Complexity Context to Classroom Interactions and Climate
have been unsuccessful in solving the gap problem . Consequently , it is imperative that educators know there is potential and power in each and every classroom interaction . There is the potential with positive interactions to inspire and ignite student curiosity , for a lifelong of learning . There is also the potential that teachers and students can create a negatively escalating climate replete with disrespect , punitive control , and negative affect , which was not observed in this research ( Pianetta , 20120 ). In a classroom , with time as a precious resource and mostly uncontrollable influences from outside , teachers have the power to create a positive or negative climate through their actions of verbal and nonverbal interactions with student . Teachers ’ actions have consequences that dramatically impact students ’ achievement and students ’ lives ( Johnson , 2016 ).
Conclusions
The achievement gap continues to
be a challenge but complexity as a context can provide insight on varied scales . Given the inherent flexibility , charter schools are a reform solution that can work . To sustain and increase the achievement gains in charter schools , educators need to acknowledge the critical nature and potential of classroom climate and take advantage of predictive tools like the ABM in this research . Educators need to cooperatively strategize and implement plans to improve and sustain positive climates in of all classrooms .
The results are surprising on varied levels . This research provided novel methodological means and an integrated systems approach to study classroom climate , identifying critical classroom connections with the capacity to improve systems of learning and teaching . The results are important because positively transforming classroom environments has been shown to improve achievement scores on average up to 25 % ( CASTL , n . d .). The results are in contrast to previous results for traditional public schools in that Teacher Support in this study was not shown to be statistically significant ( Eccles , Wigfield , Reuman , Mac Iver , & Feldlaufer 1993 ; Hattie , 2009 ; Rolland , 2012 ; Rueger , Malecki , & Demaray ., 2008 ; Trickett & Moos , 2002 ). The results of this study suggest that high Teacher Control and high second-semester math grades are significant factors to improve achievement scores in charter schools in urban areas . Although the study ’ s results are limited in generalizability , the results can be used foundationally to expand the models in the study with alternate types of schools , varied types of reform strategies , diverse demographics , and other subject areas to test whether or not the models potentially can contribute to solving the achievement gap . The methodological approach in the study can be recreated by following the Steps for Methodological Application and Replication in Different Settings as outlined in Appendix D . In a classroom every interaction matters . So as Bethune stressed , “ we must have the courage to change old ideas and practices ” ( Bethune , 2000 , p . 395 ).
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