Use of classroom and school climate scales in evaluating alternative high schools

Abstract

Some alternative high schools which aim to provide an appropriate ethos for adult learners were evaluated in terms of both student perceptions of classroom environment and teacher perceptions of school environment. From within the alternative schools, a sample of 536 students in 45 classes responded to the College and University Classroom Environment Inventory and a group of 106 teachers responded to the School-level Environment Questionnaire. Relative to some control groups, students in the alternative high schools perceived their classes as having greater involvement, satisfaction, innovation and, individualization, while teachers in the alternative schools perceived more professional interest, achievement orientation, and innovativeness.