You are hereHome › College of Education & Professional Studies (CEPS) › Department of Teacher Education and Educational Leadership › Gray, Julie A. › Trust and friction Style APAChicagoHarvardIEEEMLATurabian Choose the citation style. Kearney, W. S., & Gray, J. (2015). Trust and friction: A multilevel analysis of elementary math classrooms. Leadership and School Quality: A Volume in Research and Theory in Educational Administration, 197-214. Download PDF Trust and friction Details Type Book Chapter Title Trust and friction: A multilevel analysis of elementary math classrooms Contributor(s) Kearney, W. Sean (author)Gray, Julie (author)DiPaola, Michael F. (editor)Hoy, Wayne K. (editor) Located In Leadership and School Quality: A Volume in Research and Theory in Educational Administration ISSN 9781681230399 Start Page 197 End Page 214 Date 2015 Notes Chapter 11 Use/Reproduction 2015 by Information Age Publishing Abstract Understanding how to maximize classroom climate factors that may positively affect student achievement scores in mathematics is vital to school improvement efforts. The focus of this study is to examine the impact teacher trust in clients and classroom friction have on elementary math achievement. Both student and teacher perceptions are explored. Surveys were collected from 482 students and their teachers, from 26 math classrooms, across 10 elementary schools in Texas. Intraclass correlations were calculated to identify the level of variation in math achievement between classrooms. Next, a random coefficient HLM model was employed to identify the specific impacts that classroom friction and teacher trust in students and parents (clients) have on elementary math achievement. Finally, an intercepts as slope HLM model was created to isolate potential interaction effects between Level l (classroom) and Level 2 (school) variables. The results of the analyses indicate that both teacher trust in clients and classroom friction make statistically significant impacts on the variance in elementary math achievement. Teacher years of experience on campus and socioeconomic status (SES) are also examined. Implications are discussed.