Abstract
Factors that support learner engagement and achievement are vast. School learning environments can promote care for learners. The present year-long study examined the Designed Caring Classroom Intervention in 17 s grade classrooms in a large school district. To examine the effect of the intervention on second grade learners’ mathematics and reading achievement on (N = 568), propensity score matching statistical techniques were employed. The intervention included designing the physical learning environment to be learner centered. Each classroom in the treatment group had a designated calm corner to support students’ social emotional needs and followed curricular approaches to support a positive and caring learning environment. For second grade students in the intervention group (n = 302), absenteeism and behavioral referrals predicted students’ mathematics assessment scores (F(3, 551) = 34.210, p < .001), accounting for approximately 16% of the variance. Measured in weeks, those in the treatment group outperformed those in the control group by two to two- and one-half weeks. Implications for practice are discussed.
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Campbell, L.O., Frawley, C., Lambie, G.W. et al. Designing a caring classroom community: a propensity score matching study. Learning Environ Res (2024). https://doi.org/10.1007/s10984-024-09493-1
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DOI: https://doi.org/10.1007/s10984-024-09493-1