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ERIC Number: EJ1078740
Record Type: Journal
Publication Date: 2015
Pages: 26
Abstractor: As Provided
Reference Count: 53
ISSN: ISSN-0924-3453
The Influence of Classroom Disciplinary Climate of Schools on Reading Achievement: A Cross-Country Comparative Study
Ning, Bo; Van Damme, Jan; Van Den Noortgate, Wim; Yang, Xiangdong; Gielen, Sarah
School Effectiveness and School Improvement, v26 n4 p586-611 2015
Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly associated with better school reading performance in 53 of the 65 Programme for International Student Assessment (PISA) 2009 participant countries. The classroom disciplinary climate of schools can explain 11% of the between-school differences in reading achievement over countries. Controlling for economic, social, and cultural variables and student gender-related variables at student and school levels, the between-country differences in the effect of classroom disciplinary climate of schools shrank by three quarters. These findings can inform countries that face educational inequality issues (e.g., Argentina) and gender gap issues (e.g., Trinidad and Tobago), suggesting the possibility of tackling these issues via intervening on classroom disciplinary climate of schools.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment