Learning Environment Research Research Articles

A Multilevel Analysis of Learning Environments and Student Attitudes

An investigation of relationships between students’ attitudes towards chemistry and their perceived laboratory environments was carried out using a sample of 1592 final year secondary school students in 56 chemistry classes in 28 randomly selected co‐educational government schools. This study is distinctive in that it marks the beginning of science classroom environment research in Singapore and because it pioneers the use of the Hierarchical Linear Model (HLM) in learning environment research. The Chemistry Laboratory Environment Inventory (CLEI), a modified version of the Science Laboratory Environment Inventory, was used to assess students’ perceptions of the learning environment in chemistry laboratory classes. Students’ chemistry‐related attitudes were assessed using the Questionnaire on Chemistry‐related Attitudes (QOCRA), which is based on the Test of Science‐related Attitudes. Environment‐attitude relationships were examined using conventional multiple regression analysis and the more rigorous HLM. Positive associations emerged between the nature of the chemistry laboratory classroom environment and the students’ attitudinal outcomes

Psychosocial Climate and Student Outcomes in Elementary Mathematics Classrooms: A Multilevel Analysis

Abstract Associations between perceived psychosocial climate and student outcomes among a sample of 1,512 students in Grade 5 mathematics classes in Singapore were investigated. Two methods of analysis were used: multiple linear regression and hierarchical linear modeling. A comparison of findings from the two approaches suggests (a) the existence of associations between outcomes and environment and (b) the usefulness of incorporating both data analysis methods in learning-environment research.

The use of metaphor by prospective elementary teachers to understand learning environments

The study of learning environments as a topic in preservice education programs has not been addressed in great detail. Classroom learning environments research has traditionally been addressed with survey instruments with scales classified by Moos's scheme for classifying human environments. This study examines learning environments through metaphor. The goals of this interpretive study are to determine if classroom observations by prospective teachers can satisfy Moos's scheme for classifying human environments, to determine the value of using metaphor to understand learning environments, and to explore the implications for science teacher education.

Toward a critical approach to the study of learning environments in science classrooms

Traditional learning environment research in science classrooms has been built on survey methods meant to measure students' and teachers' perceptions of variables used to define the learning environment. This research has led mainly to descriptions of learning environments. We argue that learning environment research should play a transformative role in science classrooms; that learning environment research should take into account contemporary post-positivist ways of thinking about learning and teaching to assist students and teachers to construct a more emancipatory learning environment. In particular, we argue that a critical perspective could lead to research playing a larger role in the transformation of science classroom learning environments. This argument is supplemented with an example from a middle school science classroom.

Development and Validation of an Instrument for Assessing the Psychosocial Environment of Computer-Assisted Learning Classrooms

The present study filled a gap in past learning environment research in that it involved the development and validation of a new instrument tailor-made specifically for use in computer-assisted learning (CAL) classrooms. The new instrument assesses student perceptions of the levels of gender equity, investigation, innovation, and resource adequacy. Use of this instrument with a sample of 671 students from the second year of high school in Singapore revealed that each scale displayed satisfactory factorial validity, internal consistency reliability, discriminant validity, and predictive validity, and differentiated between the perceptions of students in different classrooms. The use of the new instrument in an evaluation of an innovation in CAL showed that, compared with control students, CAL students perceived their classes as having greater gender equity, investigation, innovation, and resource adequacy.

A Study of Computer-Assisted Learning Environments in Singapore

Abstract The present study filled some gaps in past learning environment research in that, first, it involved the development of a new instrument tailor-made specifically for use in computer-assisted learning (CAL) classrooms and, second, it provided one of the rare examples of an evaluation of computer-assisted learning based on its impact on the nature of a classroom learning environment as perceived by students. In addition, the research was conducted in the unique milieu of the Singapore school system, and it investigated associations between students' outcomes and the classroom environment in computer-assisted learning settings.

Assessment of the psychosocial environment of university science laboratory classrooms: a cross-national study

A strong tradition in educational research has involved several widely-used instruments assessing student or teacher perceptions of characteristics of actual or preferred classroom psychosocial environment. Existing instruments, however, are unsuitable for one of the most important settings in science teaching, namely, the science laboratory class. Consequently, the present research aimed to develop and validate a new instrument, the Science Laboratory Environment Inventory (SLEI), which is specifically suited to science laboratory environments at the higher education level. The SLEI assesses students' or teachers' perceptions of five dimensions of actual or preferred classroom environment, namely, Student Cohesiveness, Open-Endedness, Integration, Rule Clarity, and Material Environment. A distinctive feature of the design of the study was that the instrument was field tested and validated cross-nationally in six different countries, namely, the USA, Canada, Australia, England, Israel, and Nigeria. The total sample consisted of 1720 students in 71 university laboratory classes. Various item and factor analyses guided the evolution of a refined version, and attested to each SLEI scale's internal consistency reliability, discriminant validity, factorial validity, predictive validity (i.e., ability to predict student outcomes), and ability to differentiate between the perceptions of students in different classes. An important finding was that the SLEI is equally valid for use in its actual and preferred versions, and for the individual or the class mean as the unit of analysis. As well, separate within-country analyses confirmed the validity and usefulness of the SLEI in each of the six countries involved in the field testing. Overall, the study attested to the general advantages of employing cross-national designs in learning environment research.

Effective Curriculum Implementation: Some Promising New Insights

nearly a whole school year!" As change researchers, we hear this lament repeatedly from school practitioners-principals, curriculum coordinators, superintendents, and staff developers. It is clear to us and to others that implementation does not equal delivery of an innovation (new curriculum, programs, processes, etc.), as has been widely assumed in the past (Fullan & Pomfret, 1977). In fact, as simple and straightforward as the process of implementing a new curriculum might seem, when it comes to actual practice, recent research shows that at least

Steps toward Promoting Cognitive Achievements

The Elementary School Journal Volume 85, Number 5 ? 1985 by The University of Chicago. All rights reserved. 001 3-5984/85/8505-0008$0 1.00 Research on teaching has always been carried out under the assumption that what happens in classrooms influences students' learning. In the heyday of the research guided by the process-product paradigm (Dunkin & Biddle 1974), there were two central determinants of students' learning that teachers could manipulate. One was the teacher's behavior. The second was the

The Self-Worth Theory of Achievement Motivation: Findings and Implications

The Elementary School Journal Volume 85, Number 1 o 1984 by The University of Chicago. All rights reserved. 0013-5984/85/850 1 -0001 $0 1.00 The purpose of this article is to describe the self-worth theory of achievement motivation, to summarize the research generated under this model, and to consider the implications of research for classroom teaching and learning. The self-worth theory assumes that a central part of all classroom achievement is the need for students to protect their sense of worth or personal value. Perceptions of ability are critical to this self-protective process, since for many students the mere possession of high ability signifies worthiness. Moreover, ability is widely perceived as a major cause of success, and success in turn reflects well on the individual. For these reasons, I will focus on the topic of ability perceptions and on developmental changes in these perceptions. A second main theme of this article concerns the various strategies that students employ to maintain a sense of worthiness in the face of failure, an outcome that would otherwise lead to suspicions of inability. A third theme concerns a potential conflict of values between teachers and students. Specifically, the failure-avoiding strategies that students often use to maintain a sense of competency involve various subterfuge such as procrastination, not trying, and excuses. These tactics come in direct conflict with

Six Teachers' Beliefs and Attitudes and Their Curricular Time Allocations

Previous articleNext article No AccessSix Teachers' Beliefs and Attitudes and Their Curricular Time AllocationsWilliam H. Schmidt and Margret BuchmannWilliam H. Schmidt Search for more articles by this author and Margret Buchmann Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 84, Number 2Nov., 1983 Article DOIhttps://doi.org/10.1086/461353 Views: 9Total views on this site Citations: 17Citations are reported from Crossref Copyright 1983 The University of ChicagoPDF download Crossref reports the following articles citing this article:Melissa McMinn, Jill Aldridge Learning environment and anxiety for learning and teaching mathematics among preservice teachers, Learning Environments Research 23, no.33 (Nov 2019): 331–345.https://doi.org/10.1007/s10984-019-09304-yJames Russo, Janette Bobis, Peter Sullivan, Ann Downton, Sharyn Livy, Melody McCormick, Sally Hughes Exploring the relationship between teacher enjoyment of mathematics, their attitudes towards student struggle and instructional time amongst early years primary teachers, Teaching and Teacher Education 88 (Feb 2020): 102983.https://doi.org/10.1016/j.tate.2019.102983Christine Yvette Tardif-Williams, John-Tyler Binfet, Camille Xinmei Rousseau Shifting Preservice Teachers’ Views of Animal Welfare and Advocacy through a Human-Animal Relationships Course, Society & Animals 29, no.5-65-6 (Apr 2019): 591–612.https://doi.org/10.1163/15685306-12341640Maria Teresa Tatto The Mathematical Education of Secondary Teachers, (Aug 2018): 409–450.https://doi.org/10.1007/978-3-319-92144-0_14 Beliefs about Future Curriculum, Society & Animals 24, no.66 (Dec 2016): 596–617.https://doi.org/10.1163/15685306-12341429Kathleen J. Roth, Helen E. Garnier, Catherine Chen, Meike Lemmens, Kathleen Schwille, Nicole I.Z. Wickler Videobased lesson analysis: Effective science PD for teacher and student learning, Journal of Research in Science Teaching 48, no.22 (Jan 2011): 117–148.https://doi.org/10.1002/tea.20408Tina Rye Sloan A Quantitative and Qualitative Study of Math Anxiety Among Preservice Teachers, The Educational Forum 74, no.33 (Jun 2010): 242–256.https://doi.org/10.1080/00131725.2010.483909Jesse L. M. Wilkins ELEMENTARY SCHOOL TEACHERS' ATTITUDES TOWARD DIFFERENT SUBJECTS, The Teacher Educator 45, no.11 (Dec 2009): 23–36.https://doi.org/10.1080/08878730903386856Audrey C. Rule, Mary H. Harrell Symbolic Drawings Reveal Changes in Preservice Teacher Mathematics Attitudes After a Mathematics Methods Course, School Science and Mathematics 106, no.66 (Oct 2006): 241–258.https://doi.org/10.1111/j.1949-8594.2006.tb17913.xNorman G. Lederman A Partial List of the Empirical Theoretical Literature on Subject-Specific Pedagogy, School Science and Mathematics 101, no.22 (Feb 2001): 61–80.https://doi.org/10.1111/j.1949-8594.2001.tb18008.xIris Geva-May POLICY FEASIBILITY AND IMMIGRANT ABSORBTION IN A MASS IMMIGRATION CONTEXT:. The Case of Scientist Retraining in Israel*, Review of Policy Research 15, no.2-32-3 (Jun 1998): 226–266.https://doi.org/10.1111/j.1541-1338.1998.tb00788.xIris Geva‐May, Yehudit J. Dori Analysis of an Induction Model, British Journal of In-Service Education 22, no.33 (Jan 1996): 335–356.https://doi.org/10.1080/0305763960220308Deborah C. Smith, Daniel C. Neale The construction of subject matter knowledge in primary science teaching, Teaching and Teacher Education 5, no.11 (Jan 1989): 1–20.https://doi.org/10.1016/0742-051X(89)90015-2Jeff Passe The Role of Internal Factors in the Teaching of Current Events, Theory & Research in Social Education 16, no.11 (Jan 1988): 83–89.https://doi.org/10.1080/00933104.1988.10505557William H. Schmidt, Andrew C. Porter, Robert E. Floden, Donald J. Freeman, John R. Schwille Four patterns of teacher content decision‐making, Journal of Curriculum Studies 19, no.55 (Sep 1987): 439–455.https://doi.org/10.1080/0022027870190505Margret Buchmann Role over Person: Justifying Teacher Action and Decisions 1 , 2, Scandinavian Journal of Educational Research 31, no.11 (May 1987): 1–21.https://doi.org/10.1080/0031383870310101Deborah C. Smith Changing Our Teaching: The Role of Pedagogical Content Knowledge in Elementary Science, (): 163–197.https://doi.org/10.1007/0-306-47217-1_7

Time Spent in Learning: Implications from Research

Previous articleNext article No AccessTime Spent in Learning: Implications from ResearchJanet H. Caldwell, William G. Huitt, and Anna O. GraeberJanet H. Caldwell Search for more articles by this author , William G. Huitt Search for more articles by this author , and Anna O. Graeber Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 82, Number 5May, 1982Special Issue: Students in Classrooms Article DOIhttps://doi.org/10.1086/461282 Views: 22Total views on this site Citations: 28Citations are reported from Crossref Copyright 1982 The University of ChicagoPDF download Crossref reports the following articles citing this article:Karrie E. Godwin, Howard Seltman, Ma Almeda, Mandi Davis Skerbetz, Shimin Kai, Ryan S. Baker, Anna V. Fisher The elusive relationship between time on-task and learning: not simply an issue of measurement, Educational Psychology 41, no.44 (Mar 2021): 502–519.https://doi.org/10.1080/01443410.2021.1894324Maeca Garzia, Giuseppina Rita Mangione, Leonarda Longo, Maria Chiara Pettenati Spaced learning and innovative teaching: school time, pedagogy of attention and learning awareness, Research on Education and Media 8, no.11 (Jul 2016): 22–37.https://doi.org/10.1515/rem-2016-0004Mireia Usart, Margarida Romero Time Factor Assessment in Game-Based Learning, (Jan 2015): 1809–1829.https://doi.org/10.4018/978-1-4666-8200-9.ch091Erin R. Ottmar, Lauren E. Decker, Claire E. Cameron, Timothy W. Curby, Sara E. Rimm-Kaufman Classroom instructional quality, exposure to mathematics instruction and mathematics achievement in fifth grade, Learning Environments Research 17, no.22 (Oct 2013): 243–262.https://doi.org/10.1007/s10984-013-9146-6Stephen N. Elliott, Andrew T. Roach, Alexander Kurz Evaluating and Advancing the Effective Teaching of Special Educators With a Dynamic Instructional Practices Portfolio, Assessment for Effective Intervention 39, no.22 (Mar 2014): 83–98.https://doi.org/10.1177/1534508413511491Tomáš Janík, Karolína Pešková Školní vzdělávání: od podmínek k výsledkům, (Jan 2014).https://doi.org/10.5817/CZ.MUNI.M210-6823-2014Simona Šebestová Příležitosti k rozvíjení řečových dovedností ve výuce anglického jazyka: videostudie, (Jan 2014).https://doi.org/10.5817/CZ.MUNI.M210-6825-2014Ma. Mercedes T. Rodrigo, Ryan S. J. D. Baker, Lisa Rossi Student Off-Task Behavior in Computer-Based Learning in the Philippines: Comparison to Prior Research in the USA, Teachers College Record: The Voice of Scholarship in Education 115, no.1010 (Oct 2013): 1–27.https://doi.org/10.1177/016146811311501007Margarida Romero, Mireia Usart Time Factor in the Curriculum Integration of Game-Based Learning, (Jan 2013): 248–266.https://doi.org/10.4018/978-1-4666-3950-8.ch013Leicha A. Bragg The effect of mathematical games on on-task behaviours in the primary classroom, Mathematics Education Research Journal 24, no.44 (Aug 2012): 385–401.https://doi.org/10.1007/s13394-012-0045-4Maribeth Gettinger, Martha J. Walter Classroom Strategies to Enhance Academic Engaged Time, (Jan 2012): 653–673.https://doi.org/10.1007/978-1-4614-2018-7_31Raymond V. Burke, Robert G. Oats, Jay L. Ringle, Leah O'Neill Fichtner, Mary Beth DelGaudio Implementation of a Classroom Management Program with Urban Elementary Schools in Low-Income Neighborhoods: Does Program Fidelity Affect Student Behavior and Academic Outcomes?, Journal of Education for Students Placed at Risk (JESPAR) 16, no.33 (Jul 2011): 201–218.https://doi.org/10.1080/10824669.2011.585944Erika A. Patall, Harris Cooper, Ashley Batts Allen Extending the School Day or School Year, Review of Educational Research 80, no.33 (Sep 2010): 401–436.https://doi.org/10.3102/0034654310377086Jason E. Harlacher, Nancy J. Nelson Walker, Amanda K. Sanford The “I” in RTI, TEACHING Exceptional Children 42, no.66 (Jul 2010): 30–38.https://doi.org/10.1177/004005991004200604H.C.M. (Tim) Carroll The Effect of Pupil Absenteeism on Literacy and Numeracy in the Primary School, School Psychology International 31, no.22 (Apr 2010): 115–130.https://doi.org/10.1177/0143034310361674Janet Ward Schofield, Rebecca Eurich-Fulcer, Chen L. Britt Teachers, Computer Tutors, and Teaching: The Artificially Intelligent Tutor as an Agent for Classroom Change, American Educational Research Journal 31, no.33 (Jun 2016): 579–607.https://doi.org/10.3102/00028312031003579Keith P. Thompson Time to Learn, Soundings (Reston, VA) 2, no.11 (Oct 1988): 19–20.https://doi.org/10.1177/104837138800200112Penelope L. Peterson Selecting Students and Services for Compensatory Education: Lessons from Aptitude--Treatment Interaction Research, Educational Psychologist 23, no.44 (Sep 1988): 313–352.https://doi.org/10.1207/s15326985ep2304_1Susan R. Swing, Karen C. Stoiber, Penelope L. Peterson Thinking Skills versus Learning Time: Effects of Alternative Classroom-Based Interventions On Students' Mathematics Problem Solving, Cognition and Instruction 5, no.22 (Jun 1988): 123–191.https://doi.org/10.1207/s1532690xci0502_2TOMMY M. TOMLINSON A Nation At Risk., Annals of the New York Academy of Sciences 517, no.1 Psychology an1 Psychology an (Dec 1987): 7–27.https://doi.org/10.1111/j.1749-6632.1987.tb52779.xEdward L. Vockell Academic Learning Time: Criterion for Using Computers for Instruction, College Teaching 35, no.22 (May 1987): 75–77.https://doi.org/10.1080/87567555.1987.10532372Kenneth A. Kavale, Steven R. Forness School Learning, Time and Learning Disabilities: The Disassociated Learner, Journal of Learning Disabilities 19, no.33 (Aug 2016): 130–138.https://doi.org/10.1177/002221948601900301Maribeth Gettinger Individual differences in time needed for learning: A review of literature, Educational Psychologist 19, no.11 (Oct 2009): 15–29.https://doi.org/10.1080/00461528409529278Maribeth Gettinger Achievement as a Function of Time Spent in Learning and Time Needed for Learning, American Educational Research Journal 21, no.33 (Jun 2016): 617–628.https://doi.org/10.3102/00028312021003617 William H. Schmidt , and Margret Buchmann Six Teachers' Beliefs and Attitudes and Their Curricular Time Allocations, The Elementary School Journal 84, no.22 (Oct 2015): 162–171.https://doi.org/10.1086/461353Margarida Romero, Christophe Gentil Characterizing Online Learners’ Time Regulation, (): 91–110.https://doi.org/10.4018/978-1-4666-4651-3.ch004Mireia Usart, Margarida Romero Time Factor Assessment in Game-Based Learning, (): 62–81.https://doi.org/10.4018/978-1-4666-4773-2.ch004Margarida Romero, Christophe Gentil Characterizing Online Learners' Time Regulation, (): 1468–1483.https://doi.org/10.4018/978-1-5225-5472-1.ch077

Assessment of Learning Environment in Elementary-School Classrooms

Previous articleNext article No AccessAssessment of Learning Environment in Elementary-School ClassroomsBarry J. FraserBarry J. Fraser Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Elementary School Journal Volume 79, Number 5May, 1979 Article DOIhttps://doi.org/10.1086/461162 Views: 12Total views on this site Citations: 4Citations are reported from Crossref Copyright 1979 The University of ChicagoPDF download Crossref reports the following articles citing this article:Ryan Francis O. Cayubit Why learning environment matters? An analysis on how the learning environment influences the academic motivation, learning strategies and engagement of college students, Learning Environments Research 25, no.22 (Aug 2021): 581–599.https://doi.org/10.1007/s10984-021-09382-xJill M. Aldridge, Siobhan Galos Development and validation of an instrument to assess primary school students’ perceptions of the learning environment, Learning Environments Research 21, no.33 (Sep 2017): 349–368.https://doi.org/10.1007/s10984-017-9248-7 Barry J. Fraser , and Peter O'Brien Student and Teacher Perceptions of the Environment of Elementary School Classrooms, The Elementary School Journal 85, no.55 (Oct 2015): 567–580.https://doi.org/10.1086/461422Richard S. Prawat, David J. Solomon Validation of a Classroom Climate Inventory for Use at the Early Elementary Level, Educational and Psychological Measurement 41, no.22 (Jul 2016): 567–573.https://doi.org/10.1177/001316448104100240