Abstract
Multiple research methods from different paradigms were used in this interpretive study to explore the nature of classroom environments in a cross-national study involving Taiwan and Australia. When English and Mandarin versions of a questionnaire assessing student perceptions of 7 dimensions of the classroom learning environment were administered to 50 classes in each country, data analysis supported the reliability and factorial validity of the questionnaire and revealed differences between Taiwanese and Australian classroom environments. The data provided a starting point from which other methods (such as observations, interviews, and narrative stories) were used to gain a more in-depth understanding of the classroom environments in each country. Findings are represented in the form of stories and interpretive commentaries.
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