The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study

Ning, Bo; Damme, Jan Van; Noortgate, Wim Van den; Yang, Xiangdong; Gielen, Sarah

doi:10.1080/09243453.2015.1025796

Cited by 71 publications

(67 citation statements)

References 34 publications

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“…This is consistent with the results reported by previous research (e.g. Arum & Velez, 2012;Ning et al, 2015;Sortkaer & Reimer, 2016;Usta, 2014). It cannot be expected that student achievement is independent of the characteristics of the classroom environment.…”

Section: Resultssupporting

confidence: 94%

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

Demir

2018

International Journal of Assessment Tools in Education

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The purpose of this research is to explore the relationship mathematics teaching qualification and teaching activities with mathematics scores of 8th grade Turkish students who participated in PISA (Program for International Student Assessment) 2012 using Hierarchical Linear Modeling. PISA 2012 mathematics literacy test and student questionnaire were used to collect data and these were obtained from the official website of PISA. In this study, random effects one-way ANOVA and random coefficient regression model were developed to analyze the data. The results of the research show that there are significant differences in terms of mathematics literacy between schools. It also indicates that while the increase in the student-centered instructions within the context of classroom activities decreased students' mathematics literacy scores, teachers' frequency of activating cognitive processes and a good disciplined environment increased students' mathematics literacy skill. The impacts of significant variables were discussed and implications for further research were provided.

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Section: Resultssupporting

confidence: 94%

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

Demir

2018

International Journal of Assessment Tools in Education

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“…A multitude of studies report statistically significant as well as substantively important effects of classroom disciplinary climate on student achievement (Arum & Velez, 2012;Figlio, 2007;Frempong, Ma, & Mensah, 2012;Marks, 2010;Ning, Van Damme, Van Den Noortgate, Yang, & Gielen, 2015;Teodorović, 2011). Given the relevance of disciplinary climate for learning, some of the major international large scale assessment studies have incorporated measures for classroom climate in the student questionnaires.…”

Section: Introductionmentioning

confidence: 99%

“…Given the relevance of disciplinary climate for learning, some of the major international large scale assessment studies have incorporated measures for classroom climate in the student questionnaires. Recent reports published by the OECD (2010, 2013b) as well as Ning et al (2015), all based on PISA 2009 data from 2009, report a strong association between disciplinary climate and student performance. In the latter paper, the authors find that 11% of the between-school differences in reading achievement over countries can be explained by the classroom disciplinary climate for the 52 countries in their sample.…”

Section: Introductionmentioning

confidence: 99%

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Sortkær¹,

Reimer²

2016

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Abstract:Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students' mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment.

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“…A higher percentage of pupils from single-parent families in a school might thus lead to more individual truancy, tardiness, and disturbed teaching and learning. Disruptive behavior at the school level is influenced by peer-group mechanisms (Veerman, 2015) and affects individual student performance (Arum & Velez, 2012;Ning, Van Damme, Van Den Noortgate, Yang, & Gielen, 2015). Insufficient teaching and learning time could prevent students from achieving a certain level of educational performance.…”

Section: School Contextmentioning

confidence: 99%

Mechanisms Behind the Negative Influence of Single Parenthood on School Performance: Lower Teaching and Learning Conditions?

Dronkers

Veerman

Pong

2017

Journal of Divorce & Remarriage

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We take a first step toward unravelling the mechanisms behind the negative influence of single parenthood and the proportion of single-parent families on school performance, using 2012 international Program for International Student Assessment (PISA) data. We find that individual truancy of pupils fully explains the relationship between living in a single-mother family and math performance (after controlling for confounding factors, such as parental socioeconomic status). School-level measures of classroom disruption and truancy and individual truancy explain some of the negative effect of the school's concentration of students from singleparent families on individual students' math performance. However, the effect of a school's proportion of single-parent families remains significantly negative on individual performance.

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The influence of classroom disciplinary climate of schools on reading achievement: a cross-country comparative study

Cited by 71 publications

References 34 publications

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

The Effect of Teaching quality and teaching practices on PISA 2012 Mathematics Achievement of Turkish Students

Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms

Mechanisms Behind the Negative Influence of Single Parenthood on School Performance: Lower Teaching and Learning Conditions?

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