Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading

Autor/inn/en	Padrón, Yolanda N.; Waxman, Hersh C.; Lee, Yuan-Hsuan
Titel	Classroom Learning Environment Differences between Resilient, Average, and Nonresilient Middle School Students in Reading
Quelle	In: Education and Urban Society, 46 (2014) 2, S.264-283 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124512446217
Schlagwörter	Educational Environment; Resilience (Psychology); Middle School Students; At Risk Students; Reading Achievement; Poverty; Grade 7; Grade 8; Reading Instruction; Student Attitudes; Social Justice; Urban Education; Multivariate Analysis; Measures (Individuals); Reliability; Validity; Attendance; Television Viewing; Time Management; Academic Aspiration; Self Evaluation (Individuals); Grades (Scholastic); My Class Inventory + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Leseleistung; Armut; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Leseunterricht; Schülerverhalten; Soziale Gerechtigkeit; Stadtteilbezogenes Lernen; Multivariate Analyse; Messdaten; Reliabilität; Gültigkeit; Anwesenheit; Fernsehkonsum; Zeitmanagement; Notenspiegel
Abstract	The lack of achievement of students from high-risk and high-poverty environments necessitates changes in today's middle school environments to create a caring, supportive environment where all middle school students can succeed. This study investigated the classroom learning environments of resilient, average, and nonresilient minority students in middle school reading classrooms. A total of 1,295 seventh- and eighth-grade minority students were administered an adapted version of the My Class Inventory. The results revealed that resilient students had more positive perceptions of their reading class than average and nonresilient students. On the other hand, nonresilient students perceived their reading class to be more difficult and have more friction than average and resilient students. Further research is needed in this area that examines specific ways that teachers can improve the learning environments for nonresilient students without diminishing the more supportive learning environment that currently exists for other students in their classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10