Low early skill children received more basic skills instruction and experienced more teacher conflict than their more skilled peers¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Children in the low early skill group received more basic skills instruction and tended to be less close to and more conflicted with their teachers. → Crosnoe 2010

Evidence¶

Crosnoe 2010¶

Crosnoe, R., Morrison, F., Burchinal, M., Pianta, R., Keating, D., Friedman, S. L., Clarke-Stewart, K. A., & the NICHD Early Child Care Research Network. (2010). Instruction, Teacher–Student Relations, and Math Achievement Trajectories in Elementary School. Journal of Educational Psychology. https://doi.org/10.1037/a0017762

q3 · i? · associational · r2

Descriptive comparison of the three 54-month skill groups (Table 1; low n = 71, average n = 396, high n = 120) on classroom and teacher–student variables. Group differences were tested with F tests; no effect sizes printed.

"children in the low early skill group received more basic skills instruction in their third-and fifth-grade classrooms than children in the other two skill groups. They also tended to be less close to their teachers and to experience more conflict with them."

Discussion¶

Related Claims¶

• Low early skill children in high-inference classrooms with low teacher–student conflict showed higher math achievement and faster gains than low-skill peers in low-inference or high-conflict classrooms — related
• Inference-based instruction and teacher–student conflict were more strongly associated with math achievement and growth for children with low early math skills (a three-way interaction in observational data) — related