Classroom Learning Environment & Student Motivational Differences between Exemplary, Recognized, & Acceptable Urban Middle Level Schools

Autor/inn/en	Waxman, Hersh C.; Garcia, Andres; Read, Lisa L.
Titel	Classroom Learning Environment & Student Motivational Differences between Exemplary, Recognized, & Acceptable Urban Middle Level Schools
Quelle	In: Middle Grades Research Journal, 3 (2008) 2, S.1-21 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Educational Improvement; Middle Schools; School Safety; Educational Environment; Student Attitudes; Classroom Environment; Urban Schools; School Activities; Grade 6; Grade 7; School Effectiveness; My Class Inventory + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Middle school; Mittelschule; Mittelstufenschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Klassenklima; Unterrichtsklima; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Schuleffizienz
Abstract	One of the essential principles for improving middle grade education is to establish a safe and healthy school environment (Jackson & Davis, 2000; Price & Waxman, 2005). The overall quality of the school climate or school environment has been argued to be one of the central problems of urban schools (Waxman & Huang, 1997). Several studies, for example, have found various measures of success in middle school to be related to school climate (Goodenow & Grady, 1995; Seidman et al. 1994). The present study examines differences on students' perceptions of their classroom learning environment between urban middle level schools that were classified by the statewide assessment criteria as "exemplary," "recognized," or "acceptable." Differences between these three types of schools on students' background characteristics, attendance, out-of-school activities, and student aspirations also were examined. A random sample of about 400 sixth- and seventh-grade students from each type of school completed an adapted version of the My Class Inventory (Fraser, 1998) and background questions from the National Educational Longitudinal Survey. The results indicated that students in the exemplary school had significantly higher (p less than 0.001) perceptions for the scales of Satisfaction, Teacher Support, Cohesion, and Equity, than students in the recognized and acceptable school. Students in the exemplary and recognized school also had higher self-esteem in reading scores than students in the acceptable school. On the other hand, students in the recognized and acceptable schools had significantly higher perceptions of Friction and Difficulty than students from the exemplary school. (Contains 4 tables.) (As Provided).
Anmerkungen	Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site: http://www.isi.missouristate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10