The Interplay of Classroom Context and Children's SelfRegulated Learning Behaviors on Developing Mem - PowerPoint PPT Presentation

1 / 1
About This Presentation
Title:

The Interplay of Classroom Context and Children's SelfRegulated Learning Behaviors on Developing Mem

Description:

To describe elementary-aged children's developing recall and strategy use ... Woodcock Johnson (WJ-III) (Woodcock, McGrew, & Mather, 2001) ... – PowerPoint PPT presentation

Number of Views:28
Avg rating:3.0/5.0
Slides: 2
Provided by: JG14
Category:

less

Transcript and Presenter's Notes

Title: The Interplay of Classroom Context and Children's SelfRegulated Learning Behaviors on Developing Mem


1
The Interplay of Classroom Context and Children's
Self-Regulated Learning Behaviors on Developing
Memory Skills Jennifer L. Coffman, Laura E.
McCall, Jennie K. Grammer, and Peter A.
Ornstein The University of North Carolina at
Chapel Hill
  • Results
  • Children were exposed to instructional
    activities in the classroom in 78.2, cognitive
    structuring activities in 42.6, and memory
    requests in 52.7 of intervals observed.
  • Marked variability was seen among teachers on a
    range of instructional behaviors including
    deliberate memory demands and metacognitive
    information.
  • The variability observed served as a basis for
    characterizing the mnemonic orientation of each
    teacher.
  • Sample
  • First Grade
  • 107 first graders (49 boys and 58 girls)
  • Ethnicity
  • 45 Caucasian 26 African American
  • 4 Latino 15 Asian/Pacific Islander
  • 10 Mixed Race
  • Second Grade
  • 91 second graders continuing from the first
    grade (42 boys and 49 girls)

THE CLASSROOM CONTEXT
CHILD ASSESSMENTS
LINKING MEMORY, THE CLASSROOM, AND CHILD-LEVEL
FACTORS
  • Age-related changes in the efficacy of various
    strategies for remembering have been widely
    documented (Schneider Pressley, 1997).
  • There is far less information available
    regarding individual childrens developmental
    trajectories over time or the factors that may
    influence this development (Ornstein Haden,
    2001).
  • Childrens developing strategy use has been
    linked to changing memory performance, but little
    is known about the origin of these strategies.
  • The classroom setting has been explored as one
    context that may be especially important in
    shaping childrens developing memory.

Sorting and Clustering ARC Scores as a Function
of Teacher Mnemonic Orientation
HLM Analyses
  • To explore childrens trajectories across the
    first grade, HLM models were used to analyze
    repeated measures of sorting and clustering.
  • Individual differences exist in the
    developmental trajectories of sorting and
    clustering over time, allowing for the
    examination of predictors of this variability.
  • Although there were no differences in initial
    starting point as a function of teacher group on
    sorting or clustering, the strategy scores of
    children with high-mnemonic teachers were
    significantly higher at the end of the
    first-grade year.
  • Significant variability remained even after the
    inclusion of the measure of teacher mnemonic
    orientation, suggesting the need to consider
    child-level factors such as self regulation and
    academic achievement.
  • Procedure
  • Sort-Recall Task with Organizational Training
    (Moely et al, 1992)
  • Task Administration
  • 16 line drawings (4 from each of 4 categories)
  • Baseline Trial 1 at Time 1
  • Training in Sorting and Clustering Trial 2 at
    Time 1
  • Generalizations Trial 3 at T1, and later time
    points (T2, T3, T5, T6, and T7)
  • Measures
  • The Adjusted Ratio of Clustering (ARC) Score
    (Roenker, Thompson, Brown, 1971) was used to
    measure childrens Sorting patterns during study
    and category Clustering during recall.
  • ARC Scores Range from -1 (below chance levels
    of categorical sorting or clustering) to 0
    (chance levels of sorting or clustering) to 1
    (complete categorical organization)
  • Recall The total number of items children
    recalled was tallied.
  • To describe elementary-aged childrens
    developing recall and strategy use
  • To characterize the memory-relevant context of
    early elementary school classrooms
  • To link aspects of the classroom setting to
    childrens changing levels of memory performance
  • To relate childrens developing memory skills,
    the classroom environment, and other child level
    variables

Exploring the Interplay of First-Grade Teacher
Mnemonic Orientation and Childrens
Self-Regulated Learning
  • When children were grouped according to their
    first grade teachers mnemonic orientation and
    individual ratings of self-regulated learning,
    lower-regulated students placed into a lower
    mnemonically-oriented classroom sorted less,
    whereas lower-regulated children in high-mnemonic
    classrooms sorted at levels equivalent to those
    evidenced by students rated as high in
    self-regulated learning.

ARC score
  • Sample
  • 14 first-grade teachers in 4 schools across 2
    school districts
  • Method
  • Classroom Observations (Coffman, Ornstein,
    McCall, 2003)
  • Observed teacher-led instruction in language
    arts and mathematics focusing on memory-relevant
    language
  • Two observers made coding decisions in 30 second
    intervals, alternating between the classification
    of teacher verbalizations according to a Taxonomy
    of Teacher Behaviors and a detailed contextual
    narrative
  • Based on the narrative records, each interval
    was further characterized according to the nature
    of the memory demand teachers presented
  • 120 minutes of instruction were observed in each
    classroom, for a total of 3,360 intervals across
    all teachers

THE CLASSROOM CONTEXT
Fall Fall Winter Spring
Fall Winter Baseline
Generalization __________ Grade 1 ___________
______ Grade 2 ______
Exploring the Interplay of First-Grade Teacher
Mnemonic Orientation and Childrens Academic
Achievement
  • Similar patterns were found with regard to
    WJ-III performance, such that when placed into a
    lower mnemonically-oriented classroom,
    lower-achieving students in low-mnemonic classes
    sorted less than their peers who were
    higher-achieving, placed in a high mnemonic
    classroom, or both.
  • Classification of Teachers into High and Low
    Mnemonic Orientation Groups
  • For each teacher, these percentages were
    standardized and averaged to create a composite
    score
  • Sample M 50.0 SD 7.3 Range 40.3
    64.0
  • Based on a median split, two groups of
    teachers were identified
  • High 49.6 64.0 Low 40.26 47.84

MEASURE OF TEACHER MNEMONIC ORIENTATION
ARC score
Component Codes included in the Mnemonic
Orientation Score Teacher Language
Mean (SD) Range .
Strategy Suggestions
4.9 (3.6) 0.8 - 13.8 Metacognitive
Questioning 4.9
(2.7 ) 0.8 - 9.6 Deliberate Demand
Instructional Activities 37.6
(8.3 ) 25.8 - 50.0 Deliberate Demand
Cognitive Structuring Activities 23.5 (8.1
) 10.0 - 35.4 Deliberate Demand Metacognitive
Information 5.9 (3.8 ) 1.3 - 12.1
Fall Fall Winter Spring
Fall Winter Baseline
Generalization __________ Grade 1 ___________
______ Grade 2 ______
CONCLUSIONS
  • First-grade teachers differed substantially in
    the provision of memory-relevant language, and
    this variation in mnemonic style was associated
    with differences in their students sorting and
    clustering over time.
  • An exploration of the combined impact of
    child-level variables and teacher orientation
    suggested that higher-regulated or achieving
    students displayed high levels of sorting,
    regardless of the mnemonic orientation of their
    teacher.
  • Moreover, those children who were rated as
    low-regulated (or low-achieving), but were
    enrolled in classrooms with a high mnemonic
    teacher, were indistinguishable from their
    higher-regulated (or achieving) peers.
  • However, an important difference was seen in the
    performance of lower-achieving and
    lower-regulated children, such that when placed
    into a lower mnemonically-oriented classroom,
    these students sorted less through the winter of
    their second grade year.

This material is based upon work supported by
National Science Foundation Grants 0217206 and
0519153.
Write a Comment
User Comments (0)
About PowerShow.com