ABSTRACT

Research Findings: The purpose of this study was to test a theoretical measurement model representing four proposed dimensions of the classroom ecology in pre-K to third-grade classrooms. The four proposed dimensions of Classroom Composition, Peer Network and Norms, Teacher Practices, and Student Experiences were evaluated using data collected in 182 classrooms and 2,662 students in two districts spanning rural, suburban, and urban settings. Overall, the theoretical measurement model supported the multi-dimensional nature of the classroom ecology across the early primary grades, although specific characteristics and relations within the four dimensions may vary somewhat in pre-kindergarten settings compared to kindergarten through third grade. Practice or Policy: The overarching goal is to advance research that conceptualizes the classroom ecology more broadly to reflect both the academic and peer environment. The study is important for advancing understanding of salient characteristics of the classroom ecology that may foster learning and achievement.

摘要

研究结果：本研究的目的是测试一个理论测量模型，该模型代表学前班至三年级课堂的课堂生态学的四个建议维度。使用从跨越农村、郊区和城市环境的两个地区的 182 间教室和 2,662 名学生收集的数据，对课堂构成、同伴网络和规范、教师实践和学生体验这四个建议的维度进行了评估。总体而言，理论测量模型支持小学早期课堂生态的多维性质，尽管与幼儿园到三年级相比，幼儿园前环境中四个维度的具体特征和关系可能有所不同。实践或政策：总体目标是推进更广泛地概念化课堂生态的研究，以反映学术和同伴环境。该研究对于促进对可能促进学习和成就的课堂生态显着特征的理解非常重要。