Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools

Dorman, Jeffrey P.

doi:10.1080/0141620970190207

Cited by 5 publications

(4 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The original Class Form of the CSCEQ consisted of 66 items assigned to seven underlying scales, namely, student affiliation, interactions, cooperation, task orientation, order and organization, individualization and teacher control. Details on its development and validation are provided elsewhere (Dorman 1997a(Dorman , 1997b. Because the present study required the collection of outcome data in addition to environment data, it was decided to shorten the CSCEQ to forty-nine items to reduce respondent fatigue.…”

Section: Assessment Of Environment In Religious Education Classesmentioning

confidence: 99%

Associations Between Psychosocial Environments in Religious Education Classes and Students' Attitude Toward Christianity

Dorman¹,

McRobbie²,

Foster³

2002

Religious Education

View full text Add to dashboard Cite

Over the past thirty years, independent lines of research in the fields of classroom environment and student attitudes toward Christianity have been conducted. This research brought these two fields together by investigating the relationship between student perceptions of religion classroom environment and their attitudes toward Christianity. A Personal Form of the Catholic School Classroom Environment Questionnaire, which assesses seven classroom environment dimensions and four Attitude to Christianity scales, were administered to a sample of 1,317 student in Australian Catholic secondary school. Simple, multiple, and canonical correlation analyses revealed statistically significant relationships between dimensions of the classroom environment and the four attitude to Christianity measures. This study provided evidence that positive classroom environments enhance student's attitudes toward Christianity.

show abstract

Section: Assessment Of Environment In Religious Education Classesmentioning

confidence: 99%

Associations Between Psychosocial Environments in Religious Education Classes and Students' Attitude Toward Christianity

Dorman¹,

McRobbie²,

Foster³

2002

Religious Education

View full text Add to dashboard Cite

show abstract

“…These studies highlight the growing recognition of the leaming environment as a central component of the lived curriculum of schools. Research on the environment in Catholic school religion classes has employed the class form of the CSCEQ (Dorman, 1997a(Dorman, , 1997b. This study revealed differences in religion classroom environment among different types of Catholic high schools (viz., coeducational, boys', giris'), differences in religion classroom environment according to grade, and differences between students' and teachers' perceptions of the religion classroom environment.…”

Section: The Field Of Classroom Environment Researchmentioning

confidence: 99%

“…Used in this context, classroom environment or climate refers to the psychological meaning of classroom events rather than the physical environment. The work described here is distinctive in that it is the first attempt to modify Dorman's (1997aDorman's ( , 1997b conventional class form of the CSCEQ (in which students report their perceptions of the class as a whole) to a personal form (in which a student reports perceptions of his or her role in the classroom). Discussion in this article is arranged in five major sections: Australian Catholic schooling, the field of learning environment research, the need for a personal form of the CSCEQ, the evolution and validation of the personal form of the CSCEQ, and the use of this instrument in Catholic high school religion classes.…”

mentioning

confidence: 99%

The Evolution, Validation, and Use of a Personal Form of the Catholic School Classroom Environment Questionnaire

Dorman¹

1999

JOCE

View full text Add to dashboard Cite

he research reported in this article contributes to classroom environment research and Catholic education by describing the development, validation, and use of a personal form of the Catholic School Classroom Environment Questionnaire (CSCEQ). Using the class form of the CSCEQ as a basis, a 49-item instrument that assesses a student's perceptions of his or her own role in the class was developed and validated with a sample of 1317 students from 52 religious education classes in 17 Australian Catholic high schools. This instrument assesses seven classroom environment dimensions: Student Affiliation, Interactions, Cooperation, Task Orientation, Order and Organization, Individualization, and Teacher Control. The research revealed differences in the religious education classroom environment in Catholic boys', girls', and coeducational schools, differences between grade 9 and grade 12 classes, and differences between boys' and girls' perceptions of the environment in coeducational classrooms. This applicatiofi of the CSCEQ's personal form demonstrates its usefulness as a research tool in Catholic high school religious education classes.

show abstract

“…Secondly, the preeminence of the home tradition in faith-based schools is significant, aside from the explicit and long held understanding that religious education will be based on the home tradition (Ryan 2002). In Catholic schools it cannot, however, be assumed that students, even those who express Catholic affiliation, have an appropriate understanding or articulation of the beliefs, values and practices of Catholicism.…”

mentioning

confidence: 99%

Pondering Diversity in Contemporary Culture: Towards Establishing a Framework for a Dialogical Approach to Religious Education in Australian Catholic Schools

Rymarz

2024

Religions

View full text Add to dashboard Cite

This paper seeks to deepen the understanding of religious plurality using a range of conceptual lenses and then to draw out some implications for a dialogical approach to religious education in Catholic schools. While what was, until very recent times, seen as conventional religious affiliation has certainly weakened in Australia and elsewhere, this does not necessarily lead to a multiplication of communal beliefs, practices and values. Following Smith, Inglehart and others, what has emerged is a dominant cultural hegemony which has a range of characteristics, but the most pertinent for the discussion here is the loss of the transcendent imperative and the subsequent decline in the knowledge of, and identification with, narratives associated with once-dominant religious communities. An understanding of diversity in the current cultural milieu in Australia needs to consider this hegemony as expressed in a commonality of beliefs, values and practices regardless of expressed affiliation, religious or not. Understanding diversity in this framework establishes a basis for better considering what a dialogical approach to religious education would involve. A dialogical approach to religious education is taken as a settled norm and not one that is heavily contested. A number of the implications of the proposed understanding of diversity for religious education are given. These include following a Vygotskian scaffolded approach to pedagogy and seeing an important place for the articulation of the home religious tradition.

show abstract

Psychosocial Environment in Religious Education Classes in Australian Catholic Secondary Schools

Cited by 5 publications

References 11 publications

Associations Between Psychosocial Environments in Religious Education Classes and Students' Attitude Toward Christianity

Associations Between Psychosocial Environments in Religious Education Classes and Students' Attitude Toward Christianity

The Evolution, Validation, and Use of a Personal Form of the Catholic School Classroom Environment Questionnaire

Pondering Diversity in Contemporary Culture: Towards Establishing a Framework for a Dialogical Approach to Religious Education in Australian Catholic Schools

Contact Info

Product

Resources

About