School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction
School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction
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学校教学氛围和学生成绩：差异化教学群体规范的检验
DOI：
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发表时间：
2015
影响因子：
2.5
通讯作者：
Minjung Kim
中科院分区：
文献类型：
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作者：
Y. Goddard;R. Goddard;Minjung Kim
本文旨在探讨学校教学氛围与学生五年级数学和阅读成绩之间的关系，并特别强调与差异化教学相一致的实践规范。使用密西根州小学的分层随机样本数据，我们采用多层结构方程模型来检验我们的假设。我们的研究结果证实，与差异化教学相一致的学校教学实践规范与学校之间的数学和阅读成绩差异呈正相关。研究结果对教育工作者来说非常重要，他们希望了解学校的特点和与提高学生成绩有关的教学实践。
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.