Classroom Control and Student Outcomes in Grades 2 and 5

Abstract

This study sought to identify dimensions of classroom control derived from factor analysis of selected classroom process variables, to interpret these dimensions in relation to two contemporary models of classroom control, and to explore the relationships between dimensions of control and certain cognitive and affective outcomes. Data used in the study were drawn from a larger data base developed from some 30 hours of observation per classroom, pre- and posttesting, teacher interviews, and other data sources in a sample of 36 second grade and 39 fifth grade classes. Results of the study indicate that dimensions of boundary control and disruptive behavior are readily identifiable but, contrary to what has been suggested by other authors, warmth or emotional climate cannot be clearly separated from disruptive behavior or discussion-recitation. Correlations with outcomes are generally consistent with those found in other process-product studies.