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Sökning: WFRF:(Coventry W. L.) > Estimating Classroo...

LIBRIS Formathandbok  (Information om MARC21)
FältnamnIndikatorerMetadata
00003375naa a2200385 4500
001oai:DiVA.org:liu-169247
003SwePub
008200912s2020 | |||||||||||000 ||eng|
0247 a https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-1692472 URI
0247 a https://doi.org/10.1037/edu00004182 DOI
040 a (SwePub)liu
041 a engb eng
042 9 SwePub
072 7a ref2 swepub-contenttype
072 7a art2 swepub-publicationtype
1001 a Grasby, Katrina L.u QIMR Berghofer Med Res Inst, Australia4 aut
2451 0a Estimating Classroom-Level Influences on Literacy and Numeracy: A Twin Study
264 c 2020-08
264 1b AMER PSYCHOLOGICAL ASSOC,c 2020
338 a print2 rdacarrier
500 a Funding Agencies|Australian Research Council GrantAustralian Research Council [DP150102441]; National Health and Medical Research CouncilNational Health and Medical Research Council of Australia [628911]
520 a Classroom-level influences on literacy skills in kindergarten through Grade 2, and on literacy and numeracy skills in Grades 3. 5, 7, and 9. were examined by comparing the similarity of twins who shared or did not share classrooms with each other. We analyzed two samples using structural equation modeling adapted for twin data. The first, Study 1, was of Australia-wide tests of literacy and numeracy, with 1,098; 1,080; 790, and 812 complete twin pairs contributing data for Grades 3, 5, 7, and 9, respectively. The second, Study 2, was of literacy tests from 753 twin pairs from kindergarten through Grade 2, which included a sample of United States and Australian students and was a reanalysis and extension of Byrne et al. (2010). Classroom effects were mostly nonsignificant; they accounted for only 2-3% of variance in achievement when averaged over tests and grades. Although the averaged effects may represent a lower-bound figure for classroom effects, and the design cannot detect classroom influences limited to individual students, the results are at odds with claims in public discourse of substantial classroom-level influences, which are mostly portrayed as teacher effects.
650 7a TEKNIK OCH TEKNOLOGIERx Annan teknikx Interaktionsteknik0 (SwePub)211032 hsv//swe
650 7a ENGINEERING AND TECHNOLOGYx Other Engineering and Technologiesx Interaction Technologies0 (SwePub)211032 hsv//eng
653 a classroom effects; teacher effects; twins; literacy; numeracy
7001 a Little, Callie W.u Univ New England, Australia; Univ Colorado, CO 80309 USA4 aut
7001 a Byrne, Brianu Univ New England, Australia; Univ Colorado, CO 80309 USA4 aut
7001 a Coventry, William L.u Univ New England, Australia; Univ Colorado, CO 80309 USA4 aut
7001 a Olson, Richard K.u Univ Colorado Boulder, CO USA4 aut
7001 a Larsen, Sallyu Univ Colorado, CO 80309 USA4 aut
7001 a Samuelsson, Stefanu Linköpings universitet,Pedagogik och didaktik,Utbildningsvetenskap4 aut0 (Swepub:liu)stesa26
7102 a QIMR Berghofer Med Res Inst, Australiab Univ New England, Australia; Univ Colorado, CO 80309 USA4 org
7730 t Journal of Educational Psychologyd : AMER PSYCHOLOGICAL ASSOCg 112:6, s. 1154-1166q 112:6<1154-1166x 0022-0663x 1939-2176
8564 8u https://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-169247
8564 8u https://doi.org/10.1037/edu0000418

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