Table 20.
Classroom Behavior and Activity Effects on End‐of‐Kindergarten Child Outcomes
| Variable | n | Teacher Talk | Child Talk | Emotional Climate | Level of Instruction | Time in Centers | Time in Transition | Level of Involvement | Social Learning Interactions | Off‐Task Behaviors |
|---|---|---|---|---|---|---|---|---|---|---|
| Letter‐Word | 810 | .024 | .016 | .036 | −.005 | .056 | −.046 | .032 | .035 | −.026 |
| Spelling | 810 | .004 | .089* | −.003 | .033 | .091* | −.044 | .084* | .007 | −.088* |
| Academic Knowledge | 810 | −.016 | .054 | .064† | .029 | .075 | .029 | .023 | .088* | −.031 |
| Oral Comprehension | 810 | −.004 | −.041 | .047 | .033 | −.007 | .045 | −.022 | −.019 | .015 |
| Picture Vocabulary | 810 | −.039 | −.024 | −.008 | .051† | −.037 | .037 | −.016 | −.004 | .008 |
| Applied Problems | 810 | .019 | −.050† | .018 | .011 | −.068* | −.025 | −.008 | .016 | .034 |
| Quantitative Concepts | 810 | −.024 | .011 | .037 | −.050 | .091* | −.024 | .012 | .066 | −.012 |
| Copy Design | 810 | −.040 | .041 | .033 | .054 | .009 | −.029 | .050 | .079† | −.073† |
| Corsi Forward Span | 810 | −.038 | −.047 | −.005 | −.040 | .098* | .008 | −.058 | .013 | .021 |
| Corsi Backward Span | 810 | −.009 | −.026 | .067† | .001 | −.029 | −.069† | −.003 | .113* | −.050 |
| DCCS | 810 | .024 | −.041 | .023 | .021 | −.024 | −.002 | −.033 | .044 | −.003 |
| HTKS | 810 | .053 | .061 | −.007 | .087† | −.159* | .022 | −.108* | .087 | .024 |
| Peg Tapping | 810 | −.010 | .040 | .063 | .020 | .039 | .020 | .033 | .079 | −.049 |
| Interpersonal Skills | 811 | .023 | −.046 | .035 | −.036 | −.065 | −.033 | .017 | −.011 | .045 |
| Work‐Related Skills | 811 | .014 | −.030 | −.005 | −.067† | −.044 | −.050 | −.014 | .017 | .017 |
Note. For parsimony only effect sizes and indication of significance (from multilevel regression models that account for nesting of teachers in schools and random assignment blocks. Covariates included in the models were pretest, gender, home language (English or not), Individual Education Plan status (additional supports for children with learning difficulties), age at pretest, and interval from pretest are reported. Standardized effect sizes calculated indicated the change in a child's outcome in standard deviation units when the process variable increased by one standard deviation. Unstandardized regression coefficients and standard errors are available from the first author.
DCCS = Dimensional Change Card Sort; HTKS = Head‐Toes‐Knees‐Shoulders.
p < .05.
p < .10.