important ways, and child-centred and teacher-directed practices can be used in conjunction to support children’s reading skills development in early school years. ...
PublisherUniversity of Jyväskylä
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Child-centered versus teacher-directed teaching practices: Associations with the development of academic skills in the first grade at school Lerkkanen, Marja-Kristiina; Kiuru, Noona; Pakarinen, Eija; Poikkeus, Anna-Maija; Rasku-Puttonen, Helena; Siekkinen, Martti; Nurmi, Jari-Erik (Pergamon; National Association for the Education of Young Children, 2016)This study examined the extent to which child-centered versus teacher-directed teaching practices predicted the development of children's reading and math skills in the first year of elementary school. In addition, we ...
Tang, Xin (Niilo Mäki Instituutti, 2018)Xin Tangin psykologian väitöskirja ”Teaching Practices in Early Primary School: Dimensions, Patterns and Consequences” tarkastettiin Jyväskylän yliopiston kasvatustieteiden ja psykologian tiedekunnassa 13. joulukuuta 2017. ...
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