Carol McDonald Connor|Mercedes Spencer|Stephanie Day|Sarah Giuliani|Sarah W. Ingebrand|Leigh McLean|Frederick J. Morrison
Capturing the complexity: Content, type, and amount of instruction and quality of the classroom learning environment synergistically predict third graders’ vocabulary and reading comprehension outcomes.
Arizona State University|Florida State University|Arizona State University|Florida State University|Arizona State University|Arizona State University|University of Michigan–Ann Arbor
examined classrooms complex systems affect students literacy learning interacting effects content amount time individual students spent literacy instruction along global quality classroomlearning environment observed 27 third grade classrooms serving 315 target students using two different observation systems first assessed instruction microlevel specifically amount time individual students spent literacy instruction defined type instruction role teacher content second assessed quality classroomlearning environment macro level focusing classroom organization teacher responsiveness support vocabulary language results revealed global quality classroom learning environment time individual students spent specific types literacy instruction covering specific content interacted predict students comprehension vocabulary gains whereas neither system alone findings support dynamic systems model individual children learn context classroom literacy instruction classroomlearning environment help improve observations systems advance research elevate teacher evaluation professional development enhance student achievement