Cameron Claire E, Connor Carol McDonald, Morrison Frederick J, Jewkes Abigail M
University of Michigan, Department of Psychology, Ann Arbor, MI 48109, USA.
J Sch Psychol. 2008 Apr;46(2):173-92. doi: 10.1016/j.jsp.2007.03.002. Epub 2007 May 7.
Teacher organization is a crucial part of classroom functioning; however, its relation to student achievement has not been investigated as extensively as that of instruction. In this study, organization is defined as the amount of time teachers spend explaining the purpose and procedures of learning activities and daily routines. Data from first-grade classrooms (N=44) observed three times during the school year (fall, winter, and spring) are analyzed, along with students' (N=108) literacy skills at fall and spring. Hierarchical Linear Modeling reveals that, controlling for students' fall word reading and vocabulary skills, as well as amount of language arts instruction they receive, both amount and change in amount over time in classroom organization significantly predicts spring word reading skills. Specifically, children in classrooms observed in higher amounts of classroom time in organization at the beginning of the school year, followed by sharp decreases over the school year, demonstrated stronger letter and word reading skills by spring, and this was a main effect (p<.05). Practical and research implications are discussed.
教师组织是课堂运作的关键部分；然而，它与学生成绩的关系尚未像教学那样得到广泛研究。在本研究中，组织被定义为教师花费在解释学习活动和日常惯例的目的及程序上的时间量。分析了来自一年级教室（N = 44）在学年期间（秋季、冬季和春季）三次观察的数据，以及学生（N = 108）在秋季和春季的读写技能。分层线性模型显示，在控制学生秋季单词阅读和词汇技能以及他们接受的语言艺术教学量的情况下，课堂组织的时间量及其随时间的变化量均能显著预测春季单词阅读技能。具体而言，在学年开始时课堂组织时间量较高、随后在学年中急剧下降的班级中的儿童，到春季时表现出更强的字母和单词阅读技能，这是一个主效应（p <.05）。讨论了实际意义和研究意义。
