Classroom structure, work involvement, and social climate in elementary school classrooms.

Morrison, Thomas L.

doi:10.1037/0022-0663.71.4.471

Cited by 24 publications

(4 citation statements)

References 18 publications

(13 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The MCI and MCI-SF are brief enough to avoid fatigue in younger students, logistically simple to administer and score, germane especially to what CSCPs are designed to enhance, relatively well researched, and widely cited in the school-classroom climate literature (e.g., Diamantes, 2002;Fugua, 1989;Morrison, 1979Morrison, , 1985Otwell & Mullis, 1997;Richardson, 1990;Wright & Lombardi, 1991). Because the shorter version of the MCI can be administered to children as young as 8-year-olds (Grade 3) and has some demonstrated reliability and validity (e.g., Fraser, 1982Fraser, , 1989Fraser, , 1991Fraser et al, 1982Fraser et al, , 1991Fraser & Fisher, 1982a, 1982bFraser, Malone, & Neale, 1989;Fraser & O'Brien, 1985), it appeared to be a good candidate for a thorough psychometric reassessment.…”

Section: Potential School or Classroom Climate Scalesmentioning

confidence: 99%

My Class Inventory-Short Form as an Accountability Tool for Elementary School Counselors to Measure Classroom Climate

Sink

Spencer

2005

Professional School Counseling

View full text Add to dashboard Cite

A psychometric study with more than 2,800 upper-elementary-age students examined the reliability and factorial validity of the My Class Inventory-Short Form (MCI-SF). Factor analytic and structural equation modeling results suggested that the original measure is a less than satisfactory approach to appraise various dimensions of classroom climate. Researchers subsequently tested a revised version of the MCI-SF, showingthatthe 18-item measure with four scales (Cohesion, Competitiveness, Friction, and Satisfaction) was psychometrically sound. Implications for ele-mentary school counseling programs and practices are discussed.

show abstract

Section: Potential School or Classroom Climate Scalesmentioning

confidence: 99%

My Class Inventory-Short Form as an Accountability Tool for Elementary School Counselors to Measure Classroom Climate

Sink

Spencer

2005

Professional School Counseling

View full text Add to dashboard Cite

show abstract

“…However, effective imparting a special subject is possible only when the teaching atmosphere is made conducive for learning. It means ensuring freedom and flexibility in the classroom for learning (Rice et al, 1998;Marrison, 1999;Kalyani and Radhakrishna, 2002). But, in the case of self-finance schools, freedom and flexibility is largely a rare privilege to the teaching staff.…”

Section: Discussionmentioning

confidence: 99%

Environmental Education in the Schools of Coimbatore District, Tamil Nadu

Chandran¹,

Azeez²

2022

EEC

View full text Add to dashboard Cite

Subsequent to the directives from the Supreme Court of India, Environmental Education (EE) was incorporated in Indian school curricula as an infused subject, for more than a decade now. The EE subject was aimed to produce environmentally informed citizens who are knowledgeable concerning the local environment and its associated problems, aware of how to solve these problems, and motivated to work towards their solutions. However, anecdotal evidence suggests that environmental education in its present form is not meeting the directives of the Indian Supreme Court order because of poor integration. In this context, the study reported in this paper was designed and implemented to investigate the reasons behind the sensed anecdotal failure of environmental education in Indian secondary schools. The focus of the study was on subject-specific impacts from the perspective of secondary schools students in the Coimbatore region (Tamil, Nadu). A set of variables (learning atmosphere, teaching practice, coping with aspirations of the students and bringing in behavioral changes) were taken into consideration to assess the impacts of the subjects in the curricula on the students. A custom-made questionnaire was used for collecting data and responses were obtained from 347 individuals from nine schools. Subject-wise impact study revealed that school has given special focus to Science teaching (frequently handled), because, students’ higher educational plans were highly revolved around this subject learning. The Social studies was most instrumental in instilling students’ learning interests and the mother tongue (Tamil language) was influential in evoking positive behavioral changes among the students. The overall impact of EE was minimal (9%) in the classroom, securing the last position among all subjects. The study, while revealing the status of EE in high school education system as unsatisfactory, highlights the pressing need for standardizing and upgrading the learning environment for it as a separate subject

show abstract

“…Consisting of 45 items in a yes-no format, the MCI has five scales; Satisfaction, Friction, Competitiveness, Difficulty, and Cohesiveness. It has received limited use thus far (Morrison, 1979). Prior to its employment in the present validation study, slight changes were made in item wording in order to increase item comprehensibility.…”

Section: Instrumentsmentioning

confidence: 98%

Validation of a Classroom Climate Inventory for Use at the Early Elementary Level

Prawat

Solomon

1981

Educational and Psychological Measurement

View full text Add to dashboard Cite

A classroom climate measure that can be used at the early elementary school level was validated on a sample of 129 children in five primary classes. This measure consists of five scales assessing aspects of the classroom social climate such as Satisfaction and Cohesiveness. Item analysis was used to identify items, the removal of which would improve internal consistency and discriminant validity of the five scales. Scales modified in this way were then administered to a cross-validation sample of 189 primary children. Data relating to the concurrent validity of scales were also gathered. These validating procedures indicated that the instrument is a potentially quite useful device for assessing pupils' perceptions of the classroom social environment.EDUCATIONAL AND PSYCHOLOGICAL MEASUREMENT 1981, 41 THERE is increasing interest in the role that context plays in the teaching-learning process (Brophy, 1979;Mishler, 1979) despite the fact that context is extremely difficult to define because it includes a host of variables, ranging from those operating at the community level and beyond to quite specific physical and social-psychological aspects of the classroom environment. Nevertheless, significant recent efforts have been made to examine context effects in education. For example, Moos (1979) has developed scales to assess key dimensions of class-

show abstract

Classroom structure, work involvement, and social climate in elementary school classrooms.

Cited by 24 publications

References 18 publications

My Class Inventory-Short Form as an Accountability Tool for Elementary School Counselors to Measure Classroom Climate

My Class Inventory-Short Form as an Accountability Tool for Elementary School Counselors to Measure Classroom Climate

Environmental Education in the Schools of Coimbatore District, Tamil Nadu

Validation of a Classroom Climate Inventory for Use at the Early Elementary Level

Contact Info

Product

Resources

About