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ERIC Number: EJ1083885
Record Type: Journal
Publication Date: 2015-Nov
Pages: 21
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-0195-6744
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction
Goddard, Yvonne; Goddard, Roger; Kim, Minjung
American Journal of Education, v122 n1 p111-131 Nov 2015
The purpose of this article is to investigate the relationship between school instructional climate and students' fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed multilevel structural equation modeling to test our hypothesis. Our results confirmed that school norms for teaching practices consistent with differentiating instruction were positively and significantly associated with differences among schools in mathematics and reading achievement. The results are important for educators seeking knowledge about school characteristics and instructional practices associated with improved student achievement.
University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan