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Abstract
In an attempt to reveal the various types of learning environments present in 30 mathematics classrooms in five Catholic high schools, this replication study examined student (N = 602) perceptions of their classrooms using the Classroom Environment Scale. Student attitudes toward mathematics were assessed by the Estes Attitude Scale. Extending previous research conducted in public high schools, this study delineated two basic types of learning environments (teacher-centered and student-centered) in Catholic high schools. In contrast with students in public schools, students in these parochial schools reported positive attitudes toward mathematics regardless of the type of learning environment. Discussion of the findings and implications for practice, including the utility of the CES, are summarized.
Highlights
Follow this and additional works at: https://digitalcommons.lmu.edu/ce Part of the Other Education Commons, and the Science and Mathematics Education Commons
This study extended previous research conducted in public high schools to Catholic high schools
Similar to public school classroom research, teacher-centered and student-centered learning environments seemed to emerge from the Catholic student data
Summary
Follow this and additional works at: https://digitalcommons.lmu.edu/ce Part of the Other Education Commons, and the Science and Mathematics Education Commons. Social science research conducted in Catholic secondary schools in the 1980s and 1990s (e.g., Gamoran, 1996; Hoffer, Greeley, & Coleman, 1985) allegedly confirmed the previously undocumented assumption of the so-called “Catholic school advantage” (McDermott, 1997) This early research reported a benefit in both academic and lifetime accomplishments for Catholic high school students over their public school peers. After reviewing the findings from the Chicago School Study and the Chicago Catholic School Study, Hallinan and Kubitschek (2012) concluded that neither public nor Catholic middle schools offer a distinct, consistent advantage in terms of student achievement gains They offered—as a possible contributing factor for this conclusion—that the positive school reforms instituted within both public and Catholic school systems since 1991 have reduced the achievement gap. The intent of this study was to determine what types of mathematics classroom environments exist in Catholic high schools, and how they may relate to students’ mathematics attitudes
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