Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Sortkær, Bent; Reimer, David

doi:10.1080/09243453.2018.1460382

Cited by 32 publications

(33 citation statements)

References 45 publications

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“…In a study by Persson and Svensson (2017), girls characterised the classroom climate as messier and disorderly compared with boys. This is in line with the results of Sortkaer and Reimer (2018) showing evidence for students from five different countries that girls perceive the disciplinary climate in class less positively than boys.…”

Section: Predictors Of Classroom Behavioural Climatesupporting

confidence: 91%

Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions

Hoffmann

Närhi

Savolainen

et al. 2021

Research in Spec Educ Needs

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Previous studies pointed out that dealing with difficult behaviour is perceived by teachers as a major challenge in inclusive settings. However, research on the students' perception of the classroom behavioural climate (CBC) is rare. Therefore, this study aims to examine students' perceptions of CBC and to identify predictors of CBC as well as associated variables. The sample consists of 650 German students from secondary schools (5th-9th grade) of whom 83 students are diagnosed with special educational needs (SEN). CBC was measured via four subscales ('students' possibilities to study and concentrating on teaching', 'disruptive behaviour', physical and psychological safety' and caring for the physical environment'). Results show significant differences in students' perceptions of CBC between students from different school tracks. Furthermore, gender (being male) and SEN (having a) predict the perception of physical and psychological safety'. Additionally, social inclusion, emotional experience as well as teacher support and care are associated with CBC. Accordingly, a positive CBC is important for the successful implementation of inclusive education: while diversity in classrooms is a challenge for behavioural climate, poor behavioural climate may also pose specific barriers to learning for some students with SEN and thus is a general challenge for equity in inclusive classrooms.This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.

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Section: Predictors Of Classroom Behavioural Climatesupporting

confidence: 91%

Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions

Hoffmann

Närhi

Savolainen

et al. 2021

Research in Spec Educ Needs

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show abstract

“…Results related to climate is consistent with the literature where classroom disciplinary climate was found to be related to academic achievement (Cheema & Kitsantas, 2014;Chi, Liu, Wang, & Han, 2018;Sortkaer & Reimer, 2018). On the other hand, perceived discriminating school climate was negatively linked to reading literacy in the context of the current study.…”

Section: Discussionmentioning

confidence: 97%

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

Ertem

2021

Participatory Educational Research

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The purpose of the current study was to investigate both student-level and school-level factors influencing reading literacy of students in Turkey by using PISA 2018 data. The study focused on reading literacy since the main subject of PISA 2018 was selected as reading literacy. The design of the study is a correlational research examining the relationship between student and school variables and reading literacy. The stratified random sample consisted of 6890 15-year students from 186 different schools. Data coming from PISA 2018 dataset were analysed by Hierarchical Linear Modelling (HLM) at student and school levels. Student-level variables of disciplinary climate in test language lessons, enjoyment of reading, information and community technologies (ICT) competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy, while reading literacy was also predicted by school-level variables of proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. Fifty-seven percent of variance between reading literacy scores of the students were caused by differences between schools. Student-level variables which are disciplinary climate in test language lessons, enjoyment of reading, ICT competence, parental emotional support, perceived discriminating climate, and perceived cooperation significantly predicted reading literacy. On the other hand, school-level variables predicting reading literacy significantly were proportion of parents involved in the school, shortage of educational material, student behaviour hindering learning, and teacher behaviour hindering learning. By considering results of the current study, collaboration between school stakeholders is recommended to increase performance of the students.

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“…School DC includes students’ discipline concerns; class disruptions; student absenteeism and tardiness; students counseling about discipline; students’ discipline experience; the rules for behavior, race, or cultural conflicts at the school; students’ behaviors and the punishments for misbehaviors at the school; teachers’ behavior; and teacher–student relations (Ma & Willms, 2004). Disciplinary climate has a significant relationship with student learning (Hattie, 2009; Ning, Damme, Noortgate, Yang, & Gielen, 2015; Sortkaer & Reimer, 2018) and strongly influences the equitable treatment of students when it is approached through principles of “restorative justice” (Wiley et al, 2018). Its effects are larger than the effects of student SES (Ma & Crocker, 2007; Ma & Willms, 2004).…”

Section: Frameworkmentioning

confidence: 99%

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

Leithwood

Sun

Schumacker

2019

Educational Administration Quarterly

175

147

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Purpose: This study tested a set of variables mediating school leadership’s influence on students referred to as “The four paths model.” Each path in the model includes variables with significant direct effects on student learning and which are malleable to practices included in an integrated model of effective school leadership. Research Design: Evidence for the study were responses to a survey by 1,779 teachers in 81 Texas elementary schools about the status of school leadership and all 13 variables on the four paths. Student achievement data were provided by results of state tests combining all subjects and all grades, while the count and percentage of students eligible for free or reduced-price lunch was used to estimate socioeconomic status. Confirmatory factor analysis, regression analysis, and structural equation modeling were used to analyze the data. Findings: Results uncovered a more nuanced and complex set of relationships among the four paths and their component variables than was specified in the original version of the model. School leadership significantly influenced student learning only through variables on one path, while variables on the other three paths influenced student learning only through their contribution to variables on that one path. Conclusions: Results point to the value of future research about the relationships among variables on the four paths, as well as efforts to identify latent variables among the observed variables in the study. Results of the study can be used by school leaders to more productively focus their school improvement efforts.

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Classroom disciplinary climate of schools and gender – evidence from the Nordic countries

Cited by 32 publications

References 45 publications

Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions

Classroom behavioural climate in inclusive education – a study on secondary students’ perceptions

Examination of Turkey’s PISA 2018 reading literacy scores within student-level and school-level variables

How School Leadership Influences Student Learning: A Test of “The Four Paths Model”

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