IMPORTANCE OF CLASSROOM CLIMATE FOR AT-RISK LEARNERS

Although previous research has developed scales that measure the situa tional variables found in classroom climates, it has failed to address the question of how such climates are created. The purpose of the fol lowing case study was to examine how one effective teacher, teaching p rimarily at-risk learners, created a classroom climate that enhanced l earner outcomes. Data, collected through participant observation and i nterviews, were categorized, analyzed, and interpreted using an analyt ic induction approach. The major assertion generated from the data ana lyses was that the normative nature of this particular classroom was i ntimately entwined with academic learning.