Classroom Environment, Instructional Resources, and Teaching Differences in High-Performing Kentucky Schools with Achievement Gaps.

Autor/inn/en	Meehan, Merrill L.; Cowley, Kimberly S.; Schumacher, Debbie; Hauser, Brenda; Croom, Nona D. M.
Institution	AEL, Inc., Charleston, WV.
Titel	Classroom Environment, Instructional Resources, and Teaching Differences in High-Performing Kentucky Schools with Achievement Gaps.
Quelle	(2003), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Classroom Environment; Educational Practices; Educational Quality; Elementary Secondary Education; Professional Development; Racial Differences; Relevance (Education); Social Class; Socioeconomic Status; Teacher Effectiveness; Teacher Expectations of Students; Teaching Styles; Time Management; Kentucky + Suchen Sie Ihr Suchwort? Schulleistung; Klassenklima; Unterrichtsklima; Bildungspraxis; Quality of education; Bildungsqualität; Rassenunterschied; Relevance; Relevanz; Social classes; Soziale Klasse; Socio-economic status; Sozioökonomischer Status; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lehrstil; Unterrichtsstil; Zeitmanagement
Abstract	This study examined differences at the classroom level between Kentucky schools with minimum versus large gaps in academic achievement between particular groups of students. Data were gathered via observations of 213 classrooms at 18 elementary, middle, and high schools. Although all the schools were identified as high-performing in terms of overall academic index scores, nine had minimum achievement gaps and nine had large gaps between socioeconomic or racial groups. Classroom time was used more efficiently and effectively in minimum-gap schools. Teachers in large-gap schools spent more time on administrative routines in their classrooms. Teachers in minimum-gap schools provided more minutes of instruction, more time for student-led activities, and a more appropriate pace. Textbooks and multi-racial materials were used more in minimum-gap schools. The climate in minimum-gap school classrooms was more cheerful, inviting, open, and risk-free, and had less distracting external noises and interruptions. Teachers in minimum-gap schools communicated high expectations to their students, conducted formal or informal assessments of their students, and also provided immediate and corrective feedback to students. The quality of instruction was higher in minimum-gap school classrooms, both overall and for many subscale items. Rural and small-town schools comprised seven of the nine minimum-gap schools and two of the nine large-gap schools. (Contains 29 references) (TD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC