Validity and use of an instrument for assessing classroom psychosocial environment in higher education     

Barry J. Fraser  David F. Treagust 《Higher Education》1986,15(1-2):37-57

A strong tradition in research in primary and secondary schools has involved student and teacher perceptions of psychological characteristics of actual or preferred classroom environment. This paper provides a foundation for the extension of this tradition to the higher education level by describing the development, validation, and use of a new instrument, the College and University Classroom Environment Inventory (CUCEI), suitable for small higher education classes often referred to as seminars. The CUCEI assesses students' or instructors' perceptions of the following seven psychosocial dimensions of actual or preferred classroom environment: personalization, involvement, student cohesiveness, satisfaction, task orientation, innovation, and individualization. Administration of the CUCEI to 372 students in 34 classes and to 20 instructors attested to the internal consistency reliability and discriminant validity of the actual and preferred forms with either the individual or the class mean as the unit of analysis, and supported the ability of the actual form to differentiate between the perceptions of students in different classrooms. A research application of the CUCEI involving associations between student outcomes and classroom environment tentatively suggested that the nature of the classroom environment affects outcomes. Another research application suggested that both students and instructors preferred a more favorable classroom environment than the one actually present, and that instructors viewed classroom environments more positively than did their students in the same classrooms. Desirable future applications of the CUCEI for research purposes and in improving teaching in higher education are considered.The first main aim of this paper is to describe the development and validation of a new instrument to assess perceptions of classroom psychosocial environment in university and college classrooms. The second major purpose is to report the first two research uses of this instrument in, respectively, a study of associations between student outcomes and classroom environment and an investigation of differences between students and instructors in their perceptions of actual and preferred classroom environment. As well, desirable future research directions involving the new instrument are suggested. Before describing the development and use of the new instrument for the higher education level, important background information about analogous work at the primary and secondary school levels is briefly reviewed in an attempt to place the new work into context.  相似文献   

A study of Indonesian students' perceptions of classroom psychosocial environment   总被引：1，自引：0，他引：1  

Barry J. Fraser  Richard Pearse  Azmi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1982,28(3):337-355

Extensive research conducted in developed countries has established classroom learning environment as a thriving field of study. The present investigation makes a contribution to classroom environment research in that it involved the translation into Indonesian of scales previously available only in English, and the subsequent validation and use of these translated scales among Indonesian students. The new Indonesian instrument consists of nine seven-item scales based upon the Individualized Classroom Environment Questionnaire and the Classroom Environment Scale. Analyses of data collected from a sample of 373 Indonesian students from nine schools supported the new instrument's internal consistency, discriminant validity, ability to differentiate between classrooms, and predictive validity (i.e. ability to predict student outcomes). Potential applications of the new instruments in Indonesian classrooms are suggested.

---

Zusammenfassung Die in entwickelten Ländern durchgeführte umfassende Untersuchung beweist, daß die Klassenumwelt ein emporkommendes Untersuchungsfeld ist. Die jetztige Nachforschung trägt zur Klassenumweltsuntersuchung bei, insofern als Tabellen bis jetzt nur auf Englisch erhältlich waren und sie durch ihre Übersetzung ins Indonesische auf ihre nachfolgende Gültigkeit und Anwendung bei indonesischen Schülern untersucht wurden. Das neue indonesische Instrument besteht aus neun sieben-Punkte-Tabellen, die sich auf den Fragebogen bezüglich individualisierter Klassenumwelt (Individualized Classroom Environment Questionnaire) und auf die Klassenumweltstabelle (Classroom Environment Scale) stützen. Analysen von gesammelten Daten einer repräsentativen Auswahl von 373 indonesischen Schülern aus neun Schulen bestätigen die inhärente Folgerichtigkeit des neuen Instruments, seine Unterscheidungsgültigkeit, seine Fähigkeit zwischen Klassen zu differenzieren und seine Genauigkeit in der Vorhersage (d.h. die Fähigkeit, die Resultate der Schüler vorherzusagen). Die Untersuchung schlägt potentielle Anwendungen der neuen Instrumente in indonesischen Klassen vor.

---

Résumé La recherche approfondie qui a été menée dans les pays développés sur le milieu d'apprentissage qu'est la classe en a fait un champ d'étude florissant. La présente enquête apporte une contribution à la recherche sur le milieu scolaire en ce qu'elle introduit la traduction en indonésien d'échelles d'évaluation qui n'existaient jusqu'alors qu'en anglais, et qu'elle examine la validation ultérieure et l'application de ces échelles, une fois traduites, par les étudiants indonésiens. Le nouvel instrument indonésien consiste en neuf échelles de sept items basées sur le Questionnaire portant sur le milieu scolaire tel qu'il est vécu par chaque individu et sur l'Echelle du Milieu Scolaire. Les analyses des données recueillies auprès d'un échantillon représentatif de 373 étudiants indonésiens appartenant à neuf écoles différentes ont confirmé la valeur intrinsèque du nouvel instrument d'évaluation, sa justesse de discernement, sa capacité à différencier entre les classes, et l'exactitude de ses pronostics (c'est-à-dire la capacité à prédire les résultats des étudiants). Cette étude suggère différentes applications potentielles de ces nouveaux moyens d'évaluation dans les classes indonésiennes.

  相似文献   

A Vote for Consensus: Democracy and difference in Japan     

Hiromi Yamashita  Christopher Williams 《比较教育学》2002,38(3):277-289

How evident is democracy within education in Japan, and is current practice different from elsewhere? This paper assesses the perception that Japanese political and educational practices are not fully 'democratic'. The first part examines the Japanese perspective on democracy, and then considers democracy and education in Japan. From a school-based study, the second part discusses examples of class practice concerning decision-making. The paper concludes that democracy is deeply rooted in Japanese history, but not in a form that is readily recognisable to Western observers. Consensus has been more significant than voting. The view that the US administration had a strong influence probably reflects policy rhetoric, not the reality in schools. But this rhetoric may have led to a belief that 'democracy' is not an appropriate term within contemporary Japanese education. However, what happens in Japanese classrooms equates with 'democratic' practice elsewhere.  相似文献   

Developing professional skills in chemistry — An initial study     

Christopher Kirk 《Research in Science Education》1988,18(1):1-8

Conclusions The limited data gathered in this pilot study suggests there may be a considerable mismatch between those professional qualities desired by industrial employers and those they generally find in new chemistry graduates. The issues raised seem sufficiently important to warrant a wider investigation. It is intended to use the data found in this initial study to design a more detailed survey in a second phase of this project.  相似文献   

Reviews     

David H. Hirsch  Sanford Pinsker  Barry R. Gross 《Academic Questions》1995,9(1):75-85

Sam Pickering teaches English at the University of Connecticut  相似文献   

Differential Grading Standards Revisited   总被引：2，自引：0，他引：2  

A. Christopher Strenta  Rogers Elliott 《Journal of Educational Measurement》1987,24(4):281-291

The differential grading standards described by Goldman and Widawski (1976) exist in the same magnitude and in roughly the same order a decade later in a different kind of institution. Major fields that attract as majors students who score higher on SATs employ stricter grading standards. These differential grading standards serve to attenuate the correlation between SAT scores and grades, which is, even in highly selective institutions, substantial.  相似文献   

The Irish Church Disestablishment Act (1869) and the general synod of the Church of Ireland (1871): the art and structure of educational reform     

Christopher F. McCormack 《History of education》2018,47(3):303-320

Historians have observed that the period 1860–1890 was educationally progressive. This paper identifies the renaissance with the creation of the General Synod of the Church of Ireland in the aftermath of Church Disestablishment. Disestablishment legislation facilitated the inclusion of the laity in Synod. The paper argues that the lay-clerical dynamic generated educational reform at all levels of provision. Post-Reformation denominational divisions qualify the discussion. The structure of Synod – General Synod, Diocesan Synods, Boards of Education and Education Committees – was the outcome of an intense debate as the post-Disestablishment Church of Ireland sought to reinvent itself. The ‘art’ of the title refers to Synod’s adroit use of this structure in promoting educational reform that mitigated tensions surrounding the religious-secular conflict which characterised Irish post-Famine modernisation. Synod’s role as agent of educational reform constitutes the theme. The paper aims to contribute to what, regretfully, remains an undeveloped historiography.  相似文献   

Scientists of the Mind*     

Christopher Lasch 《Educational theory》1987,37(2):201-205

  相似文献   

Progress and the people: histories of mass education and conceptions of Britishness, 1870–1914     

Christopher Bischof 《History of education》2020,49(2):160-183

ABSTRACT

This article argues that the history of mass education as it was written in Great Britain between 1870 and 1914 became an important site for debating what it meant to be British and the nature of progress. In particular, it explores different perspectives on when and where to begin a history of mass education, whom or what to make central to it, and what guidance the past offered for the future. Disagreements over these seemingly narrow questions reflected broader disagreements about what it meant to be British (including whether there was a deep-seated national character at all); the nature of the union; and how and why progress happened.  相似文献   

Enhancing self-regulation of practice: the influence of graphing and self-evaluative standards     

Anastasia Kitsantas  Barry J. Zimmerman 《Metacognition and Learning》2006,1(3):201-212

The purpose of this study was to examine the role of graphing of self-recorded outcomes and self-evaluative standards on the acquisition of a motoric skill with 70 college students. It was postulated that students who were provided with graduated self-evaluative standards would surpass those who were provided with absolute standards or no standards (control) in both motoric skill and in motivational beliefs (i.e., self-efficacy, attributions, and self-satisfaction). Regarding graphing of self-recorded outcomes, it was hypothesized that students who graphed their results visually would show higher dart skill and stronger motivational beliefs than participants who did not graph their results. Support was found for these hypotheses. The implications of findings of this study were discussed for instructors in terms of how the effects of self-directed practice can be enhanced.  相似文献