Classroom Process Differences in Inner-City Elementary Schools  

Oleh:

Weinstein, Thomas ; Anderson, Lascelle ; Waxman, Hersholt C. ; Huang, Shwu-Yong L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: JER: Journal of Educational Research, The vol. 91 no. 01 (Sep. 1997), page 49-59.

Ketersediaan

Perpustakaan PKPM Nomor Panggil: J6 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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ABSTRACT Prior school effectiveness research was extended in this study by an examination of classroom processes in urban elementary schools that have been identified as effective/efficient (E/E) and ineffective/inefficient (L'I), based ,on both data envelopment analyses (DEA) (Anderson & Walberg, 1994) and multiple-regression analyses. Achievement test scores and school demographic data were used initially to determine the efficiency and effectiveness ratings of 167 elementary schools from a large urban school district in the south central region of the United States. Four schools were randomly selected from the population of III schools. Systematic classroom observation and classroom learning environment measures were collected from each of these schools. The results indicated several classroom process differences between these E/E and I/I urban schools. In the I/I schools, for example, students were observed interacting with their teacher only about 47 % of the time and there were no classroom interactions over 40% of the time. In the E/E schools, students were observed interacting with their teachers about 70% of the time, and there were no interactions only about 21 % of the time.

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