Learning Environment in Rural and Urban Classrooms

Abstract

The present study was an attempt to examine the learning environment and the intellectual variables of grades 8 and 11 classes from rural and urban settings representing mathematics, science, social studies, and English courses. Ninety-six classrooms provided the data. Significant multivariate main effects were obtained on locale (rural and urban) and grade (8 and 11). Significant univariate main effects and interactions are discussed in relation to the previous research and theory. Specific educational implications of the results of the present study are pointed out. 265 at Kungl Tekniska Hogskolan / Royal Institute of Technology on July 4, 2015 http://aerj.aera.net Downloaded from and Michayluk Anderson, G. J. Effects of teacher sex and course content on the social climate of learning. AERA Abstracts, 1970, 40. (a) Anderson, G. J. Effects of classroom social climate on individual learning.

Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools

“…The comparison of Year 12 and Year 9 religion classes revealed results which are consistent with previous research on this issue in a range of subject areas, schools types and countries (Randhawa and Michayluk 1975). Welch (1979) showed that, compared with junior high school students, senior students perceived greater Satisfaction, Order and Organisation and Democracy, but lower Formality, Friction and Favouritism in their classrooms.…”

How the socioecological characteristics of the classroom affect academic achievement

“…For reviews on contextual characteristics, see Docker, Fraser, and Fisher (1989) and Hearn and Moos (1978); for organizational characteristics, see Anderson and Walberg (1972) and Randhawa & Michayluk (1975); for aggregate student characteristics and other factors, see Barclay and Demers (1981) and Fraser (1981).…”

The social psychology of education: New field of study or just educational psychology?1

“…If these aspects of the group are properly developed the interpersonal feelings will be warm, supportive, and respectful, • resulting in greater motivation, increased self-esteem and high academic achievement. The notion of classroom climate has been with us for some time, (Anderson, 1939;Withall, 1952;Flanders, 1965), and recent research by Walberg (1969), Trickett and Moss (1973), Randhawa and Michayluk (1975), and Solomon and Kendall (1976), among others, has demonstrated that the environment of the classroom can have a significant impact on learning outcomes. Nielsen and Kirk (1974) have summarized instrumentation available to measure classroom environments and conclude that while most of the research is correlational, it is a promising start to investigate the relationship between learning environments and learning outcomes.…”