Complexity Context to Classroom Interactions and Climate
Research Sample
All charter schools in the North
Carolina urban area were contacted for research recruitment ; however , only 4 schools participated . The population sample of n = 300 for the study included teachers and students from four charter schools from the same urban area in North Carolina for a total of 16 classrooms . Three schools completed the Climate Environment Scale ( CES ) survey for students and teachers in regard to their respective classrooms ( see Appendix A ). Two of the schools were randomly selected for Classroom Assessment Scoring System ( CLASS ) achievement markers observation sessions in addition to the survey administration . CLASS behavioral markers include instructional interactions , emotional supportive interactions , and behavioral management interactions ( see Appendix B .
The charter schools that participated were all nonprofits and had been in operation for 4 years or more . In each of the four schools that participated , both regular and advanced mathematics classrooms were included as part of the sample . The schools were administered varied levels of interventions and diverse achievement boosting strategies :
1 . School # 1 : Students and teachers were administered CES , CLASS observations , and research treatment intervention of pre-meeting directing teacher to implement high level of Teacher Support . CES definition of Teacher Support is the help and friendship the teacher shows toward students ; how much the teacher talks openly with students , trusts them , and is interested in their ideas (.
2 . School # 2 : Students and teachers were administered CES and CLASS observations . Exclusively gifted . High number of students teaching other students . Student seating was in table clusters with the teacher ’ s desk located in the front of the classroom off to the side during observations .
3 . School # 3 : Students and teachers were administered CES . Individual Accommodation Plan ( IAP ) for each student , tutoring , and required supplemental mathematics program online . Student and teacher seating was traditional .
4 . School # 4 : No administration of CES or CLASS . Low teacher / student ratios ; 1 to 7 ; 1 to 8 ; 1 to 10 ; 1 to 11 ; 1 to 16 . Student and teacher seating was traditional .
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