Classroom Management Strategies and Executive Function Development: A Cross-Cultural Comparison Between U.S. and Chinese Kindergarten Classrooms
Year: 2012
Type: dissertation
Study design: Observational Study
Abstract: Children's executive function (EF) skills predict their academic success, and previous research suggests that schooling experiences influence the development of these skills.This study investigated different teacher behavioral management strategies in China and the United States and their association with children's growth in 408 children in twenty-one U.S. classrooms and fourteen Chinese classrooms.Teachers' proactive and reactive management strategies were coded from videotaped observations; children's EF skills were assessed in individual sessions.Results revealed that U.S. teachers gave more directions overall than Chinese teachers and there was a moderate relation between children's skills and teachers' use of reactive strategies in Chinese classrooms.Culture was the only significant predictor of children's growth in EF throughout the school year.This study lays the groundwork for future research in this area and could be useful in finding a way to reduce problem behavior in the classroom.
Author: Wojewoda, Elise
Institution: University of Michigan
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W644893638