Title

An Observational Study to Determine the Influence of Teacher Experience on the Elementary Classroom System

Publication Date

2004

Keywords

Classroom environment, CSOS, Expert teachers, Novice teachers, Student learning

Abstract

This study used a systems perspective to determine whether differences exist between classrooms of expert (n=35) and novice (n=35) teachers on the cohesion, communication, and flexibility dimensions of the Classroom Systems Observation Scale (CSOS). A 50-minute observation using the CSOS was conducted in elementary school classrooms in New York State. The study found classrooms of expert teachers had statistically higher levels of classroom communication and flexibility than classrooms of novice teachers, while there was no difference for classroom cohesion. Results indicate that expert teachers' classrooms were significantly more flexible than classrooms of novice teachers; however, no differences were found in the number of classrooms that fell in the balanced range. Implications for classroom environment and student learning are considered.

Journal/Book Title

Journal of Classroom Interaction

Volume

39

Page Number

2018-11-18

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