Perceptions Of Classroom Research Articles

A unified model of student engagement in classroom learning and classroom learning environment: one measure and one underlying construct

This study employed the capabilities-expectations model of engagement in classroom learning based on bio-ecological frameworks of intellectual development and flow theory. According to the capabilities-expectations model, engagement requires a balance between the capabilities of a student for learning in a particular situation and what is expected of that student’s learning. The study also used an eight-element model of the classroom learning environment (self educational values, self learning outcomes, classroom/peer learning attitudes and behaviours, classroom/peer support, classroom/peer discussion, classroom planning, teacher support and expectations, and parental involvement). The aim was to test the assumption that engagement in classroom learning and perceptions of the classroom learning environment both indicate the same uni-dimensional construct. If this assumption is correct, then it should be possible to plot measures of student engagement and measures of the learning environment on the same linear scale. A measurement model such as the Rasch Model can then be used to test how well empirical data fit the scale. An 85-item rating scale survey of student engagement in classroom learning and the classroom learning environment scale was created. Data from its administration to 1760 secondary school students were tested for fit to the Rasch Rating Scale Model. Data on engagement in classroom learning and the classroom learning environment were able to be plotted on one interval scale, therefore suggesting the presence of the underlying common construct. The construct was called an engaging learning environment.

Immigrant and native-born adolescents’ civic knowledge and attitudes in Sweden and the United States: Emergent citizenship within developmental niches

Using the Developmental Niche for Emergent Participatory Citizenship (Torney-Purta and Amadeo, 2011) as a framework, we examined differences between immigrant and native-born youth’s civic knowledge and support for women’s rights in Sweden and the United States, and explored whether experiences with peers and parents, and in formal and informal educational contexts, could account for such differences. Using data from the IEA Civic Education Study of 1999, we found that immigrants had lower civic knowledge and less support for women’s rights than their native-born peers in both countries. Differences in civic knowledge were partially explained in both countries by the lower likelihood of immigrants speaking the tested language at home, and remaining gaps were moderated by differences in the association of school activities with knowledge between the two groups. Gaps in support for women’s rights were partially explained by differences in language spoken at home (a possible proxy for cultural dissimilarity) in the United States, but not in Sweden. Experiences in various social or educational contexts, including perceptions of supportive classroom and school climates, were predictive of civic outcomes overall, but did little to account for differences in attitudes between the two groups in either country.

A comparison of preservice teachers' beliefs on education and classroom management

The beliefs held by preservice teachers will affect their classroom perceptions and behaviors. Therefore, understanding these beliefs is necessary to better understand preservice teachers, manage educational reforms successfully, and improving their teaching practice. From another perspective, understanding the belief structures of preservice teachers is important to improve their professional readiness and teaching. This study thus aims to explore whether there is a relationship between preservice elementary teachers’ beliefs on education and classroom management. The relational model was used in the study. The study was conducted on 394 third and fourth year students from the Division of Classroom Teaching in the Elementary Education Departments of five public university. The scales used for the data collection are “Beliefs on Education Inventory” and “Attitudes and Beliefs on Classroom Management Survey”. Data analyses were made through descriptive statistics, the Chi-Square Test, One-Way Analysis of Variance (ANOVA), Independent Samples t-Test, and the Kruskall Walls Test. Even though preservice teachers might have different beliefs, it was found that those who adopted the progressive view in the people management dimension of classroom management were less interventionist, those who adopted the eclectic education belief were more interactive than the former, and those who held the transfer belief were more interactive than those in the other groups. This study attempted to determine and compare pre service elementary teachers’ educational and classroom management beliefs. They have various beliefs on education and classroom management. However, it is not clear what beliefs need to be altered or what beliefs are better. Even if we were, we would not have a way of changing these. The beliefs of future teachers will be reflected in their practices; thus, these research results may contribute to teacher education institutions, policy-makers, teachers and school administrators. Key words: Preservice teacher, beliefs on education, progressivism, transfer, classroom management beliefs and attitudes.

More Than Just Chemistry: The Impact of a Collaborative Participant Structure on Student Perceptions of Science

Researchers have theorized that integrating authentic science activities into classrooms will help students learn how working scientists collaboratively construct knowledge, but few empirical studies have examined students’ experiences with these types of activities. Utilizing data from a comparative, mixed-methods study, we considered how integrating a complex, collaborative participant structure into a secondary school chemistry curriculum shapes students’ perceptions of what constitutes “science.” We found that the implementation of this participant structure expanded student perceptions of chemistry learning beyond the typical focus on science content knowledge to include the acquisition of collaboration skills. This support for the collaborative construction of knowledge, in addition to the appropriation of scientific content, establishes the conditions for what science educators and scientists say they want: students who can work together to solve science problems. Radical shifts towards such collaborative participant structures are necessary if we are to modify student perceptions of science and science classrooms in ways that are aligned with recent calls for science education reform.

Applying a Model of Communicative Influence in Education in Closed Online and Offline Courses

This research explores communicative influences on cognitive learning and educational affect in online and offline courses limited to only enrolled students. A survey was conducted of students (N = 147) enrolled in online and offline courses within a single department during Summer, 2013. Respondents were asked about their classroom communication and perceptions, and survey responses were subjected to structural equation modeling to predict each respondent’s final course grade and educational affect. Results provide mixed support for Carr et al.’s [1] communicative influence in education model (CIEM), with strong and significant effects identified only for online courses. While hypotheses regarding the mediating effects of instructor credibility and social identification with colearners were rejected, direct effects of course modality on these variables were identified. Findings are discussed with respect to differences in online and offline communication, online and offline courses, and implications for educators and institutions.

First-Year Students’ Psychological Well-Being and Need for Cognition: Are They Important Predictors of Academic Engagement?

This study focused on the dispositions of entering first-year students, their perceptions of classroom and institutional environments, and their subsequent academic engagement. Total variance explained by variables included in the path model for academic engagement was 30%. The results of this study found evidence to support the theoretical model that environment does mediate the relationship between two personality constructs (Need for Cognition and Psychological Well-Being) and academic engagement. Results of this study provide additional evidence that the environment matters and that institutions should continue to focus on creating supportive, positive environments that foster engagement.

Dirt on My Record: Rethinking Disciplinary Practices in an All-Black, All-Male Alternative Class

In this empirical study, the authors draw on classroom observations and interviews with twenty-three Black male ninth graders in an urban district to focus on the nature of disciplinary practices in an all-Black, all-male manhood development class. While scholars have identified the “discipline gap” as a salient aspect of the experience of Black male students in schools, few studies offer insight into the nature of disciplinary practices in spaces that Black male students view as supportive and positive. Existing studies also rarely capture African American male student perceptions of classroom and school discipline at the high school level. Utilizing Althusser (1971) and Leonardo (2005) to theorize about the racialized nature of discipline in schools, the authors find that a reframing of discipline within this alternative setting provides a counternarrative to how Black male students are typically perceived to respond to school discipline. The authors argue that, led by a “hero teacher,” the manhood development class functions as an example of “transformative resistance” (Giroux, 2001), changing how Black male students perceive themselves.

Perception of classroom and branch teachers working in primary schools towards in-service education

The need for in-service education for teachers is recognized by all who are concerned with improvement of school practice. A successful in-service education involves many different kinds of activities. This study aims to determine the perceptions of classroom and branch (social studies, science and technology, foreign language, physical education etc) teachers working in primary schools in Canakkale, Turkey towards in-service education. Accordingly, out of 189 teachers attending in-service education held by Ministry of Education, 92 teachers were presented a scale which consisted of 12 problems and were required to choose 4 of them which they believed were the most annoying ones. In this way, 368 problems were designated by teachers. When the most frequent problems were analyzed, the top-three problems were: “there are no attractive activities”, “people in charge do not have necessary qualifications” and “In-service education activities are impractical”. On the other hand, when the least frequent problems were analyzed, the period between the application and implementation of the in-service education is too long, and the refusal of the application by the higher authorities due to various reasons (planlessness, farness, negligence etc) were designated as the least discomforting problems by the teachers. Furthermore, a significant correlation was not obtained among the teachers due to gender, experience and branches. Key words: Classroom teacher, branch teacher, in-service training, problems of teachers.

Examining students' future time perspective: Pathways to knowledge building1

AbstractThe purpose of this study was to provide evidence for the internal structure of the domain‐general and context‐specific components of future time perspective (FTP) and to provide support for a top‐down structure of FTP theory. The participants included 546 engineering students from a large university in the southwest of the USA. The students responded to the Future Time Perspective Scale, the Perceptions of Instrumentality Scale, and the Student Perceptions of Classroom Knowledge‐building Scale. Analyses present evidence for: (a) the structural fidelity of student responses to the respective theoretical constructs, and (b) the top down, domain‐general to context‐sensitive relation between FTP variables and student learning behavior. The results also indicate that students' use of knowledge building strategies may be influenced by both domain‐general aspects of FTP and the perceived endogenous instrumentality of coursework. Implications include support for use of valid FTP measures and the recognition of the relation between FTP and value of present school activities.

Taiwanese first-grade teachers' perceptions of inclusive education

This study investigated the influence of three types of variables (teachers' backgrounds, the current teaching situation and characteristics of students with disabilities) on Taiwanese first-grade teachers' perceptions of inclusive education. A mail survey was conducted with all first-grade teachers in a metropolitan city in central Taiwan. After excluding cases with missing data, the sample size for this study was 321. Results showed that in general teachers' perceptions of inclusive education were in the middle range, neither highly negative nor highly positive. Two variables related to the teachers' current teaching situation (having at least one student with disabilities in their classrooms and school size) were found to have significant but opposite effects on teachers' perceptions, with the former being positive and the latter being negative. None of the variables related to teachers' backgrounds appeared to be significantly associated with perceptions of inclusive education. However, the relationship between currently having at least one student with disabilities in the classroom and teachers' perceptions of inclusive education was found to be moderated by the past experience of teaching in special education. Implications are discussed for special education practice and policy in Taiwan as well as for future research.

College Academic Stress: Differences along Gender Lines

This study examined the perception of academic stress among college students in a state college in the Philippines highlighting gender differences. In order to achieve the purpose of the study, an indigenous survey instrument was developed. A total of 1,210 college students chosen through systematic random sampling responded to the survey instrument. To determine gender differences among the respondents, independent samples t-test was used via SPSS version 15.0. Statistical analyses showed that male and female respondents differed significantly in their perceptions of subject, teacher, schedule, classroom, and expectation-related stressors but did not significantly differ in their perceptions of enrolment and admission, classmate, and financial- related stressors. Generally, no significant difference was found between male and female respondents in their perception of academic stressors, however using the mean scores as basis, female respondents scored higher compared to male respondents.

Relations among Perceptions of Classroom Activities and Self-Regulating Learning

Problem Statementself-regulating learning is important in education, work and life situations. So it necessary that researches investigate origins of self-regulating and factors that related to it. One factors that effect on self-regulating is perceptions of class and university activities. Purpose of StudyThe aim of this research is studying the relations among classroom perceptions, and self-regulating and predicting self-regulating by perceptions of class activities components. Research MethodsTo do the study, a multi-stage cluster sampling method was used and a sample of 600 students from Iranian students, were selected, Students’ The motivated Strategies for Learning Questionnaire (Pintrich & De Groot, 1990), and Students’ Perceptions of Classroom Activities (Gentry, Gable, & Rizza, 2002), were administrated to students as a group. Questionnaires validity and reliability were verified. FindingsThe results of Pearson correlation showed that the mutual correlations between all components of classroom perceptions, (interest, joint, challenge and choice), with self-regulating were positive and significant statistically (p<0.01). Results of regression analysis show that self-regulating learning was predicted by perceptions of class activities (F (4,487) =13/23, p<0/001). ConclusionsFor incrasing self-regulating learning is essential to considering perceptions of class and university activities.

Perceptions of Classroom Working Alliance and Student Performance

Positive teacher-student relationship has been established as an important contributor to students' social, behavioral, and academic adjustment. Nevertheless, current research has not employed relationship measures that examine both teachers' and students' perceptions. Furthermore, the measures currently being used lack breadth in the definition of the teacher-student relationship. Using the construct of from counseling psychology, this study investigated teachers' (n=14) and elementary school students' (n=53) perceptions of their working alliance and explored how this construct relates to student performance. Teachers' and students' ratings on subscales of the Classroom Working Alliance Inventory (CWAI) were found to be significantly related to one another. In addition, regression analyses demonstrated that both teachers' and students' ratings of working alliance contributed significantly to ratings on the Student Performance Questionnaire (SPQ). Un rapport positif entre l'enseignant et l'eleve s'est avere etre un facteur important qui contribue a l'adaptation sociale, comportementale et academique des eleves. Neanmoins, la recherche actuelle n'a pas employe de mesures des rapports qui examinent a la fois les perceptions des enseignants et celles des eleves. De plus, les mesures actuelles manquent d'envergure quant a leur definition du rapport enseignant-eleve. Empruntant de la psychologie therapeutique la construction de l'alliance de travail, nous avons etudie les perceptions qu'ont les enseignants (n=14) et les eleves de l'elementaire (n=53) de leur alliance de travail et avons examine dans quelle mesure cette construction joue un role dans le rendement des eleves. Nous avons trouve une relation significative entre les cotes des enseignants et celles des eleves aux sous-echelles de l'inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory). De plus, les analyses de regression ont demontre que ces cotes, tant celles des enseignants que celles des eleves, ont contribue de facon significative aux cotes du questionnaire sur le rendement des eleves.

English language learners' and non–English language learners' perceptions of the classroom environment

AbstractThis study examines the degree to which English language learners' (ELL) descriptions of classroom supports for learning are similar to or different from the descriptions of non‐ELL students. Specifically, the study compared the classroom perceptions of ELL students and general education students using the ClassMaps Survey (CMS), which includes indices of classroom relationships (teacher–student, peer, and home–school) and supports for self‐regulation (self‐efficacy, self‐determination, and self‐control). It was hypothesized that the CMS subscale scores would differ for the two student groups. Results indicated that ELL students rated themselves significantly lower in academic efficacy and rated their classmates as more likely to follow class rules compared to the ratings of non‐ELL students. Implications for practical application of the results and suggestions for future research are discussed. © 2009 Wiley Periodicals, Inc.

Academic Achievement and Perceptions of the Learning Environment in Virtual and Traditional Secondary Mathematics Classrooms

This study examined Algebra students' achievement and perceptions of their classroom environments in both online and traditional face-to-face learning contexts using two validated assessments, the Assessment of Algebraic Understanding (AAU) test and the What is Happening in this Class? (WIHIC) classroom perceptions instrument. Three virtual and three traditional schools in three different states participated. Quantitative analysis revealed that online students consistently outperformed traditional students across the AAU subscales despite having lower proportions in a college preparation path. Traditional students were more likely to have significantly higher averages on their perceptions of Student Cohesiveness, Involvement, and Cooperation. Online students were more likely to perceive higher Teacher Support. The study reveals virtual students can access quality mathematics content and skilled teaching while also achieving academically. Increased access to virtual Algebra courses may provide more equitable early access to Algebra I and thus increase mathematics literacy among schoolchildren.

Factors Affecting High School Students' Academic Motivation in Taiwan

The purpose of this research is to investigate predictive relationships among student characteristics that influence motivation for learning and achievement. A non-Western sample was chosen to test the generalisability of findings outside the Western cultural and social models. The participants were 6,539 students from 14 public high schools distributed across the western half of Taiwan. They were from three grade levels, and were balanced in gender. Correlations, analysis of variance, and multiple regression analyses were conducted. Individual differences predicted classroom perceptions, and perceptions predicted motivation, as did goal structures and group differences. Findings can inform educational policy, as well as teacher professional development and practice.

High School Teachers' Motivational Perceptions and Strategies in an East Asian Nation

This study investigated the relationships between teachers' self‐reported classroom goal structures, instructional self‐perceptions, teaching efficacy, and perceptions of students' motivation in a developing East Asian nation. This study's participants were 404 teachers, across subject areas, in 14 high schools in an East Asian nation. Similar studies have been conducted in western nations, but these cannot be generalised to the East Asian cultural context without direct research. The following teacher perceptions correlated strongly with perceptions of student motivation: learning goal orientations; student ability; instrumentality of instruction; and high teaching self‐efficacy. Among these related factors, learning goals and ability emerged as the strongest predictors of perceived student motivation. Teachers interviewed reported that their students' motivation is primarily extrinsic and performance‐oriented, influenced by external factors, predominantly exam pressure and social expectations. These findings have important implications for teacher education and practice, and for school policy and educational reform.

Students’ Perceptions of Effective Classroom and Clinical Teaching in Dental and Dental Hygiene Education

Effective teaching behaviors have been studied in various arenas in higher education. However, there is limited research documenting effective teaching behaviors in dentistry and dental hygiene. Our qualitative study attempts to define effective teaching in both the classroom and clinic for dentistry and dental hygiene students. A total of 175 dental and dental hygiene undergraduate students nominated a total of forty instructors for teaching awards, providing a total of 695 qualitative statements reflecting their teaching in two learning contexts: the classroom and the clinic. Seven categories of effective teaching qualities were identified: individual rapport, organization, enthusiasm, learning, group interaction, exams and assignments, and breadth. Based on the frequency of the themes, effective teaching in the classroom was best defined by organization and rapport, whereas in the clinic, rapport was the most frequently described behavior. Moreover, dentistry students perceived enthusiasm as an effective teaching quality more frequently than did dental hygiene students, whereas dental hygiene students provided more responses to learning. These findings can provide guidance in preparing undergraduate dental and dental hygiene educators to enter the teaching environment. The ultimate goal to be achieved from identification of effective teaching qualities, as determined in this study, is improvement in clinical and classroom teaching for dentistry and dental hygiene programs.

Perceiving classroom aggression: The influence of setting, intervention style and group perceptions

Violence and aggression in the classroom are often cited as a major concern within the teaching community. Teachers' perceptions of the appropriateness of intervention behaviours during aggressive incidents, however, are less often examined (Meyer, Astor, & Behre, 2002), nor how they compare to the perceptions of training teachers (John, 2002). This paper examines differences in the perceptions of practising and training teachers after exposure to an account of a violent incident where a school teacher is assaulted. The paper also investigates the relative and combined influence of classroom condition and teacher intervention on perceptions of classroom violence. Participants included 48 practising teachers, and 48 students undertaking a Postgraduate Certificate in Education (PGCE) also took part in the study. The study utilized a 2 x 2 x 2 between-subjects factorial design, manipulating the impact of classroom condition, teacher intervention, and observer status on evaluations of the teacher, assailant and school following an incident of violence against the teacher. Classroom environment, teacher intervention, and observer status influenced evaluations of the teacher and school, but not the assailant. Implications of these findings and the applied importance of these results are discussed in relation to school policy, teacher training, and classroom maintenance.

Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation

Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed.