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040			_cMANILA TYTANA COLLEGES LIBRARY
100			_aSchenke, Katerina
245			_aDifferential effects of the classroom on African American and Non-African American's mathematics achievement / _cKaterina Schenke, Tutrang Nguyen, Tyler W. Watts, Julie Sarama, Douglas H. Clements
260			_cAugust 2017
336			_atext
337			_aunmediated
338			_avolume
440			_aJournal of Educational Psychology. _n109 : 6, page 794-811
520			_aWe examined whether African American students differentially responded to dimensions of the observed classroom-learning environment compared with non-African American students. Further, we examined whether these dimensions of the classroom mediated treatment effects of a preschool mathematics intervention targeted at students from low-income families. Three observed dimensions of the classroom (teacher expectations and developmental appropriateness; teacher confidence and enthusiasm; and support for mathematical discourse) were evaluated in a sample of 1,238 preschool students in 101 classrooms. Using multigroup multilevel mediation where African American students were compared with non-African American students, we found that teachers in the intervention condition had higher ratings on the observed dimensions of the classroom compared with teachers in the control condition. Further, ratings on teacher expectations and developmental appropriateness had larger associations with the achievement of African American students than for non-African Americans. Findings suggest that students within the same classroom may react differently to that learning environment and that classroom learning environments could be structured in ways that are beneficial for students who need the most support.
521			_aPsychology.
650			_aAchievement gap.
650			_aClassroom observations.
650			_aMathematics learning.
650			_aMultilevel structural equation modeling.
942			_2lcc _cA
998			_c83121 _d141484
999			_c79656 _d79656