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The relationship between classroom organizational structure and CRCT performance in the elementary school classroom.

機(jī)譯：小學(xué)教室的教室組織結(jié)構(gòu)與CRCT績(jī)效之間的關(guān)系。

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摘要

This study examined the relationship between the structural classroom environment (self-contained, team-taught, and departmentalized) and student performance on the 2014 Georgia Criterion-Referenced Competency Test (CRCT) in reading, Language Arts, mathematics, science, and social studies in grades three through five. A secondary purpose examined whether third grade CRCT reading scores could be predicted based on classroom environment for different ethnic, gender, and socioeconomic variables. Data was collected on 2,744 students enrolled in a school system in south Georgia. A MANOVA with Bonferroni's Correction showed significance in favor of a self-contained classroom in mathematics. Cohen's effect d showed effects of small practical significance. A four-factor analysis of classroom environment, ethnicity, gender, and socioeconomic status using an ANOVA showed significance when all four factors interacted. Results showed significance in most cases in favor of a self-contained classroom, although there were notable exceptions. The results indicated that poverty was a factor in every ethnic group. Cohen's effect d showed effects of small practical significance. Additional results with implications for school leaders concerning classroom environmental structure decisions are provided. Recommendations for further research are included.
機(jī)譯：這項(xiàng)研究檢查了2014年喬治亞州參考標(biāo)準(zhǔn)能力測(cè)驗(yàn)（CRCT）中的閱讀，語(yǔ)言藝術(shù)，數(shù)學(xué)，科學(xué)和社會(huì)研究的結(jié)構(gòu)性課堂環(huán)境（獨(dú)立，團(tuán)隊(duì)教學(xué)和部門化）與學(xué)生表現(xiàn)之間的關(guān)系三年級(jí)到五年級(jí)。次要目的是檢查是否可以根據(jù)課堂環(huán)境針對(duì)不同種族，性別和社會(huì)經(jīng)濟(jì)變量來(lái)預(yù)測(cè)三年級(jí)CRCT閱讀成績(jī)。收集了佐治亞州南部學(xué)校系統(tǒng)中2744名學(xué)生的數(shù)據(jù)。帶有Bonferroni校正的MANOVA顯示出了對(duì)建立一個(gè)獨(dú)立的數(shù)學(xué)課堂的重要性?？贫餍?yīng)d表現(xiàn)出很小的實(shí)際意義。使用ANOVA對(duì)教室環(huán)境，種族，性別和社會(huì)經(jīng)濟(jì)狀況進(jìn)行的四因素分析顯示，當(dāng)所有四個(gè)因素相互作用時(shí)，這具有重要意義。在大多數(shù)情況下，結(jié)果顯示出了對(duì)自成體系的教室的支持的意義，盡管有明顯的例外。結(jié)果表明，貧窮是每個(gè)族裔的一個(gè)因素?？贫餍?yīng)d表現(xiàn)出很小的實(shí)際意義。提供了有關(guān)學(xué)校領(lǐng)導(dǎo)者有關(guān)課堂環(huán)境結(jié)構(gòu)決策的其他結(jié)果。包括進(jìn)一步研究的建議。

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  • 作者

    McClendon, Thomas K.;

  • 作者單位

    University of West Georgia.;

  • 授予單位 University of West Georgia.;
  • 學(xué)科 Elementary education.;Educational leadership.
  • 學(xué)位 Ed.D.
  • 年度 2016
  • 頁(yè)碼 120 p.
  • 總頁(yè)數(shù) 120
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類 自然地理學(xué);
  • 關(guān)鍵詞

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