May 7th, 2015 by Erin Mason
Early education research does not support ideal thresholds of time for exposure to content and activities in classrooms. However, research does suggest that increased exposure to certain activity settings, content areas, and learning and teaching approaches increase academic achievement and provide better school experiences for young learners. For example, research suggests small group settings contribute to academic development (Fien et al, 2011; Connor, Morrison, & Slominski, 2006); effective classroom management (Logue, 2006); and teacher-child interactions such as increased comments and questions per child (Phillips and Twardosz, 2003). Frequency of exposure to learning opportunities lead to gains in academic achievement (Palardy & Rumberger,; Connor, Morrison, & Slominski, 2006; Lavy; Downer & Pianta). Additionally, a classroom emphasis on oral language development has been identified as one of the premier instructional strategies for ensuring the success of children, especially those in low socioeconomic communities (Mason & Gallaway, 2012). Often children come to school with strong oral language but their development is interrupted, rather than promoted, by an overabundance of teacher dominance. EduSnap helps users identify how classroom practice contributes to how students experience the classroom and what those experiences mean for academic and social achievement and guides users to initiate changes in classroom practice.