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CLASSROOM MISBEHAVIOR AS A CONTEXT FOR LEARNING DURING EARLY ELEMENTARY SCHOOL

Castle, Melissa Heatly (2011) CLASSROOM MISBEHAVIOR AS A CONTEXT FOR LEARNING DURING EARLY ELEMENTARY SCHOOL. Master's Thesis, University of Pittsburgh. (Unpublished)

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Abstract

Teachers and school administrators often point to misbehavior as a significant impediment toteaching and learning. However, there is limited research considering whether classroommisbehavior influences achievement during elementary school. The present study examined howmisbehavior in classrooms relates to children's math and reading skills from kindergartenthrough third grade. Furthermore, it considered whether differences in children's approaches tolearning (ATL) and teachers' instructional practices are pathways through which misbehavioraffects achievement. Using data from the ECLS-K (n=13,700), this study found that increases inlevels of classroom misbehavior are related to reductions in reading and math achievement, evenwhen controlling for individual children's externalizing behaviors. Children's ATL and teachers' instructional time and pedagogical approach partially explain these associations. Implications for theory, measurement, and future research are discussed.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Castle, Melissa Heatlymhc14@pitt.eduMHC14
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairVotruba, Elizabethevotruba@pitt.eduEVOTRUBA
Committee MemberBachman, Heatherhbachman@pitt.eduHBACHMAN
Committee MemberKerr, Mary Margaretmmkerr@pitt.eduMMKERR
Committee MemberCampbell, Susan B.sbcamp@pitt.eduSBCAMP
Date: 14 September 2011
Date Type: Completion
Defense Date: 14 July 2011
Approval Date: 14 September 2011
Submission Date: 11 August 2011
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: academic achievement; approaches to learning; classroom behavior; elementary school; instruction
Other ID: http://etd.library.pitt.edu/ETD/available/etd-08112011-163846/, etd-08112011-163846
Date Deposited: 10 Nov 2011 19:59
Last Modified: 15 Nov 2016 13:48
URI: http://d-scholarship.pitt.edu/id/eprint/9062

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