ERIC Number: EJ718202
Record Type: Journal
Publication Date: 2005
Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure?
Hamre, Bridget K.; Pianta, Robert C.
Child Development, v76 n5 p949-967 Sep-Oct 2005
This study examined ways in which children's risk of school failure may be moderated by support from teachers. Participants were 910 children in a national prospective study. Children were identified as at risk at ages 5-6 years on the basis of demographic characteristics and the display of multiple functional (behavioral, attention, academic, social) problems reported by their kindergarten teachers. By the end of first grade, at-risk students placed in first-grade classrooms offering strong instructional and emotional support had achievement scores and student-teacher relationships commensurate with their low-risk peers; at-risk students placed in less supportive classrooms had lower achievement and more conflict with teachers. These findings have implications for understanding the role that classroom experience may play in pathways to positive adaptation.
Descriptors: Grade 1, Kindergarten, High Risk Students, Teacher Student Relationship, Teacher Role, Elementary School Students, Academic Failure, Student Needs, Special Needs Students, Student Adjustment, Classroom Environment
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 1
Authoring Institution: N/A
IES Cited: ED502720