The Role of Intraclassroom Heterogeneity in Student Academic Behaviors in Classrooms With Varying Teacher Practices

• In Event: 49.034 - Student Heterogeneity in the Classroom: Precursors and Links to Outcomes

Abstract

Objectives
Classrooms consist of students with diverse behavioral profiles (e.g., Stormshak et al., 1999; Ryan et al, 1998), including variability in academic behaviors (e.g., paying attention, participating in class). Some evidence suggests that lower intra-classroom heterogeneity in positive behaviors – i.e., more classroom consistency – may be beneficial for students’ academic and behavioral success in school (Jonkmann et al., 2009; Zhang, 2010). Effective teaching practices may contribute to reducing such heterogeneity. In this study, we test whether: (1) effective teacher practice reduces intra-classroom heterogeneity of academic behaviors across one academic year; and (2) change in intra-classroom heterogeneity mediates the relations between effective teacher practice and students’ academic behaviors and motivation.

Theoretical Framework
This study draws from systems theory of social processes (Tseng & Seidman, 2007) and the social context model (Chang, 2004). Application of systems theory suggests effective teacher practices (i.e., instructional and emotional support, classroom organization) create a proximal context that enables students to display more consistent and positive academic behaviors over time. The social context model posits that setting-level behavioral norms – such as the prevalence and consistency of a behavior in a setting – reinforce individuals’ display of the behavior (Cialdini et al., 1991). No known research has examined relations between effective teaching practices, classroom heterogeneity of academic behavior, and students’ academic behaviors and motivation over time.

Methods
OLS regressions and HLM analysis (students nested in classrooms) are used to test research questions. Primary constructs are: observed teacher practices (Classroom Assessment Scoring System: Pianta et al., 2008), peer-reported academic behaviors (peer nomination survey: Lease et al., 2002), and self-reported academic motivation (Academic Motivation Inventory: Ginsburg-Block & Fantuzzo, 1998). We test the predictive relations between teacher practices and change in intra-classroom heterogeneity of academic behavior (i.e., the fall and spring difference of SD in classroom academic behavior). Then, we examine the mediating role of intra-classroom heterogeneity in relations between teacher practices and student academic behaviors and motivation.

Data Sources
Data come from 218 student participants from 23 2nd to 5th grade classrooms (class size M = 22.48, SD = 5.88) in five urban schools with predominantly ethnic minority and low-income students. Participants were recruited as a part of an experimental trial of a teacher consultation and coaching program (Authors, 2012). All measures were collected prior to intervention (T1) and at the end of the school year (T2).

Results
Initial classroom-level regression analysis indicates that effective teaching practice contributes to reduced heterogeneity of academic behaviors in the classrooms ( = .40, p < .05), controlling for the T1 within-classroom average and heterogeneity of academic behaviors, intervention condition, and class size. Further analysis will test whether this change in academic behavior heterogeneity mediates relations between teacher practices and other academic outcomes.

Significance
Findings illuminate the need to consider setting-level social and instructional processes to understand individual students’ adaptation within elementary school classrooms. Moreover, this study highlights the role of effective teacher practice in both individual and setting-level change in students’ academic behaviors, specifically in reducing gaps in academic behaviors within the classroom.

Authors

• Ha Yeon Kim, Harvard University

• Elise Cappella, New York University