Session Information
09 SES 04 B, Relating Students’ Achievement to Class, School and System Level Factors
Paper Session
Contribution
In considering school disciplinary climate, the ultimate way of improving academic achievement is to provide an orderly classroom environment (Frenzel, Pekrun, & Goetz, 2007a; Jennings & Greenberg, 2009; Ma & Willms, 2004).
The strictness of classroom disciplinary climate of schools varies across countries. In some countries, school authorities try to control “undesirable” behaviors via regulating every detail of classroom behaviors (Takeya, 2000). While in others, school authorities aim at cultivating teacher and student autonomy via regulating the general responsibilities of every group of stakeholders for school life (Naker & Sekitoleko, 2009).
Meanwhile, the effects of classroom disciplinary climate of schools on students’ academic achievement vary across countries. One study (Güzel & Berberoğlu, 2005) based on PISA 2000 database shows that the effect of classroom disciplinary climate of schools on student reading achievement is positive in Japan, non-significant in Norway, and negative in Brazil. While another study based on PISA 2003 database shows that among the USA, Japan, and Korea, the explanatory power of classroom disciplinary climate of schools for school mathematics performance is the highest in Japan, followed by that in Korea, with that in the USA having the lowest explanatory power (Shin, Lee, & Kim, 2009).
The interpretation of the relation between classroom disciplinary climate of schools and student academic achievement should account for the economic, social, cultural variables (Ma & Willms, 2004; OECD, 2010; Rangvid, 2007) and the student gender variables (Frenzel, Pekrun, & Goetz, 2007b; Goh & Fraser, 1998), which affect classroom disciplinary climate and student academic achievement simultaneously.
Generally, few studies have investigated the differences in effects of classroom disciplinary climate of schools across countries (Güzel & Berberoğlu, 2005). What’s more, instead of comparing the effects of classroom disciplinary climate of schools across countries within one particular model concerning information at student, school, and country levels, which makes the controlling of these three level covariates simultaneously possible, the cross-country comparative studies conducted in this area (e.g., Shin, Lee, & Kim, 2009; Güzel & Berberoğlu, 2005) examine the effect of classroom disciplinary climate within each country separately and compare relevant findings subsequently.
In this study, the influence of classroom disciplinary climate of schools on reading achievement is examined from a cross-country comparative perspective. Hereby, the classroom disciplinary climate of schools reflects specifically the interactions between teachers and students in a school concerning the orderly implementation of teaching and learning activities within the classroom environment. The aim of this paper is to generate new insights in school effectiveness research from two aspects, that is, the explanatory power of classroom disciplinary climate of schools for reading achievement at school and country level and the between-country differences in the effects of classroom disciplinary climate of schools. Both of them are examined under two conditions, that is, with or without accounting for economic, social, and cultural variables (at student, school, and country level) and/or student gender-related variables (at student, school, and country level).
Method
Expected Outcomes
References
Frenzel, A. C., Pekrun, R., & Goetz, T. (2007a). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17, 478–493. Frenzel, A. C., Pekrun, R., & Goetz, T. (2007b). Girls and mathematics – a “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22, 497–514. Goh, S. C., & Fraser, B. J. (1998). Teacher interpersonal behavior, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research, 1, 199–229. Güzel, Ç. I., & Berberoğlu, G. (2005). An analysis of the Programme for International Student Assessment 2000 (PISA 2000) mathematical literacy data for Brazilian, Japanese and Norwegian students. Studies in Educational Evaluation, 31, 283–314. Jennings, P., & Greenberg, M. (2009). The pro-social classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525. Ma, X., & Willms, J. D. (2004). School disciplinary climate: Characteristics and effects on eight grade achievement. The Alberta Journal of Education Research, 50,169–188. Naker, D., & Sekitoleko, D. (2009). Positive Discipline: Creating a Good School Without Corporal Punishment. Retrieved from: http://www.raisingvoices.org/files/goodschool_learn_positivediscipline.pdf OECD (2010). PISA 2009 results: What makes a school successful?. Paris, France: OECD Publishing. Rangvid, B. S. (2007). School composition effects in Denmark: Quantile regression evidence from PISA 2000. Empirical Economics, 33, 359–388. Shin, J., Lee, H., & Kim, Y. (2009). Student and school factors affecting mathematics achievement: International comparisons between Korea, Japan, and the USA. School Psychology International, 30, 520–537. Takeya, K. (2000). Cultural shock: Schools in the U.S and Japan. Retrieved from http://leo.stcloudstate.edu/kaleidoscope/volume3/cultureshock.html
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