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ERIC Number: ED364325
Record Type: RIE
Publication Date: 1993-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Relationships between Classroom Climate, Student Characteristics, and Language Achievement in the Elementary Classroom: An Exploratory Investigation.
Nunnery, John A.; And Others
To enhance understanding of classroom climate effects on language achievement at the elementary level, this exploratory study examined cross-level interaction effects between student characteristics and student achievement. A classroom climate scale, developed for this study, was administered to 942 students in 22 schools across Tennessee. Achievement and demographic data on each student also were obtained. A hierarchical model for total reading and total language achievement was developed. Significant relationships were found among climate measures and student achievement when analyses were conducted exclusively at an individual level and when conducted through hierarchical linear modeling. Results highlight the importance of including variance in classroom climate scale scores as variables in a hierarchical model of climate effects. Findings also revealed that classrooms are most effective in producing higher overall language arts and reading achievement when students are heterogeneous in prior achievement and report high mean levels of satisfaction, low levels of alienation, and high levels of consistency. (MM)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Memphis State Univ., TN. Center for Research in Educational Policy.
Authoring Institution: N/A
Identifiers: Hierarchical Linear Modeling
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 12-16, 1993).