The present study investigated whether eight specific classroom practices previously shown to be significantly related to children’s achievement in prekindergarten (pre-k) classrooms were also important in kindergarten classrooms. Students were assessed in math, language, literacy, and self-regulation at the end of their pre-k year (pre-test) and again at the end of their kindergarten (K) year (post-test). Daylong classroom observations using an observation tool comprised primarily of behavioral counts were conducted in 98 classrooms in the fall and spring of students’ K year. Results provide evidence that many of the classroom practices associated with children’s success in pre-k are also predictive of children’s continued academic gains in kindergarten. The strongest of these predictors were students’ engagement in sequential activities, the amount of math students experienced, and students’ involvement in learning. In addition, there was evidence that K students benefited from receiving less behavior disapproving, and interacting with teachers who displayed a more positive tone, and listened to children more. Interestingly, teachers’ level of instruction was not predictive of students’ gains, perhaps due to the fact that teachers were rarely observed using a level of instruction higher than basic skills. These practices are concrete enough to lend themselves to coaching but future research should determine whether experimentally manipulating them would lead to more positive outcomes for children.

本研究调查了以前在幼稚园（学前班）教室中被证明与儿童成绩显着相​​关的八种具体教室做法在幼儿园教室中是否也很重要。在学前班结束时（测试前）对学生进行数学，语言，读写能力和自我调节方面的评估，然后在学前班（学前班）结束时再次对学生进行评估。在学生K年的秋季和春季，在98个教室中进行了主要由行为计数组成的观察工具的全天教室观察。结果提供了证据，表明许多与孩子在学前班取得成功有关的课堂实践也预示了孩子在幼儿园的持续学习成绩。这些预测因素中最强的是学生参与顺序活动，数学学生的经历量以及学生的学习参与度。此外，有证据表明，K学生受益于减少不赞成的行为，并与表现出更积极的语气和更多听孩子的老师互动。有趣的是，教师的教学水平不能预测学生的学习成绩，这可能是由于以下事实：很少有人观察到教师使用的教学水平高于基本技能。这些做法足够具体，可以进行辅导，但未来的研究应确定是否通过实验来进行操作是否会为儿童带来更多积极的成果。并与教师互动，这些教师表现出更积极的语气，也更多地听了孩子们的话。有趣的是，教师的教学水平不能预测学生的学习成绩，这可能是由于以下事实：很少有人观察到教师使用的教学水平高于基本技能。这些做法足够具体，可以进行辅导，但未来的研究应确定是否通过实验来进行操作是否会为儿童带来更多积极的成果。并与教师互动，这些教师表现出更积极的语气，也更多地听了孩子们的话。有趣的是，教师的教学水平不能预测学生的学习成绩，这可能是由于以下事实：很少有人观察到教师使用的教学水平高于基本技能。这些做法足够具体，可以进行辅导，但未来的研究应确定是否通过实验来进行操作是否会为儿童带来更多积极的成果。