Abstract
This paper investigates the differences that exist between the climates in second-grade classrooms where teachers are perceived as needs improvement by their principals and in classrooms where teachers are perceived as strong by the same principals. Based on a comparative research design with quantitative analysis conducted during the fall semester of the 2008 school year, the study finds significant differences in classroom management, teacher and student interactions, questioning, and student time- on-task. Research findings provide implications to help improve both pre-service and in-service training of elementary school teachers.
Recommended Citation
Ratcliff, Nancy; Jones, Cathy; Savage-Davis, Emma; Sheehan, Heather; and Hunt, Gilbert
(2010)
"Classroom Climate and Teacher Effectiveness: A Study of Second-Grade Classrooms,"
Teacher Education Journal of South Carolina: Vol. 3:
No.
1, Article 15.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol3/iss1/15