Policy and Complex Systems
mixed-methods approaches inclusive of complexity methodologies , which can add to education research in novel ways ( Miles & Huberman , 1994 ). Classrooms are complex and dynamic adaptive systems , whereby interactions give rise to the aggregate system level of classroom achievement score outcomes . “ The nature of the ever-changing interactions among the constituent parts ” are linked to classroom climate , as well as climate ’ s being linked back to the student and teacher agents ( Hadžikadić et al ., 2013 , p . 11 ). The increased understanding of the nature , magnitude , and nuances of the inherent complexity in classroom networks , as in this research , can provide educators with accurate predictions of average classroom mathematics achievement scores and provide timely feedback to improve classroom-level learning environments and , in turn , improve achievement scores ( Johnson , 2016 ). Early educational complexivist theorists Davis and Sumara recognized that education , in the context of complexity , is not about preparing for the future but is about “ participating in the creation of possible futures ” ( Davis & Sumara , 2008 , p . 43 ).
Research Problem
Researchers have yet to develop
timely and effective tools to predict classroom achievement . Additionally , North Carolina ’ s charter school movement , as a reform , has faced controversy over the great divide in relation to the hype and effectiveness about charter schools . In the opinion of some , the North Carolina Republican-dominated legislature has enacted a war on public education , with charter schools as a means to further weaken the public education system
( Strauss , 2015 ). For example , the limit on charter school start-ups has been overturned and oversight has been weakened ( Strauss , 2015 ). Concerning is the fact that there has been scant research on charter schools in North Carolina to substantiate claims about accountability , oversight , positive outcomes for students , and effect of charter schools on public schools . The often cited research is from Bifulco and Ladd ( 2006 ). They claimed that achievement gains in charter schools were less than gains in traditional school districts . Some researchers have considered this study to be flawed and outdated ( Stoops , 2010 ).
Research Questions
1 . What are teacher and student interaction patterns in charter school classrooms and how do they impact student achievement ? Interaction patterns were based on data from the Classroom Environment Scale ( CES ) ( see Appendix A ) survey administered to both teachers and students and from Classroom Assessment Scoring Systems ( CLASS ) ( see Appendix B ) standardized interaction observations . The 2015 North Carolina Common Core end-of-grade mathematics achievement test was used to measure student achievement .
2 . How do the experiences of students and teachers in the classroom climate or environment in charter schools impact prediction of student achievement ? Student and teacher experiences were based on data from the CES survey administered to both teachers and students and from CLASS standardized interaction observations .
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