Elementary teaching practices during a standardized lesson are more often teacher-directed than child-centered, with no grade differences in frequency¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers used a combination of practices but teaching was most often teacher-directed. → Mariëtte H. van Loon 2021 q2 i? Second- and fourth-grade teachers did not differ in frequency of cognitive, metacognitive, teacher-directed, or child-centered instructions. → Mariëtte H. van Loon 2021

Evidence¶

Mariëtte H. van Loon 2021¶

Mariëtte H. van Loon, et al. (2021). Connecting teachers' classroom instructions with children's metacognition and learning in elementary school. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09248-2

q2 · i? · associational · r2

Observational coding of the same 21 teachers' transcripts. A Wilcoxon signed rank test showed teaching "was most often teacher-directed" (z = −2.87, p = .004). Kolmogorov-Smirnov tests found no grade differences (e.g., cognitive strategies D = .567, p = .905).

"Although teachers used a combination of teacher-directed and child-centered instructions, a Wilcoxon signed rank test showed that teaching was most often teacher-directed, z = −2.87, p = .004."

Discussion¶

Related Claims¶

• Elementary teachers more often instruct cognitive strategies than metacognitive strategies during a standardized lesson
• Child-centered instruction positively predicts children's self-monitoring accuracy and, for second graders, restudy effectiveness — related
• Three student-centered practices were associated with lower 2nd-grade math achievement — related