Quality of Classroom Interactions and the Demographic Divide: Evidence from the Measures of Effective Teaching Study

Autor/inn/en	Osei-Twumasi, Olivia; Pinetta, Bernardette J.
Titel	Quality of Classroom Interactions and the Demographic Divide: Evidence from the Measures of Effective Teaching Study
Quelle	In: Urban Education, 58 (2023) 5, S.899-930 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Osei-Twumasi, Olivia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0042-0859
DOI	10.1177/0042085919893744
Schlagwörter	Classroom Communication; Urban Schools; Classroom Environment; Educational Quality; White Teachers; African American Students; African American Teachers; Racial Differences; Teacher Effectiveness; Teacher Student Relationship; Classroom Techniques; Teaching Methods; Predictor Variables; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Klassengespräch; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Klassenklima; Unterrichtsklima; Quality of education; Bildungsqualität; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Rassenunterschied; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Prädiktor
Abstract	Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with high densities of Black students, Black teachers receive higher scores than White teachers. This finding has important implications given the demographics of our nation's public schools and the underrepresentation of Black teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01