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Barry J. Fraser - One of the best experts on this subject based on the ideXlab platform.

  • Parental involvement in schooling, Classroom Environment and student outcomes
    Learning Environments Research, 2013
    Co-Authors: Aurora Adamski, Barry J. Fraser, Maria M. Peiro
    Abstract:

    We investigated relationships between students’ perceptions of parental involvement in schooling, their Spanish Classroom Environment and student outcomes (attitudes and achievement). Modified Spanish versions of the What Is Happening In this Class?, Test of Spanish-Related Attitudes-L_1, a parental involvement questionnaire and a Spanish achievement test were administered to 223 Hispanic Grade 4–6 students in South Florida. The factor structure and internal consistency reliability of the questionnaires was supported. Strong associations were found for parental involvement with students’ learning Environment perceptions and student outcomes, and for Spanish Classroom Environment with student outcomes. When the unique and common variances in student outcomes explained by the Classroom Environment and the home Environment were examined, the home Environment was more influential than the Classroom Environment in terms of students’ attitudes, but the Classroom Environment was more influential than the home Environment in terms of achievement.

  • Classroom Environment and teacher interpersonal behaviour in secondary science classes in korea
    Evaluation & Research in Education, 2000
    Co-Authors: Darrell L Fisher, Barry J. Fraser
    Abstract:

    The What is Happening in this Class (WIHIC) questionnaire and the Questionnaire on Teacher Interaction (QTI) were used to describe Classroom learning Environment and the teachers' behaviour in Korea. The three objectives of the study were to provide validation data for the Korean versions of the WIHIC and QTI, investigate associations between students' attitude to science and their perceptions of the Classroom Environment as assessed by the WIHIC and the QTI, and investigate gender-related differences in the students' perceptions. The questionnaires were administered to 543 students in 12 different Korean schools. The cross-cultural validity of the WIHIC and the QTI was supported. There were positive relationships of Classroom Environment and interpersonal teacher behaviour with students' attitudinal outcome. Relative to girls, boys perceived their learning Environments and their teachers' interpersonal behaviour more favourably and reported more favourable attitudes toward their science classes. Generall...

  • Classroom Environment INSTRUMENTS: DEVELOPMENT, VALIDITY AND APPLICATIONS
    Learning Environments Research, 1998
    Co-Authors: Barry J. Fraser
    Abstract:

    Few fields of educational research have such a rich diversity of valid, economical and widely-applicable assessment instruments as does the field of learning Environments. This article describes nine major questionnaires for assessing student perceptions of Classroom psychosocial Environment (the Learning Environment Inventory, Classroom Environment Scale, Individualised Classroom Environment Questionnaire, My Class Inventory, College and University Classroom Environment Inventory, Questionnaire on Teacher Interaction, Science Laboratory Environment Inventory, Constructivist Learning Environment Survey and What Is Happening In This Class) and reviews the application of these instruments in 12 lines of past research (focusing on associations between outcomes and Environment, evaluating educational innovation, differences between student and teacher perceptions, whether students achieve better in their preferred Environment, teachers' use of learning Environment perceptions in guiding improvements in Classrooms, combining quantitative and qualitative methods, links between different educational Environments, cross-national studies, the transition from primary to high school, and incorporating educational Environment ideas into school psychology, teacher education and teacher assessment).

  • use of Classroom Environment perceptions in evaluating inquiry based computer assisted learning
    International Journal of Science Education, 1996
    Co-Authors: D Maor, Barry J. Fraser
    Abstract:

    This paper examines the perceptions held by 120 students and seven teachers of the learning Environment in their inquiry‐based computer Classrooms. The subjects responded to a Classroom Environment instrument before and after using a computerized database which has the potential for promoting inquiry skills. Generally, there was an increase in student‐perceived investigation and open‐endedness. Although teachers’ and students’ perceptions showed a similar trend, teachers’ perceptions generally were more positive than those of the students.

  • Associations between student outcomes and geography Classroom Environment
    International Research in Geographical and Environmental Education, 1995
    Co-Authors: George Puan Loon Teh, Barry J. Fraser
    Abstract:

    Abstract Fast research on Classroom Environment was extended to computer‐assisted learning (CAL) classes in geography in an investigation of associations between student outcomes and Classroom Environment. The sample consisted of 671 high school geography students in 24 classes in 12 randomly‐chosen schools in Singapore. The Geography Classroom Environment Inventory was developed to assess Gender Equity, Investigation, Innovation and Resource Adequacy in CAL geography classes. Student outcomes encompassed an achievement and an attitude measure. Separate simple and multiple correlation analyses were conducted, and analyses were done separately with and without control for student background characteristics. Past research was replicated in that the nature of the CAL geography Classroom Environment accounted for appreciable proportions of the variance in both cognitive and affective outcomes beyond that attributable to student background characteristics.

Junfeng Yang - One of the best experts on this subject based on the ideXlab platform.

  • development and validation of a scale for evaluating technology rich Classroom Environment
    Journal of Computers in Education, 2015
    Co-Authors: Junfeng Yang, Ronghuai Huang
    Abstract:

    In response to the modest use of technology in most Classrooms without significant influence on learning, much research has been done on the design of Classroom, but the research on assessing the technology-rich Classroom has lagged behind considerably. This paper aimed to develop and validate a scale for evaluating technology-rich Classroom. In this paper, a framework was proposed to evaluate the technology-rich Classroom Environment on the physical and psychosocial aspects. Then, we conducted a survey to confirm the structure and the internal consistency reliability of the scale based on the proposed framework. The results indicated that the scale was useful for evaluating technology-rich Classroom Environment, as the results of evaluation provided informative references about how to improve class- room Environments to enhance engaged learning.

  • ICSLE - A Method for Evaluating Technology-Rich Classroom Environment
    Emerging Issues in Smart Learning, 2014
    Co-Authors: Junfeng Yang
    Abstract:

    In response to the modest use of technology in most Classrooms without significant influence on learning, we proposed a framework to design and evaluate the technology-rich Classroom Environment from the physical and psychosocial aspects. A survey was done to confirm the structure and the internal consistency reliability of the questionnaire we developed based on the framework. The results indicated the framework was useful for designing and evaluating technology-rich Classroom Environment. In the end, several suggestions have been put forward to indicate the methods for optimizing the Classroom Environment.

  • CHI-KDD - Optimizing Classroom Environment to Support Technology Enhanced Learning
    Human-Computer Interaction and Knowledge Discovery in Complex Unstructured Big Data, 2013
    Co-Authors: Junfeng Yang, Ronghuai Huang
    Abstract:

    Researchers have found that Classroom Environment has close relationship to students’ learning performance. When considering technology enriched Classroom Environment, researches are mainly on the psychological Environment and the measurement of the Environment. While as technology integrated in Classroom, the physical Classroom Environment should be investigated to facilitate students’ effective and engaged learning. First we carry out a survey on the current technology enriched Classroom, after that we sample the Technology Involved Classroom (TIC) and Technology Uninvolved Classroom (TUC) to compare the differences between the two kinds of Classroom; then we do the Classroom observation and interview with teachers; finally based on the analysis of these data, we propose some solutions for optimizing the Classroom Environment to facilitate technology enriched learning in China.

Jeffrey P. Dorman - One of the best experts on this subject based on the ideXlab platform.

  • Partitioning the Variance in Scores on Classroom Environment Instruments.
    Australian Journal of Educational and developmental psychology, 2009
    Co-Authors: Jeffrey P. Dorman
    Abstract:

    This paper reports the partitioning of variance in scale scores from the use of three Classroom Environment instruments. Data sets from the administration of the What Is Happening In this Class (WIHIC) to 4,146 students, the Questionnaire on Teacher Interaction (QTI) to 2,167 students and the Catholic School Classroom Environment Questionnaire (CSCEQ) to 2,211 students in Australian schools were analysed using MLwiN. Variance components models with three levels (viz. student, class and school) for each of the 22 scales were created. Results revealed that statistically significant proportions of variance in all scale scores could be attributed to the student and class levels. Apart from one scale, no school level variance in scale scores was statistically significant. Typically, variance proportions were above 75% at the student level, above 15% at the class level, and below 5% at the school level. Multilevel analyses should be conducted with Classroom Environment data.

  • The effect of clustering on statistical tests: an illustration using Classroom Environment data
    Educational Psychology, 2008
    Co-Authors: Jeffrey P. Dorman
    Abstract:

    This paper discusses the effect of clustering on statistical tests and illustrates this effect using Classroom Environment data. Most Classroom Environment studies involve the collection of data from students nested within Classrooms and the hierarchical nature to these data cannot be ignored. In particular, this paper studies the influence of intraclass correlations on tests of statistical significance conducted with the individual as the unit of analysis. Theory that adjusts t‐test scores for nested data in two‐group comparisons is presented and applied to Classroom Environment data. This paper demonstrates that Type I error rates inflate greatly as the intraclass correlation increases. Data analysis techniques that recognise the clustering of students in Classrooms in Classroom Environment studies are essential, and it is recommended that either multilevel analysis or adjustments to statistical parameters be undertaken in studies involving nested data.

  • Using student perceptions to compare actual and preferred Classroom Environment in Queensland schools
    Educational Studies, 2008
    Co-Authors: Jeffrey P. Dorman
    Abstract:

    Students’ perceptions of actual and preferred Classroom Environment were investigated using the What is happening in this class? questionnaire (WIHIC). The WIHIC assesses seven Classroom Environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation and equity. A sample of 978 secondary school students from 63 classes in Queensland responded to the WIHIC. For each item on the WIHIC, students recorded their perceptions of the actual (or real) and preferred (or ideal) Classroom Environment. Results revealed that statistically significant differences between actual and preferred Environments, and that the gap between actual and preferred Environment was smaller for more positive Classroom Environments.

  • Associations Between Classroom Environment and Academic Efficacy
    Learning Environments Research, 2001
    Co-Authors: Jeffrey P. Dorman
    Abstract:

    Research was conducted on associations between Classroom psychosocial Environment and academic efficacy. A sample of 1055 mathematics students from Australian secondary schools responded to an instrument that assessed ten dimensions of mathematics Classroom Environment (viz. Student Cohesiveness, Teacher Support, Investigation, Task Orientation, Cooperation, Equity, Involvement, Personal Relevance, Shared Control, Student Negotiation). These scales were from two existing instruments, namely, What Is Happening In This Classroom? (WIHIC) and the Constructivist Learning Environment Survey (CLES). A seven-item scale assessed students' academic efficacy at mathematics-related tasks. Simple and multiple correlation analyses revealed statistically significant correlations between these Classroom Environment dimensions and academic efficacy. Results showed that Classroom Environment relates positively with academic efficacy. A commonality analysis showed that the three scales from the Constructivist Learning Environment Survey scales did not contribute greatly to explaining variance in academic efficacy beyond that attributed to the seven scales in the What Is Happening In This Classroom? questionnaire.

Kimberly A Hammond - One of the best experts on this subject based on the ideXlab platform.

  • does math self efficacy mediate the effect of the perceived Classroom Environment on standardized math test performance
    Journal of Educational Psychology, 2010
    Co-Authors: Lisa A Fast, James L Lewis, Michael J Bryant, Kathleen A Bocian, Richard A Cardullo, Michael F Rettig, Kimberly A Hammond
    Abstract:

    We examined the effect of the perceived Classroom Environment on math self-efficacy and the effect of math self-efficacy on standardized math test performance. Upper elementary school students (N = 1,163) provided self-reports of their perceived math self-efficacy and the degree to which their math Classroom Environment was mastery oriented, challenging, and caring. Individual student scores on the California Standards Test for Mathematics were also collected. A series of 2-level models revealed that students who perceived their Classroom Environments as more caring, challenging, and mastery oriented had significantly higher levels of math self-efficacy, and higher levels of math self-efficacy positively predicted math performance. Analysis of the indirect effects of Classroom variables on math performance indicated a small significant mediating effect of self-efficacy. Implications for research on self-efficacy and the perceived Classroom Environment are discussed.

Ronghuai Huang - One of the best experts on this subject based on the ideXlab platform.

  • development and validation of a scale for evaluating technology rich Classroom Environment
    Journal of Computers in Education, 2015
    Co-Authors: Junfeng Yang, Ronghuai Huang
    Abstract:

    In response to the modest use of technology in most Classrooms without significant influence on learning, much research has been done on the design of Classroom, but the research on assessing the technology-rich Classroom has lagged behind considerably. This paper aimed to develop and validate a scale for evaluating technology-rich Classroom. In this paper, a framework was proposed to evaluate the technology-rich Classroom Environment on the physical and psychosocial aspects. Then, we conducted a survey to confirm the structure and the internal consistency reliability of the scale based on the proposed framework. The results indicated that the scale was useful for evaluating technology-rich Classroom Environment, as the results of evaluation provided informative references about how to improve class- room Environments to enhance engaged learning.

  • CHI-KDD - Optimizing Classroom Environment to Support Technology Enhanced Learning
    Human-Computer Interaction and Knowledge Discovery in Complex Unstructured Big Data, 2013
    Co-Authors: Junfeng Yang, Ronghuai Huang
    Abstract:

    Researchers have found that Classroom Environment has close relationship to students’ learning performance. When considering technology enriched Classroom Environment, researches are mainly on the psychological Environment and the measurement of the Environment. While as technology integrated in Classroom, the physical Classroom Environment should be investigated to facilitate students’ effective and engaged learning. First we carry out a survey on the current technology enriched Classroom, after that we sample the Technology Involved Classroom (TIC) and Technology Uninvolved Classroom (TUC) to compare the differences between the two kinds of Classroom; then we do the Classroom observation and interview with teachers; finally based on the analysis of these data, we propose some solutions for optimizing the Classroom Environment to facilitate technology enriched learning in China.