Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Educating the Whole Child: Kindergarten Mathematics Instructional Practices and Students’ Academic and Socioemotional Development


by Anna Bargagliotti, Michael A. Gottfried & Cassandra M. Guarino — 2017

Background: To date, school policies and practices have emphasized early-schooling mathematics instructional practices only as a way to boost academic achievement. However, because young children spend a large part of their formative years in classroom settings, it is important to understand not only the link between instruction and achievement but also the link between instruction and socioemotional development. Our study addressed this issue. Using a nationally representative dataset of kindergarten students, we inquired into which early mathematics instructional practices might be linked to a range of child outcomes, including both achievement and socioemotional development. We also investigated whether these associations varied across different subpopulations of students.

Population: The ECLS-K: 2011 dataset for a nationally representative sample of kindergartners in 2010–11 was used. Children were assessed in mathematics at kindergarten entry and at the end of the kindergarten year. Their socioemotional development was also rated by teachers and parents.

Research design: We used student-level multiple regression analyses with school fixed effects, a rich set of individual, family, and classroom covariates, and school cluster-adjusted standard errors to estimate the associations between kindergarten mathematics instructional practices and achievement and multiple socioemotional outcomes.

Conclusions: We found that several instructional practices were associated with multiple types of outcomes, often with different results for different types of students. Thus, an exclusive focus on achievement likely obscures the full range of influence that teaching practices have on student success. As school systems increasingly seek to foster socioemotional learning, it is important to establish a research base that considers the links between pedagogy and all facets of childhood development.



To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Educating the Whole Child: Kindergarten Mathematics Instructional Practices and Students’ Academic and Socioemotional Development
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 119 Number 8, 2017, p. 1-41
http://www.tcrecord.org ID Number: 21940, Date Accessed: 10/21/2017 1:44:30 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • Anna Bargagliotti
    Loyola Marymount University
    E-mail Author
    ANNA BARGAGLIOTTI is Associate Professor of Mathematics at the Seaver College of Science and Engineering at Loyola Marymount University.
  • Michael Gottfried
    University of California Santa Barbara
    E-mail Author
    MICHAEL A. GOTTFRIED is an assistant professor in the Gevirtz Graduate School of Education at the University of California Santa Barbara. His research interests pertain to issues including school quality and effectiveness, classroom peer effects, and STEM. Recent articles include: “School Entry Age and Children’s Socio-Behavioral Skills: Evidence from a National Longitudinal Study of U.S. Kindergarteners” (Educational Evaluation and Policy Analysis) and “Classmates with Disabilities and Students’ Non-Cognitive Outcomes” (Educational Evaluation and Policy Analysis).
  • Cassandra Guarino
    University of California at Riverside
    E-mail Author
    CASSANDRA M. GUARINO is Professor of Education and Public Policy at the University of California Riverside.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS