The relationship between kindergarten classroom environment and children's engagement

References

• Alexander, K. L., D. R. Entwisle, and S. L. Dauber. 1993. “First Grade Classroom Behavior: Its Short- and Long-Term Consequences for School Performance.” Child Development 64: 801–814. doi: 10.2307/1131219
   PubMed Web of Science ®Google Scholar
• Bilbrey, C., Vorhaus, B., Farran, D. C., and Shufelt, S. 2007. Teacher Observation in Prekindergarten Classrooms. Unpublished manuscript. Nashville, TN: Vanderbilt University.
   Google Scholar
• Bransford, J., A. Brown, R. Cocking, M. S. Donovan, and J. W. Pellegrino, eds. 2000. How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
   Google Scholar
• Brophy, J., and T. L. Good. 1986. “Teacher Behavior and Student Achievement.” In Handbook of Research on Teaching, edited by M. C. Wittrock, 3rd ed., 328–375. New York: Macmillan.
   Google Scholar
• Crosnoe, R., F. Morrison, M. Burchinal, R. Pianta, D. Keating, S. L. Friedman, K. A. Clarke-Stewart, and The Eunice Kennedy Shriver National Institute of Child Health and Human Development Early Child Care Research Network. 2010. “Instruction, Teacher-Student Relations, and Math Achievement Trajectories in Elementary School.” Journal of Educational Psychology 102: 407–417. doi: 10.1037/a0017762
   PubMed Web of Science ®Google Scholar
• Curby, T. W., S. E. Rimm-Kaufman, and C. C. Ponitz. 2009. “Teacher-child Interactions and Children's Achievement Trajectories Across Kindergarten and First-grade.” Journal of Educational Psychology 101: 912–925. doi: 10.1037/a0016647
   Web of Science ®Google Scholar
• De Kruif, R. E. L., R. A. McWilliam, S. M. Ridley, and M. B. Wakely. 2000. “Classification of Teacher Interaction Behaviors in Early Childhood Classrooms.” Early Childhood Research Quarterly 15: 247–268. doi: 10.1016/S0885-2006(00)00051-X
   Web of Science ®Google Scholar
• DiPerna, J. C., R. J. Volpe, and S. N. Elliott. 2005. “A Model of Academic Enablers and Mathematics Achievement in the Elementary Grades.” Journal of School Psychology 43: 379–392. doi: 10.1016/j.jsp.2005.09.002
   Web of Science ®Google Scholar
• Downer, J. T., S. E. Rimm-Kaufman, and R. C. Pianta. 2007. “How do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning?” School Psychology Review 36: 413–432.
   Web of Science ®Google Scholar
• Farran, D. C. 2003. Narrative Record of Preschool Classroom Observations. Unpublished manuscript. Nashville, TN: Vanderbilt University.
   Google Scholar
• Fredricks, J. A., P. C. Blumenfeld, and A. H. Paris. 2004. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research 74: 59–109. doi: 10.3102/00346543074001059
   Web of Science ®Google Scholar
• Gersten, R., C. Darch, and M. Gleason. 1988. “Effectiveness of a Direct Instruction Academic Kindergarten for Low-income Students.” The Elementary School Journal 89: 226–240. doi: 10.1086/461575
   Google Scholar
• Hamre, B. K., and R. C. Pianta. 2007. “Learning Opportunities in Preschool and Early Elementary Classrooms.” In School Readiness and the Transition to Kindergarten, edited by R. Pianta, M. Cox, and K. Snow, 49–84. Baltimore: Paul H. Brookes.
   Google Scholar
• Hamre, B. K., R. C. Pianta, A. Mashburn, and A. Downer. 2007. Building a Science of Classrooms: Application of the CLASS Framework in over 4,000 U. S. Early Childhood and Elementary Classrooms. Charlottesville, VA: University of Virginia. Accessed 7 June 2010. http://www.icpsr.umich.edu/files/PREK3RD/resources/pdf/BuildingAScienceOfClassroomsPiantaHamre.pdf
   Google Scholar
• Huffman, L. R., and P. W. Speer. 2000. “Academic Performance Among At-risk Children: The Role of Developmentally Appropriate Practices.” Early Childhood Research Quarterly 15: 167–184. doi: 10.1016/S0885-2006(00)00048-X
   Web of Science ®Google Scholar
• Hughes, J. N., and O. Kwok. 2007. “Influence of Student-teacher and Parent-teacher Relationships on Lower Achieving Readers’ Engagement and Achievement in the Primary Grades.” Journal of Educational Psychology 99: 39–51. doi: 10.1037/0022-0663.99.1.39
   PubMed Web of Science ®Google Scholar
• Ladd, G. W., S. H. Birch, and E. S. Buhs. 1999. “Children's Social and Scholastic Lives in Kindergarten: Related Spheres of Influence?” Child Development 70: 1373–1400. doi: 10.1111/1467-8624.00101
   PubMed Web of Science ®Google Scholar
• Ladd, G. W., and L. M. Dinella. 2009. “Continuity and Change in Early School Engagement: Predictive of Children's Achievement Trajectories from First to Eight Grade?” Journal of Educational Psychology 101: 190–206. doi: 10.1037/a0013153
   PubMed Web of Science ®Google Scholar
• La Paro, K. M., R. C. Pianta, and M. Stuhlman. 2004. “The Classroom Assessment Scoring System: Findings from the Prekindergarten Year.” The Elementary School Journal 104: 409–426. doi: 10.1086/499760
   Web of Science ®Google Scholar
• Maxwell, K. L., R. A. McWilliam, M. L. Hemmeter, M. J. Ault, and J. W. Schuster. 2001. “Predictors of Developmentally Appropriate Classroom Practices in Kindergarten Through Third Grade.” Early Childhood Research Quarterly 16: 431–52. doi: 10.1016/S0885-2006(01)00118-1
   Web of Science ®Google Scholar
• McCormick, L., M. J. Noonan, and R. Heck. 1998. “Variables Affecting Engagement in Inclusive Preschool Classrooms.” Journal of Early Intervention 21: 160–176. doi: 10.1177/105381519802100208
   Web of Science ®Google Scholar
• McGarity, J. R., and D. P. Butts. 1984. “The Relationship Among Teacher Classroom Management Behavior, Student Engagement, and Student Achievement of Middle and High School Science Students of Varying Aptitude.” Journal of Research in Science Teaching 21: 55–61. doi: 10.1002/tea.3660210107
   Web of Science ®Google Scholar
• McWilliam, R. A., C. M. Trivette, and C. J. Dunst. 1985. “Behaviour Engagement as a Measure of the Efficacy of Early Intervention.” Analysis and Intervention in Developmental Disabilities 5: 59–71. doi: 10.1016/S0270-4684(85)80006-9
   Web of Science ®Google Scholar
• Morrison, F. J., and C. M. Connor. 2002. “Understanding Schooling Effects on Early Literacy: A Working Research Strategy.” Journal of School Psychology 40: 493–500. doi: 10.1016/S0022-4405(02)00127-9
   Web of Science ®Google Scholar
• National Association for the Education of Young Children. 2009. Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8. [Position statement]. Washington, DC: NAEYC.
   Google Scholar
• National Institute of Child Health and Human Development Early Child Care Research Network. 2002. “The Relation of Global First Grade Classroom Environment to Structural Classroom Features, Teacher, and Student Behaviours.” Elementary School Journal 102: 367–387. doi: 10.1086/499709
   Web of Science ®Google Scholar
• NICHD ECCRN. 2005. “A Day in Third Grade: Classroom Quality, Teacher, and Student Behaviors.” Elementary School Journal 105: 305–323. doi: 10.1086/428746
   Web of Science ®Google Scholar
• Pakarinen, E., N. Kiuru, M. Lerkkanen, A. Poikkeus, T. Ahonen, and J. Nurmi. 2011. “Instructional Support Predicts Children's Task Avoidance in Kindergarten.” Early Childhood Research Quarterly 26: 376–386. doi: 10.1016/j.ecresq.2010.11.003
   Web of Science ®Google Scholar
• Perry, K. E., K. M. Donohue, and R. S. Weinstein. 2007. “Teaching Practices and the Promotion of Achievement and Adjustment in First Grade.” Journal of School Psychology 45: 269–292. doi: 10.1016/j.jsp.2007.02.005
   Web of Science ®Google Scholar
• Pianta, R. C., K. M. La Paro, and B. K. Hamre. 2005. Classroom Assessment Scoring System (CLASS). Manual: Preschool (Pre-K) version. Charlottesville: Centre for Advanced Study of Teaching and Learning.
   Google Scholar
• Pianta, R. C., K. M. La Paro, C. Payne, M. Cox, and R. Bradley. 2002. “The Relation of Kindergarten Classroom Environment to Teacher, Family, and School Characteristics and Child Outcomes.” Elementary School Journal 102: 225–238. doi: 10.1086/499701
   Web of Science ®Google Scholar
• Raspa, M. J., R. A. McWilliam, and S. M. Ridley. 2001. “Child Care Quality and Children's Engagement.” Early Education & Development 12: 209–224. doi: 10.1207/s15566935eed1202_3
   Google Scholar
• Ridley, S. M., R. A. McWilliam, and C. S. Oates. 2000. “Observed Engagement as an Indicator of Child Care Program Quality.” Early Education and Development 11: 133–146. doi: 10.1207/s15566935eed1102_1
   Google Scholar
• Stallings, J. 1974. “Implementation and Child Effects of Teaching Practices in Follow Through Classrooms.” Monographs of the Society for Research in Child Development 40: 7–8 (serial number 163).
   Google Scholar
• Stipek, D., D. Daniels, D. Galluzzo, and S. Milburn. 1992. “Characterizing Early Childhood Education Programs for Poor and Middle-class Children.” Early Childhood Research Quarterly 7: 1–19. doi: 10.1016/0885-2006(92)90015-Q
   Google Scholar
• Stipek, D., R. Feiler, D. Daniels, and S. Milburn. 1995. “Effects of Different Instructional Approaches on Young Children's Achievement and Motivation.” Child Development 66: 209–223. doi: 10.2307/1131201
   Web of Science ®Google Scholar
• Stipek, D., and R. H. Ryan. 1997. “Economically Disadvantaged Preschoolers: Ready to Learn but Further to Go.” Developmental Psychology 33: 711–723.
   Google Scholar
• Varol, F. 2012. “What They Believe and What They Do.” European Early Childhood Education Research Journal 0: 1–12.
   Google Scholar