Exploring the Contribution of Classroom Formats on Teaching Effectiveness and Achievement in Upper Elementary Classrooms

Autor/in	Baroody, Alison E.
Titel	Exploring the Contribution of Classroom Formats on Teaching Effectiveness and Achievement in Upper Elementary Classrooms
Quelle	In: School Effectiveness and School Improvement, 28 (2017) 2, S.314-335 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1298629
Schlagwörter	Teacher Effectiveness; Classroom Design; Academic Achievement; Language Arts; English Instruction; Regression (Statistics); Classroom Environment; Class Size; Gender Differences; Ethnicity; Racial Distribution; Family Income; Teacher Qualifications; Teaching Experience; Instructional Effectiveness; Predictive Validity; School Statistics; Middle Schools; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Mathematics Instruction; Statistical Analysis + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Klassenraumgestaltung; Schulleistung; Sprachkultur; English langauage lessons; Englischunterricht; Regression; Regressionsanalyse; Klassenklima; Unterrichtsklima; Klassengröße; Geschlechterkonflikt; Ethnizität; Familieneinkommen; Lehrqualifikation; Middle school; Mittelschule; Mittelstufenschule; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Mathematics lessons; Mathematikunterricht; Statistische Analyse
Abstract	This study examined the contribution of classroom format on teaching effectiveness and achievement in English language arts (ELA) and mathematics. Secondary data analyses of the Measures of Effective Teaching database included 464 US classrooms. Classrooms were defined as self-contained if a generalist teacher provided instruction on all subjects and departmentalized if a specialist teacher provided instruction on a specific subject. Beginning-of-the-year classroom-level covariates were compared. Both ELA and mathematics self-contained classrooms had larger class sizes, served more students of color, served students with lower initial achievement, and had teachers with fewer years of teaching experience but more likely to have a Master's degree. Regression models were used to determine if classroom format predicted teaching effectiveness and achievement while controlling for beginning-of-the-year classroom-level covariates. Departmentalization had a small positive association with higher teaching effectiveness ratings in ELA classes. Classroom format was not a significant predictor of achievement in ELA or math. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01