The Interaction of School Organization and Classroom Dynamics: Factors Impacting Student Achievement

Autor/inn/en	Ratcliff, Nancy J.; Pritchard, Nicholas A.; Knight, Caroline W.; Costner, Richard H.; Jones, Cathy R.; Hunt, Gilbert H.
Titel	The Interaction of School Organization and Classroom Dynamics: Factors Impacting Student Achievement
Quelle	In: Journal of Research in Education, 24 (2014) 2, S.3-17 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	School Organization; Classroom Environment; Academic Achievement; Scores; Standardized Tests; Block Scheduling; Time Factors (Learning); Time on Task; Behavior Problems; Student Behavior; High School Students; Statistical Analysis; High Schools; Teacher Student Relationship; Secondary School Teachers; Questioning Techniques; Teaching Methods; Observation; Multivariate Analysis + Suchen Sie Ihr Suchwort? School organisation; Schulorganisation; Klassenklima; Unterrichtsklima; Schulleistung; Standadised tests; Standardisierter Test; Block teaching; Blockunterricht; Stundentafel; Zeitaufwand; Student behaviour; Schülerverhalten; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Statistische Analyse; Teacher student relationships; Lehrer-Schüler-Beziehung; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Multivariate Analyse
Abstract	Research was conducted to determine what impact school organization and classroom dynamics had on student achievement. Results from standardized benchmark tests found no significant differences in scores across all schools and content areas; yet, end of course standardized measures indicated that students in sites employing block scheduling performed significantly lower in all content areas than did their counterparts in traditional settings. Findings suggested that the significant differences in student scores might be due to a dramatic loss of instructional time that was consistently observed in block classes during the last 18 minutes of the instructional period. This loss of instructional time was characterized by a dramatic increase in student behavior problems and student time-off-task. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01