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Learning experiences vary across young children in the same classroom: evidence from the individualizing student instruction measure in the Boston Public Schools

Early Childhood Research Quarterly, ISSN: 0885-2006, Vol: 63, Page: 313-326
2023
  • 9
    Citations
  • 0
    Usage
  • 53
    Captures
  • 1
    Mentions
  • 0
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    9
    • Citation Indexes
      9
  • Captures
    53
  • Mentions
    1
    • News Mentions
      1
      • News
        1

Most Recent News

Findings from University of Michigan Reveals New Findings on Early Childhood Research (Learning Experiences Vary Across Young Children In the Same Classroom: Evidence From the Individualizing Student Instruction Measure In the Boston Public ...)

2023 MAR 16 (NewsRx) -- By a News Reporter-Staff News Editor at Education Daily Report -- Data detailed on Early Childhood Research have been presented.

Article Description

Classroom-level quality measures are widely used in early education settings but may mask important variation in learning experiences across children in the same classroom. This study investigates this possibility using detailed data from an observational measure of individual children's learning experiences – Individualizing Student Instruction (ISI). We also examine two other suggested directions for improving early childhood measurement – measuring specific content and learning formats. Our sample includes 263 prekindergarteners and 390 kindergarteners ( M  age=5.2; 51% female; 20% Asian; 20% Black; 32% Latino; 24% White; 4% Other). We found that learning experiences differed substantially across young children enrolled in the same classroom and across student subgroups, particularly for some learning content areas and learning formats. However, this variation did not consistently predict children's language, literacy, math, or executive function gains. The exception was a small relation between time off-task and math gains in both grades, though these findings are sensitive to which math measure is used. Findings underscore the need for more measurement work in early education settings, including development and validation of new instruments and rigorous psychometric studies of existing measures.

Bibliographic Details

Christina Weiland; Lillie Moffett; Paola Guerrero Rosada; Amanda Weissman; Kehui Zhang; Michelle Maier; Meghan McCormick; Jo Ann Hsueh; Catherine Snow; Jason Sachs

Elsevier BV

Social Sciences; Psychology

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