Classroom Interactions in Urban Schools A Descriptive Study€¦ · Classroom Level Variables...
Transcript of Classroom Interactions in Urban Schools A Descriptive Study€¦ · Classroom Level Variables...
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Classroom Interactions in Urban Schools:
A Descriptive Study
Steve Lee, Ph.D., University of KansasNona Tollefson, Ph.D., University of Kansas
Jackie Kibler, Ph.D., Northwest Missouri State University
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Evaluating Schools through Student Learning
Distal Variables
Proximal Variables
Student Learning
Distal Variables Proximal Variables State & District Level Home & CommunitySchool Level Student Characteristics
*Classroom Level*
(Wang et al., 1993)
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Classroom Level VariablesCurriculum and Instruction
Grouping Practices (whole, small, one-one)
Class Size (teacher-student ratio)
Classroom PracticesOrganization (classroom management)
Instruction (teacher behaviors)
Strategies (active learning, lecture, etc.)
Teacher-Student Interactions (commands, praise, etc.)
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Current ResearchProximal Variables
Classroom LevelObservational MethodologyUrban School District
Student Ethnicity:• 61% African American (A=62%, B=59%)• 25% Caucasian (A=14%, B=36%)• 12% Hispanic (A=20%, B=4%)• 3% Asian (A=5%, B=1%)• 0.7% Native American (A=0.3%, B=1%)
Free and Reduced Lunch: 51% (A=72%, B=30%)
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Research MethodsSubjects
Randomly Selected from 22 Urban Schools
252 Teachers Observed• 166 Elementary Teachers
• 47 Middle School Teachers
• 39 High School Teachers
240 Teachers Interviewed• 10 fewer elementary teachers, 2 fewer middle school teachers
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Observation Protocol (Stallings, 1977)
XXXXTeacher-Focused Interaction Frames (TFI)
XXAcademic Engaged Time
XXXXClassroom Checklist (CCL)
XPhysical Environment Form (PEF)
Cycle Four(5 min.)
Cycle Three(5 min.)
Cycle Two(5 min.)
Cycle One(5 min.)
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Teacher Interview20 Multi-Part Close-Ended Questions
Instructional Activities • class discussions, whole group instruction, etc.
Instructional Strategies• active learning, lecture, recitation, etc.
(Frequency of use: never, monthly, weekly, daily)
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Typicality of ObservationsTeachers report class observed was:
Typical 63%
Less than typically effective 20%
Better than typical 7%
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Classroom Grouping Practices
0102030405060708090
100
Per
cent
age
of
Teac
hers
Whole Small One-OneGrouping Practice
InterviewObserved
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Teacher Classroom Involvement Behaviors
0102030405060708090
100
Per
cent
age
of
Teac
hers
Directing
Participatin
g*
Observing
Not Involved*
Teacher Behaviors
Cluster ACluster B
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On-Task BehaviorTotal Average = 82%
Highest On-Task Rate:9-12th Grade Classrooms (86%)
Lowest On-Task Rate:6-8th Grade Classrooms (79%)• Cluster A = 73%• Cluster B = 85%
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Instructional Strategies
0102030405060708090
100
Per
cent
of
Teac
hers
Active L
earning*
Lecture*
Recita
tion
Group D
iscuss
ion*Sea
twork*
Individual
Instructi
on*Computer
*
Instructional Strategy
InterviewObservation
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Teacher-Initiated InteractionsContent
Most Common:Observing, Listening (24%)Instruction, Explanation (21%)Direct Question (14%)Command or Request (13%)Task-Related Comment (9%)
Least Common:Open-Ended Question (1%)Praise (2%)Acknowledgement (4%)Corrective Feedback (4%)Wait Time (4%)
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Teacher-Initiated InteractionsNature and Quality
Nature of Interactions:Academic (77%)Behavioral (4%)Procedural (18%)
Quality of Interactions:Positive (2%)Negative (0.1%)Other (98%)
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ConclusionsTypical Classrooms:
Whole group instructionTeachers directing and observing Students doing seatworkLittle group discussion, individual instruction or computer workClassrooms not positive – praise and acknowledgement lacking
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Implications Comprehensive reform vs. emphasis on best practiceUse of teacher report – reliable?Intervention planningFuture research:
Comparing to non-urban schoolsComparing observations to student achievement data