Effects of Classroom and School Climate on Linguistically Diverse Students' PISA Mathematics Self-Concept and Achievement

• In Event: Moscone Center North Roundtable Session 1
  In Roundtable Session: Cultural and Language Resources in the Teaching and Learning of Mathematics

Abstract

Grounded in ecological theory, this study investigated relative contributions of classroom and school climate variables to mathematics self-concept and achievement of English-at-home and English learner (EL) students using data from the 2012 PISA. For both outcomes, results of 3-step hierarchical regression models for the combined sample closely mirror those of English-at-home students and mask the unique differences characteristic of ELs. In particular, though higher agreement that their current math classroom had a safe, organized classroom culture predicted higher mathematics self-concept and mathematics achievement for both groups, this was a stronger predictor for EL students. Other differences between English-at-home and EL students are explored in the paper. Implications of these findings for schools and classroom teachers are discussed in the paper.

Authors

• Onur Ramazan, Chinese University of Hong Kong

• Annick Rougee, Washington State University - Tri-Cities

• Robert William Danielson, Washington State University - Spokane

• Yuliya Ardasheva, Washington State University - Tri-Cities