Yes, Virginia, There Will Always Be Administrators

Abstract

School administrators and teachers recognize the pertinence of perceived, classroom enviroriiucui iui siuucm ucnaviui aim auncvc ment. To evaluate this environment, the Class Atmosphere Scale (CAS) assesses quantitatively the perceptions held by teacher and stu dents about their common class milieu. A sample of 30 classes (N=509) provides data to calculate percentile norms for each of the 12 CAS subscales. Further analysis suggests four discrete applications of subscale profiles. The CAS can be useful for future basic and applied research on classroom structure and behavior. TO EVALUATE the learning environment of the class room is vital. One promising approach is measurement of the atmosphere or perceived pyschosocial environment. (See the review of pertinent research by Randhawa and Fu (14).) An appropriate atmosphere scale would enable administrators and teachers to describe in environmental terms the pattern and impact of classroom interactions. Specifically, an objective typology could assess student classroom and teacher-classroom fit or mismatch and thus suggest necessary changes. Furthermore, objective norms could predict potential for progress in classroom learning. To quantify the environmental contributions by teacher and by students, and to provide feedback on changes in class atmosphere seem attainable goals. Classroom environments vary. Different subjects, teach ers, and students generate diverse social ecological milieus affecting classroom behavior. Analytically, settings may be compared on the basis of objective characteristics or in terms of perceptions held by participants. These two fac to s are not necessarily congruent. For example, a teacher may in fact be quite strict, though perceived by students as permissive. However, perception is the primary determinant of manifest classro m behavior (9). The Class Atmosphere Scale (CAS) (15) measures perceived environment in order to specify degree of consensus and, inferentially, the strength of behavioral press along several dimensions.2 The CAS discriminates statistically among teachers, subjects, and classes, as well s among classes conducted by the same teacher. In addition, this instrument is composed of sub scales that have adequate internal consistency, external validity, and profile stability. CAS subscales are identical to those of the Ward Atmo phere Scale (WAS) (10) and those This content downloaded from 157.55.39.235 on Fri, 07 Oct 2016 06:02:29 UTC All use subject to http://about.jstor.org/terms