Classroom Climate, Rigorous Instruction and Curriculum, and Students' Interactions in Urban Middle Schools

Autor/inn/en	Matsumura, Lindsay Clare; Slater, Sharon Cadman; Crosson, Amy
Titel	Classroom Climate, Rigorous Instruction and Curriculum, and Students' Interactions in Urban Middle Schools
Quelle	In: Elementary School Journal, 108 (2008) 4, S.293-312 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/528973
Schlagwörter	Middle School Students; Student Behavior; Prosocial Behavior; Student Attitudes; Classroom Environment; Teaching Methods; Peer Relationship; Interaction; Urban Schools; School Culture; Cooperative Learning; Student Participation; Discussion (Teaching Technique); Language Arts; Mathematics Instruction; Grade 6; Grade 7; Poverty; Public Schools; Correlation; Educational Quality; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Peer-Beziehungen; Interaktion; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulkultur; Schulleben; Kooperatives Lernen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Sprachkultur; Mathematics lessons; Mathematikunterricht; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Armut; Public school; Öffentliche Schule; Korrelation; Quality of education; Bildungsqualität; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this study we investigated the relation of rigorous instructional practices and teachers' efforts to create a respectful, collaborative learning environment to students' positive behavior toward one another and to the rate and quality of students' participation in classroom discussions. Full class period (i.e., 50-minute) observations of English language arts and mathematics lessons were conducted in 34 sixth- and seventh-grade classrooms in five high-poverty, urban, public middle schools (N = 608 students, 64 observations). Raters coded each lesson for the affective qualities of the classroom environment, the rigor of curricular tasks including guidelines for student work, and the quality of teacher-student verbal exchanges. We applied multiple regression techniques to explain predictive relations between classroom climate, instructional quality, and student behavior. Results indicated that the degree of respect that teachers showed students significantly predicted students' behavior toward one another. The presence of explicit rules in the classroom for respectful, prosocial behavior also significantly predicted the number of students who participated in discussions. Further, the quality of students' participation in class discussions--that is, the degree to which they built on other students' contributions and explained and supported their responses--was predicted by teachers pressing students to explain their thinking in discussions and by the rigor of the questions posed to students in the discussion. (Contains 5 tables.) (Author).
Anmerkungen	University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.journal.uchicago.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10