The Interplay Between Students' Heterogeneity and Classroom Process Quality in Elementary School Students' Science Understanding

• In Event: Explaining Teaching Effectiveness Beyond Value-Added Models

Abstract

Framework
One of the most challenging aspects in teaching is dealing with the heterogeneity of students. The need to address individual students’ needs can be framed within cognitive and socio-constructivist perspectives on learning (e.g., De Corte, 2000; Hickey, 1997). Learning is considered as an active and constructive process that takes place during classroom interactions. Particularly students in heterogeneous groups might benefit from each other during discursive interactions and knowledge co-construction (e.g., Duff, 2002). Referring to constructivist perspectives on teaching, three factors of classroom process quality have been identified for effective teaching (Baumert et al., 2010; Klieme, Pauli, & Reusser, 2009; Pianta & Hamre, 2009): Cognitive activation refers to the teachers’ exploration of students’ prior concepts and the presentation of challenging task (Baumert et al., 2010; Lipowsky et al., 2009). A supportive climate is related to caring teacher behavior and a constructive feedback (e.g., Klieme et al., 2009; Lipowsky et al., 2009). Classroom management relates to the lack of disruptions during classroom instruction (e.g., Emmer & Stough, 2001; Kounin, 1970).
Aim and Research Questions
Referring to constructivist perspectives on teaching, the aim of this paper is to examine the interplay between students’ heterogeneity in classes and classroom process quality in promoting student learning. We assume no or even a positive effect of heterogeneity on the effectiveness of classroom process quality.
Method
Study Design and Participants
We used data from a longitudinal study in elementary schools in Germany that aimed to evaluate different teaching approaches in science education and included 54 science classes and 1,070 third grade students.
Instruments
The heterogeneity of students referred to the intra-class standard deviations of students’ reading comprehension scores (ELFE 1–6; Lenhard & Schneider, 2006; Cronbach’s α >. 92). Classroom process quality was assessed via student ratings of cognitive activation (seven items, Cronbach’s α = .79, ICC(2) = .73), supportive climate (nine items, Cronbach’s α = .89, ICC(2) = .80), and classroom management (five items, Cronbach’s α = .88, ICC(2) = .89) (see Fauth, Decristan, Rieser, Klieme & Büttner, 2014) . Students’ science understanding (13 items, WLE scores, EAP/PV reliability = .76) was assessed using a test adapted from Hardy et al. (2006).
Data Analysis
We applied multilevel regression analysis in MPlus. We were particularly interested in the interaction effects of both classroom level variables (heterogeneity x classroom process quality) on students’ outcome. Hence, we aggregated student ratings of classroom process quality to the classroom level.
Results and Significance
We found no interaction effect between heterogeneity of students’ reading comprehension in class and classroom management on students’ science understanding. Hence, the heterogeneity of students was not related to the effectiveness of classroom management. Moreover, the results revealed positive interactions between heterogeneity of students and cognitive activation and supportive climate on students’ outcome, respectively. Accordingly, teaching that allows students to participate in classroom discussion is particularly effective in heterogeneous classes. Results add to theory of classroom process quality and provide empirical evidence for teachers on how to deal with the heterogeneity of students in classes.

Authors

• Jasmin Decristan, German Institute for International Educational Research

• Benjamin Caspar Fauth, Goethe University

• Svenja Rieser, Goethe University

• Gerhard Buettner, University Frankfurt am Main