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1.
Identifying exemplary science teachers through students’ perceptions of their learning environment 总被引：1，自引：0，他引：1
The purpose of this study was to examine students’ psychosocial perceptions of their science classroom learning environment in order to identify exemplary teachers. This mixed-method study used the valid and reliable What Is Happening In this Class? (WIHIC) questionnaire with over 3,000 middle school students in 150 classrooms in Australia. Exemplary teachers were defined as those whose students’ perceptions were more than one standard deviation above the mean for three of the five scales of Student Cohesiveness, Teacher Support, Involvement, Task Orientation and Equity. The reliability of the WIHIC scales ranged from 0.75 to 0.87. Eta2 showed that the WIHIC was able to distinguish between the perceptions of the students in the classroom. The construct validity of the WIHIC for identifying these exemplary teachers was confirmed through interviews with students and these views are reported in the article. 相似文献
2.
This article reports a study of lower secondary mathematics classroom learning environment in Brunei Darussalam and its association
with students' satisfaction with learning mathematics among a sample of 1565 students from 81 classes in 15 government secondary
schools. Students' perceptions of the classroom learning environments were assessed with a version of the My Class Inventory
(MCI) that had been modified for the Brunei context. The study revealed a satisfactory factor structure for a refined three-scale
version of the MCI assessing cohesiveness, difficulty and competition. This finding is noteworthy because the factorial validity
of the MCI has not previously been established in past research in other countries. Also each scale displayed satisfactory
internal consistency reliability and discriminant validity and was able to differentiate between the perceptions of students
in different classes. A one-way MANOVA revealed that students generally perceived a positive learning environment in mathematics
classes. Also the study supported earlier research suggesting that boys and girls hold different perceptions of the same classroom
learning environments. Relationships between student satisfaction and classroom environment were investigated using simple
and multiple correlation analyses, using both the individual student and class mean as units of analysis. Associations between
satisfaction and the learning environment were statistically significant both at student and class levels for most MCI scales.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
3.
This study assessed the perceptions of 146 gifted and 115 non-gifted high school biology students and investigated associations
between student perceptions and cognitive achievement. The What Is Happening In this Class? (WIHIC) was used to assess perceptions
of actual and preferred learning environments. Data indicated that all students preferred a more favourable environment than
the one that they were currently experiencing, but gifted students perceived their actual environment more positively than non-gifted students. Statistically significant associations between the actual learning
environment and achievement on a standardised biology test were found for the majority of scales. Teacher Support, Investigation
and Equity were all statistically significant independent predictors of student achievement, while Student Cohesiveness had
a negative association with achievement. Interviews revealed that students interpreted some WIHIC items differently from how
the developers had intended. 相似文献
4.
Jeffrey P. Dorman 《Educational studies》2008,34(4):299-308
Students’ perceptions of actual and preferred classroom environment were investigated using the What is happening in this class? questionnaire (WIHIC). The WIHIC assesses seven classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation and equity. A sample of 978 secondary school students from 63 classes in Queensland responded to the WIHIC. For each item on the WIHIC, students recorded their perceptions of the actual (or real) and preferred (or ideal) classroom environment. Results revealed that statistically significant differences between actual and preferred environments, and that the gap between actual and preferred environment was smaller for more positive classroom environments. 相似文献
5.
Associations Between Classroom Environment and Academic Efficacy 总被引：1，自引：0，他引：1
Jeffrey P. Dorman 《Learning Environments Research》2001,4(3):243-257
Research was conducted on associations between classroom psychosocial environment and academic efficacy. A sample of 1055 mathematics students from Australian secondary schools responded to an instrument that assessed ten dimensions of mathematics classroom environment (viz. Student Cohesiveness, Teacher Support, Investigation, Task Orientation, Cooperation, Equity, Involvement, Personal Relevance, Shared Control, Student Negotiation). These scales were from two existing instruments, namely, What Is Happening In This Classroom? (WIHIC) and the Constructivist Learning Environment Survey (CLES). A seven-item scale assessed students' academic efficacy at mathematics-related tasks. Simple and multiple correlation analyses revealed statistically significant correlations between these classroom environment dimensions and academic efficacy. Results showed that classroom environment relates positively with academic efficacy. A commonality analysis showed that the three scales from the Constructivist Learning Environment Survey scales did not contribute greatly to explaining variance in academic efficacy beyond that attributed to the seven scales in the What Is Happening In This Classroom? questionnaire. 相似文献
6.
This article reports findings from a classroom environment study which was designed to investigate the nature of Chinese Language
classroom environments in Singapore secondary schools. We used a perceptual instrument, the Chinese Language Classroom Environment
Inventory, to investigate teachers’ and students’ perceptions towards their Chinese Language classroom learning environments
using six dimensions, namely, Student Cohesiveness, Teacher Support, Involvement, Cooperation, Task Orientation and Equity.
The investigation was carried out using a sample of 1,460 secondary three (Grade 9) students from 50 Chinese Language classes
in 25 Singapore government secondary schools. The nature of the Chinese Language classroom learning environments was interpreted
from analyses of the perception scores obtained, as well as from various comparisons of the perception scores between different
groups. Although both the Chinese Language teachers and students perceived their present classroom learning environments positively,
they would like improvements in all the six dimensions of the classroom learning environments under investigation. Also teachers
perceived a more positive classroom learning environment than their students in the same class. In addition, female students
perceived their actual and preferred classroom environments more positively than their male counterparts. 相似文献
7.
Perry den Brok Sibel Telli Jale Cakiroglu Ruurd Taconis Ceren Tekkaya 《Learning Environments Research》2010,13(3):187-204
The purposes of this study were to examine how Turkish students perceived their biology classroom environment, how their perceptions
compared to those of students in other countries, and what classroom learning environment profiles could be discerned in Turkish
high school biology classrooms. Data were gathered from 1,474 high school students in four inner city schools, in Bursa, Turkey.
A total of 11 biology teachers participated in the study with 52 of their classes. Data on students’ perceptions of their
learning environment were collected with the What Is Happening In this Class? (WIHIC) questionnaire. Results indicated that
Turkish classrooms were perceived as being low in terms of Teacher Support and high in terms of Task Orientation. Six distinct
classroom learning environment profiles were found: the ‘self-directed learning classroom’, ‘task-oriented cooperative learning
classroom’, ‘mainstream classroom’, ‘task-oriented individualised classroom’, ‘low-effective learning classroom’ and ‘high-effective
learning classroom’. The most common profile was the ‘mainstream classroom’ for which all WIHIC scales had medium–high scores. 相似文献
8.
We investigated relationships between the learning environment and students’ mathematics anxiety, as well as differences between the sexes in perceptions of learning environment and anxiety. A sample of 745 high-school students in 34 different mathematics classrooms in four high schools in Southern California was used to cross-validate the What Is Happening In this Class? (WIHIC) learning environment instrument, together with an updated Revised Mathematics Anxiety Rating scale. Mathematics anxiety was found to have two factorially-distinct dimensions (namely, learning mathematics anxiety and mathematics evaluation anxiety) which yielded different patterns of results for sex differences and anxiety–environment associations. Relative to males, females perceived a more positive classroom environment and more anxiety about mathematics evaluation, but less anxiety about mathematics learning. Some statistically significant associations were found between anxiety and learning environment scales for learning mathematics anxiety but not for mathematics evaluation anxiety. 相似文献
9.
The purpose of this study was to investigate whether a relationship exists between school-level environment and student outcomes.
The study involved 620 teachers and 4645 students from 57 Australian secondary schools. Student outcome measures included
mathematics achievement, career aspirations and students' attitudes and beliefs about success in mathematics. Teachers' perceptions
of their school environment were measured using the School-Level Environment Questionnaire (SLEQ). Because previous research
has shown that factors at the school level, such as environment, influence education at the classroom level, data regarding
the instructional practices of teachers were included in the analysis in order to investigate this further. The results of
these analyses show that various factors of the school-level environment were linked to improved student outcomes. Relationships
were also found between teaching practices and student outcomes.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
10.
Barry J. Fraser Jill M. Aldridge F. S. Gerard Adolphe 《Research in Science Education》2010,40(4):551-571
This article reports a cross-national study of classroom environments in Australia and Indonesia. A modified version of the
What Is Happening In this Class? (WIHIC) questionnaire was used simultaneously in these two countries to: 1) crossvalidate
the modified WIHIC; 2) investigate differences between countries and sexes in perceptions of classroom environment; and 3)
investigate associations between students’ attitudes to science and their perceptions of classroom environment. The sample
consisted of 1,161 students (594 students from 18 classes in Indonesia and 567 students from 18 classes in Australia). Principal
components factor analysis with varimax rotation supported the validity of a revised structure for the WIHIC. Two-way MANOVA
revealed some differences between countries and between sexes in students’ perceptions of their classroom environments. Simple
correlation and multiple regression analyses revealed generally positive associations between the classroom environment and
student attitudes to science in both countries. 相似文献
11.
This paper reports a study of students’ and teachers’ perceptions of their classroom learning environment in Bhutanese eighth-grade mathematics classes. Research suggests that positive perceptions of the learning environment can have a positive influence on students’ learning outcomes, interest and engagement in classroom activities. The study was conducted in 2013, using the survey samples of 608 students and 98 teachers from 22 lower- and middle-secondary schools in western Bhutan. Students’ and teachers’ perceptions of the classroom environment were measured using the Mathematics Classroom Learning Environment Survey (MCLES). Students and teachers mostly perceived their classroom environments favourably on the MCLES scales irrespective of gender, school level and school location. The study is significant for understanding and evaluating the implementation of new mathematics curriculum in Bhutanese schools because it could guide the development of strategies for more-productive mathematics classroom learning. It is also significant from the perspective of Bhutan’s national goal of Gross National Happiness because perceptions and happiness always go hand-in-hand. 相似文献
12.
We investigated students’ perceptions of their science classroom environments with the use of the What Is Happening In this Class? (WIHIC) questionnaire at the university level in Myanmar. The translated questionnaire was administered to 251 students in first-year science classes at a university. Both exploratory factor analysis and confirmatory factor analysis supported the reliability and factorial validity of the Myanmar version of the WIHIC. The constructs of the WIHIC were significantly correlated, but gender differences were not detected in correlations between WIHIC scales. Future research is needed to see if our Myanmar version of the WIHIC fits other samples in schools and universities in this context. It is also suggested that future studies include measures of student attitudes and academic achievement to permit investigation of associations between the learning environment and student outcomes in this country. 相似文献
13.
Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics 总被引：1，自引：2，他引：1
This study of middle-school students in California focused on the effectiveness of using innovative teaching strategies for
enhancing the classroom environment, students’ attitudes and conceptual development. A sample of 661 students from 22 classrooms
in four inner city schools completed modified forms of the Constructivist Learning Environment Survey (CLES), What Is Happening
In this Class? (WIHIC) questionnaire and Test of Mathematics Related Attitudes (TOMRA). Data analyses supported the factor
structure, internal consistency reliability, discriminant validity and the ability to distinguish between different classes
for these questionnaires when used with middle-school mathematics students in California. The effectiveness of the innovative
instructional strategy was evaluated in terms of classroom environment and attitudes to mathematics for the whole sample,
as well as for mathematics achievement for a subgroup of 101 students. A comparison of an experimental group which experienced
the innovative strategy with a control group supported the efficacy of the innovative teaching methods in terms of learning
environment, attitudes and mathematics concept development. Also associations were found between perceptions of classroom
learning environment and students’ attitudes to mathematics and conceptual development. 相似文献
14.
Joe D. Nichols 《Learning Environments Research》2006,9(2):149-161
This project focused on the goal of establishing a classroom model of motivation in which the source of student motivation is based on internal mechanisms or structures, along with the establishment of greater self-regulatory opportunities for students, and which results in greater student empowerment and motivation. One-hundred current elementary and secondary teachers and 100 university preservice teacher education students completed a 40-item Likert-type questionnaire that focused on four classroom dimensions of affirmation, rejection, student empowerment and teacher control. The results of this project suggested that, although veteran and preservice teachers agreed on the need for teacher control in the classroom, there was less agreement about their perceptions of the need to create a classroom environment of positive affirmation and student empowerment. Implications for future research and the need for creating an affirming, empowering, motivational classroom environment are discussed in light of the limitations for teachers and schools to encourage these constructs associated with recent federal legislative policies. 相似文献
15.
Parent and student perceptions of classroom learning environment and its association with student outcomes 总被引：2，自引：2，他引：2
This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating
science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class?
(WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents.
Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between
the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment
than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than
for students. Associations were found between some learning environment dimensions (especially task orientation) and student
outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the
classroom environment, but that students would prefer more investigation while parents would prefer more teacher support.
The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way
for further learning environment studies involving both parents and students. 相似文献
16.
The purpose of this study was to survey a sample of high school students in Hawaii and Singapore about what they perceive to be helpful aspects of classroom environments in their learning of science and humanities subjects. The What Is Happening In this Class? (WIHIC) questionnaire was administered in the fall of 2003 to 73 high school students in Hawaii and 70 high school students in Singapore. These students were asked to respond to statements that focused on their actual and preferred environments in science and humanities classes for the three dimensions of learning environments of student cohesiveness, student involvement, and task orientation in the actual and preferred classroom. Principal component analyses were conducted separately for the data collected in the science and the humanities classes to make sure that the questions represented the anticipated factors in each of these two subject areas. A three-way multivariate analysis of variance was also conducted for all three dimensions of learning environments for differences in scores on items in the WIHIC questionnaire for the actual classroom subtracted from scores for the preferred learning environment. Results of this test revealed that the primary difference between students in high schools in Hawaii and Singapore was that students in the high schools in Hawaii wanted more student cohesiveness and involvement than the students in high schools in Singapore regardless of the subject. Another interesting finding was in the dimension of task orientation, for which the interaction between student nationality and subject was statistically significant. 相似文献
17.
Bruce Randel Helen Apthorp Andrea D. Beesley Tedra F. Clark Xin Wang 《The Journal of educational research》2016,109(5):491-502
The authors describe an impact study of Classroom Assessment for Student Learning (CASL), a widely used professional development program in classroom and formative assessment. Researchers randomly assigned 67 elementary schools to receive CASL materials or continue with regularly scheduled professional development. Teachers in CASL schools formed learning teams, trained with CASL materials, and implemented CASL in their classrooms under real-world conditions and without any involvement of, or requirements from, the researchers. Analysis of all schools and 9,596 students failed to yield statistically significant impacts of CASL on student mathematics achievement as measured by the statewide test. Impact analyses with 231 teachers yielded statistically significant positive impacts of CASL on teacher knowledge of assessment and the frequency of student involvement in classroom assessment. No statistically significant impacts were found on teachers' assessment practice. CASL implementation fidelity was below the CASL developer recommendations. Findings suggest potential of CASL for improving teacher outcomes. 相似文献
18.
The present study investigates whether teacher perceptions of students’ cognitive skills, their learning motivation, and their classroom behavior differ according to students’ socioeconomic status, immigrant background, and gender. Data from N = 4746 German fourth graders and data from their parents and teachers were analyzed using structural equation modeling. Controlling for student achievement as measured in a standardized achievement test and student motivation as measured by student and parent reports, we found that teachers overestimated the cognitive skills of high-SES students and girls in comparison to those of low-SES students and boys. Similarly, teachers perceived high-SES students, students who are not from an immigrant background, and girls as having a higher learning motivation and as having more cognitive skills. Finally, we found that teachers’ perceptions of students’ learning motivation and classroom behavior mediated the relationship between student characteristics and cognitive skills as perceived by the teacher. 相似文献
19.
This study investigated perceptions of senior high school students towards the Taiwanese information technology (IT) classroom with the What Is Happening in this Class? (WIHIC) survey and explored the physical learning environment of the IT classroom using the Computerised Classroom Environment Inventory (CCEI). The participants included 2,869 students from 80 classes of senior high schools, vocational high schools and comprehensive high schools in Taiwan. This study had a mixed-method design in which both quantitative (WIHIC and CCEI scales) and qualitative (classroom observations and interview) methods were used. In order to have a cross-cultural perspective, the results of this study were also compared with the earlier findings of Zandvliet and Straker (Ergonomics 44:838?C857, 2001) and Zandvliet and Fraser (Learn Environ Res 8:1?C17, 2005), which involved Canadian and Australian students in IT settings. Further, we attempted to understand the influence of different gender compositions (all boys, all girls and mixed-gender classes) on students?? perceptions of the IT learning environment and students?? satisfaction with the IT course. Both the ??Spatial environment?? of physical environments and ??Autonomy/Independence?? of psychosocial environments were found to be indicators of students?? satisfaction with learning in IT courses, but physical variables as measured with the CCEI scales were not able to predict students?? perceptions of the psychosocial environment. Furthermore, relationships among students?? satisfaction, psychosocial environment and physical environment were quite different among students from classes with different gender compositions. 相似文献
20.
Elena Prieto Nicola Dugar 《International Journal of Science and Mathematics Education》2017,15(8):1501-1520
Australia currently faces a skill shortage in Science, Technology, Engineering and Mathematics (STEM) professions unlikely to improve if the current trend of low enrolments in high-level mathematics in secondary school continues. Many factors seem to contribute to this trend, and amongst them, research recognises student attitudes towards mathematics and careers in STEM. Research also shows that teachers and classroom practices are key agents to change these attitudes. This paper examines teachers’ perceptions of students’ attitudes towards mathematics and careers in STEM, as well as classroom practices emanating from those perceptions. Combining data from two studies, a large-scale survey and an intervention, we argue three main points: (1) student attitudes and teachers’ perceptions of those attitudes quite clearly differ, (2) targeted interventions showing links between mathematics and careers in STEM can have an influence on students’ perceptions of STEM careers and (3) an implementation of classroom ability grouping based on standardised test scores can be disadvantageous to students who have a natural inclination towards STEM and positive attitudes towards mathematics. 相似文献