Classrooms are Complex Host Environments
An Integrative Theoretical Measurement Model of the Pre-K to Grade 3 Classroom Ecology
Bibliographic Data
| ID | 21615773 |
|---|---|
| Authors | Laura M Justice (0000-0002-0580-0280, The Ohio State University), Hui Jiang (0000-0001-8393-8368, The Ohio State University), Jing Sun (0000-0003-0850-322X, The Ohio State University, corresponding author), T J Lin (0000-0002-4525-1001, The Ohio State University), Kelly M Purtell (0000-0002-7744-7543, The Ohio State University), Arya Ansari (0000-0001-5033-9668, The Ohio State University), Nathan Helsabeck (0000-0002-6883-9684, The Ohio State University) |
| Year | 2023 |
| Volume | 34 |
| Issue | 4 |
| Pages | 979-1009 |
| Publication date | 2023-05-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Early Education and Development (JOURNAL) |
| Journal identifiers | ISSN: 1040-9289 • E-ISSN: 1556-6935 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10409289.2022.2079321 |
| OpenAlex | W4281752594 |
| Language | EN |
| Citations received | 1 |
| References cited | 55 |
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
Biology · Mathematics education · Early Childhood Education and Development · Educational Environments and Student Outcomes · Parental Involvement in Education · Psychology · Ecology
Advanced Structural Equation Modeling
Childhood peer relationships
Peer Effects in Education
The Teacher-Child Rating Scale
Influence of the teacher-student relationship in childhood conduct problems
Classroom engagement mediates the effect of teacher–student support on elementary students' peer acceptance
Peer Effects in Preschool Classrooms
Identification of peer effects through social networks
How Large Are Teacher Effects?
Teaching practices and elementary classroom peer ecologies
Loneliness in Children
Teacher Quality and Learning Outcomes in Kindergarten
Cutoff criteria for fit indexes in covariance structure analysis
The Bioecological Model of Human Development
School-Based Peer Effects and Juvenile Behavior
Fundamental principles of network formation among preschool children
Classroom Race/Ethnic Composition, Family-School Connections, and the Transition to School
Measuring Social Status and Social Behavior with Peer and Teacher Nomination Methods
Activity settings and daily routines in preschool classrooms
Exploring the mechanism through which peer effects operate in preschool classrooms to influence language growth
Quality of language and literacy instruction in preschool classrooms serving at-risk pupils
Relevant classroom events for teachers
Teachers’ beliefs and practices related to mathematics instruction
Effects of Classroom Embeddedness and Density on the Social Status of Aggressive and Victimized Children
Can explicit teaching of knowledge improve reading attainment? An evaluation of the Core Knowledge curriculum
Adolescent peer relationships and behavior problems predict young adults’ communication on social networking websites
The Racial/Ethnic Composition of Elementary Schools and Young Children’s Academic and Socioemotional Functioning
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |