Using Short Forms of Several Classroom Environment Scales to Assess and Improve Classroom Psychosocial Environment.

Autor/inn/en	Fisher, Darrell L.; Fraser, Barry J.
Titel	Using Short Forms of Several Classroom Environment Scales to Assess and Improve Classroom Psychosocial Environment.
Quelle	(1985), (54 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Environment; Classroom Techniques; Elementary School Science; Elementary Secondary Education; Measures (Individuals); Science Education; Science Instruction; Secondary School Science; Social Psychology; Student Attitudes; Test Construction; Test Validity + Suchen Sie Ihr Suchwort? Klassenklima; Unterrichtsklima; Klassenführung; Messdaten; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialpsychologie; Schülerverhalten; Testaufbau; Testvalidität
Abstract	Economical, short forms of three measures were developed to facilitate science teachers' use of classroom climate assessments. The Classroom Environment Scale (CES) is a 24-item measure requiring a true or false response for each item. The My Class Inventory (MCI) is a 25-item measure requiring a yes or no response for each item. The Individualized Classroom Environment Questionnaire (ICEQ) is a 25-item measure requiring a Likert-type response for each item. When each instrument was administered to a large sample of science classes, results supported each scale's internal consistency reliability, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. Case studies involving use of the CES in a ninth-grade class and the MCI with sixth-grade students are included. Steps followed in both studies included: assessment (actual and preferred forms were administered); feedback (teachers considered profiles of mean class scores and identified actual-preferred discrepancies); reflection/discussion (deciding which classroom dimensions to change); intervention (activities aimed at changing the dimensions); and reassessment (determining if changes had occurred). In the junior high study, improvements occurred for the two dimensions (and only the two dimensions) on which change had been attempted. The paper includes a 7-page reference list. The ICEQ, CES, and MCI short forms are appended. (Author/JN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC