Page 138 - Second language development of newly arrived migrant kindergarteners - Frederike Groothoff

138 Chapter 6 study. Positive Climate, Teacher Sensitivity, Regard for Student Perspectives, Behavior Management, Productivity, and Instructional Learning Formats were scored in the mid- range of quality (range = 3.67–4.85). Concept Development, Quality of Feedback, and Language Modeling showed low quality (range = 2.36–2.96). All dimensions were normally distributed except for Concept development (Shapiro-Wilk, p = .002). Figure 6.1: Mean Scores for the ten Dimensions of the CLASS. The boxplot in Appendix 4 shows that there was variation between the teachers in the observed scores. The largest variation was in the dimensions of Instructional Learning Formats for a DL2-school. The scores ranged from 2.60 to 5.60. The smallest variation was found in the Positive Climate dimension for Mainstream Schools. The scores of the Mainstream school teachers ranged from 4.75 to 5.44. An independent samples t-test was used to compare the means of the two school types on these ten dimensions. Since our sample is small with only 17 teachers we used a significance level of .1 (Mellenbergh, 1976). It appeared that the difference in score was significant for Positive Climate (t (15) = 1.93; p = .07) and for Regard for Student Perspectives (t (15) = 2.12; p = .05). For the other variables no difference could be shown (t (15) < 1.13; p = .28). Teachers at Mainstream schools score higher on both Positive Climate as well as Regard for Student Perspectives compared to DL2-school teachers.