Policy and Complex Systems - Volume 3 Number 1 - Spring 2017
A Complexity Context to Classroom Interactions and Climate : ABM Forecasting Achievement
Liz Johnson A , Corresponding Author , Linda Lemasters B , Prasun Bhattacharyya C
This multimethod , multiphase study was developed to determine how classroom achievement could be forecasted , as well the impact of charter school reform policy on achievement gains in North Carolina . The study analyzed the relationship between classroom climate , interactions , and student achievement , through a complexity adaptive systems context . Combined qualitative , quantitative , network analysis , and agent-based modeling enabled capturing the simple , complicated , complex , and chaotic interactions in classrooms . The data were secured from eighth-grade mathematics teachers and students at four charter schools in a North Carolina urban area ( n = 300 ). A more nuanced and detailed account of the relationship between classroom climate , interactions , and charter school achievement emerged suggesting that teacher control and second-semester math grades are statistically significant . Consequently , the higher the level of control teachers exercise , the higher students score on common core achievement . The results indicate that North Carolina charter schools have served as an effective reform strategy to address the achievement gap challenge in North Carolina , with schoolspecific strategies of high teacher support , students ’ teaching students , IAP / tutoring / online supplemental program , and small classrooms . On average , all schools scored 30.9 % to 56.8 % higher on grade-level proficiency ( GLP ) than the North Carolina 2014-2015 average . The network analysis demonstrated how classrooms can be complex in varying degrees and in different ways with instructional , emotional support , and behavior management interactions that fit into network structures of teacher to one-student , teacher to whole class , whole class to teacher , and student to student or students . The predictive agent-based model ( ABM ), which was based on qualitative , quantitative and network analysis demonstrated accuracy level from 93.6 % to 100 %. The ABM captured macroclassroom and microstudent outcomes , as well as with climate changes based on interactions that either increased or reduced positive climate . This is critical because teachers have limited resources and cannot control most influences from outside the classroom . Thereby , teachers have the power to create a positive or negative climate by their verbal and nonverbal interactions . Teachers ’ interactions in the classroom have consequences that impact students ’ achievement and students ’ lives , so every interaction matters .
Keywords : agent-based model , network analysis , multi-method , charter schools , achievement gap
A
Institute for Economic Research ( IRE ), University of Lugano
B
The George Washington University
C
Prasun Bhattacharyya
28 doi : 10.18278 / jpcs . 3.1.2