Effects of Class Heterogeneity in Junior High School

Classroom process data from 27 junior high school English classes in a large metropolitan school district were analyzed to assess the learning environment, classroom managerial constraints, and general teacher effects associated with teaching in classes with wide ranges of student academic entering...

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Bibliographic Details
Published in:American educational research journal 1981-03, Vol.18 (2), p.219-232
Main Authors: Evertson, Carolyn M., Sanford, Julie P., Emmer, Edmund T.
Format: Article
Language:English
Subjects:
Ability grouping
Academic achievement gains
Classroom environment
Classroom management
Classrooms
College instruction
Educational research
English teachers
Junior high schools
Middle schools
Regression analysis
Students
Teacher education
Teachers
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Summary:Classroom process data from 27 junior high school English classes in a large metropolitan school district were analyzed to assess the learning environment, classroom managerial constraints, and general teacher effects associated with teaching in classes with wide ranges of student academic entering level. A series of regression models that accounted for differences in teachers' management skill levels and entering class mean achievement levels was used to evaluate relationships between class heterogeneity (standard deviations of students' entering achievement scores) and a variety of classroom process measures and teacher self-report variables. Results suggest that heterogeneity of students' entering achievement levels in a given class limits teachers' successful adaptation of instruction to individual student academic and affective needs. Higher heterogeneity was also associated with a lesser degree of student task engagement and cooperation. Effects of extreme heterogeneity were greater in classes taught by relatively poor managers.
ISSN:0002-8312
1935-1011
DOI:10.3102/00028312018002219