Perceptions Of Classroom Climate Research Articles

Classroom Climate in Integrated Language Arts Classrooms

AbstractWith desegregation research neglecting classroom processes in general and classroom climate in particular, little is known about the factors affecting the social climate of integrated classrooms. Thus, this study investigates the predictors of classroom climate in integrated fifth grade language arts classes, and determines the effects of ethnic group membership and desegregation status (bused, non- bused) on perceptions of classroom climate. Using canonical correlation procedures, it is shown that there are ethnic group differences in whether or not teacher attitudes and selected teacher and classroom characteristics predict classroom climate. In addition, a multivariate analysis of covariance shows that there are ethnic group differences in perceptions of classroom climate. Specifically, compared to minority (black and Mexican-American) students, Anglo students perceive the language arts classes as having more friction and less cohesiveness.

Pupil Perception of Classroom Climate and its Relationship to Teacher Personality

(1976). Pupil Perception of Classroom Climate and its Relationship to Teacher Personality. South Pacific Journal of Teacher Education: Vol. 4, No. 3, pp. 256-260.

What Teachers Believe-What Children Achieve

of making a prophecy about it. Second, that the act of making a prophecy about a situation is also an act of creating the conditions through which the prophecy is realized. Recent research has presented some convincing evidence that the self-fulfilling prophecy may be at work in educational settings across the country. In a study by Rosenthal and Jacobson eighteen elementary-school teachers were told that certain of