This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a) students’ classroom behavior and (b) students’ perceptions of their classroom learning environment. Students from four effective, average, and ineffective urban elementary schools that served predominantly Hispanic students were systematically observed during the school year and completed a learning environment survey about 6 weeks before the end of the school year. The classroom learning environment results revealed that students from the effective schools reported significantly higher involvement, teacher support, task orientation, and order and organization than students from the average and ineffective schools. Students from the effective schools also reported significantly higher affiliation than students from the ineffective schools. The classroom observation findings revealed that students from the effective schools were observed significantly more: (a) interacting with their teachers, (b) working or written assignments, and (c) on task than students from average and ineffective schools.

这项研究调查了有效，中等和无效城市学校之间在（a）学生的课堂行为和（b）学生对其课堂学习环境的看法方面是否存在显着差异。在学年期间，系统地观察了来自四所主要为西班牙裔学生服务的有效，中等和无效城市小学的学生，并在学年结束前约6周完成了学习环境调查。课堂学习环境的结果表明，与普通学校和低效率学校相比，有效学校的学生报告的参与度，教师支持，任务导向以及秩序和组织明显更高。效果较好的学校的学生也比效果不佳的学校的学生有更高的隶属关系。课堂观察结果表明，与普通学校和低效率学校的学生相比，对有效学校学生的观察得多：（a）与老师互动，（b）工作或书面作业，以及（c）在任务上。