Student control ideology and the science classroom environment in urban secondary schools of sudan

Harty, Harold; Hassan, Hassan A.

doi:10.1002/tea.3660200907

Cited by 10 publications

(7 citation statements)

References 23 publications

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“…Numerous studies have investigated the interactive relationships among teaching styles, aggregate characteristics of students, perceived class climate, and students' achievement and affective outcomes. Directive teachers have been found to foster classroom environments high on control, competition, and task orientation (Shultz, 1982) whereas less directive and more humanistic teachers tend to develop classes high in affiliation, involvement, teacher support, clarity, and innovation (Harty & Hassan, 1983;Moos & Trickett, 1987). While teachers bring their own styles to classroom interactions, aggregate characteristics of students "pull" for teacher behavior and class climates (Moos, 1979); for example, teacher control tends to be higher in classes with more male students (Moos & Trickett, 1987).…”

Section: Importance Of Classroom Intervention Environment For School-mentioning

confidence: 99%

Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy

Ozer

Weinstein

Maslach

et al. 1997

American J of Comm Psychol

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Peer‐led, school‐based interventions show promise for preventing AIDS among adolescents, but little is known about the processes underlying effective peer education or the conditions that promote its efficacy. This study examined the implementation in one school of an effective, peer‐led AIDS prevention program for inner‐city 7th‐grade participants (n = 123) and identified the qualities of peer educators (n = 15) and classroom environments (n = 5) that contributed to improvement in participants' postintervention AIDS‐related attitudes. The Peer Educator Rating Scale was developed to assess two dimensions of participants' perceptions of peer educators: “positive regard” and “perceived similarity.” Participants reported greater positive regard for more highly individuated and less shy peer educators, and participants' positive regard for peer educators in turn was associated with lowered AIDS risk as measured by perceptions of peer norms regarding sexual activity and self‐efficacy for peer communication regarding sexual topics and condoms. Participants' perceived similarity was not associated with any postintervention improvements in AIDS‐related knowledge and attitudes. Participants' classroom membership was associated with improvements in all 5 knowledge and attitude scales, and exploratory classroom‐level findings indicated that classroom intervention environments perceived as more organized by participants showed slightly greater overall improvements across AIDS‐related knowledge and attitudes scales. Consistent with individual‐level findings regarding participants' positive regard for peer educators, the two classrooms with the greatest positive regard for their peer educator teams showed the most student improvement. Implications for further research and the design of future prevention and promotion programs for adolescents are discussed.

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Section: Importance Of Classroom Intervention Environment For School-mentioning

confidence: 99%

Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy

Ozer

Weinstein

Maslach

et al. 1997

American J of Comm Psychol

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“…Use of CES dimensions as predictor variables has established relationships between the nature of the classroom environment and science students' achievement of several inquiry skills and science-related attitudes (Fraser & Fisher, 1982). In studies that have used the actual version of the CES as a source of criterion variables, Trickett (1978) reported differences between five types of public schools (urban, rural, suburban, vocational, and alternative); Evans and Love11 (1979) reported differences among classes following alternative educational programs or innovations; Trickett, Trickett, Castro, and SchaBner (1982) found differences between single-sex and coeducational schools; and Harty and Hassan (1983) reported differences between the classes of Sudanese teachers with different student control ideologies. In studies that made use of both the actual and preferred versions of the CES in the same investigation, systematic differences were reported between students' and teachers' perceptions of actual and preferred classroom environment Fraser, 1982); Fraser and Fisher (1983b) found that students achieved better when there was a higher similarity between the actual classroom environment and that preferred by students; and Fraser and Fisher (1986) made use of learning-environment assessments in practical attempts to improve science classrooms.…”

Section: Classroom Environment Assessmentsmentioning

confidence: 99%

What does it mean to be an exemplary science teacher?

1990

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In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data‐collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.

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“…This comprehensive set of studies has investigated whether classroom environment is influenced by important factors such as class size (Walberg, 1969), gender of the teacher (Lawrenz & Welch, 1983), the subject being studied (Kuert, 1979), and teacher control ideology (Harty & Hassan, 1983).…”

Section: Desirable Future Research Directionsmentioning

confidence: 99%

Validity and use of an instrument for assessing classroom psychosocial environment in higher education

Fraser¹,

Treagust²

1986

High Educ

135

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A strong tradition in research in primary and secondary schools has involved student and teacher perceptions of psychological characteristics of actual or preferred classroom environment. This paper provides a foundation for the extension of this tradition to the l~igher education level by describing the development, validation, and use of a new instrument, the College and University Classroom Environment Inventory (CUCEI), suitable for small higher education classes often referred to as seminars. The CUCEI assesses students' or instructors' perceptions of the following seven psychosocial dimensions of actual or preferred classroom environment: personalization, involvement, stuclent cohesiveness, satisfaction, task orientation, innovation, and individualization. Administration of the CUCEI to 372 students in 34 classes and to 20 instructors attested to the internal consistency reliability and discriminant validity of the actual and preferred forms with either the individual or the class mean as the unit of analysis, and supported the ability of the actual form to differentiate between the perceptions of students in different classrooms. A research application of the CUCEI involving associations between student outcomes and classroom environment tentatively suggested that the nature of the classroom environment affects outcomes. Another research application suggested that both students and instructors preferred a more favorable classroom environment than the one actually present, and that instructors viewed classroom environments more positively than did their students in the same classrooms. Desirable future applications of the CUCEI for research purposes and in improving teaching in higher education are considered.The first main aim of this paper is to describe the development and validation of a new instrument to assess perceptions of classroom psychosocial environment in university and college classrooms. The secor/d major purpose is to report the first two research uses of this instrument in, respectively, a study of associations between student outcomes and classroom environment and an investigation of differences between students and instructors in their perceptions of actual and preferred classroom environment. As well, desirable future research directions involving the new instrument are suggested. Before describing the development and use of the new instrument for the higher education level, important background information about analogous work at the primary and secondary school levels is briefly reviewed in an attempt to place the new work into context. Analogous past research in schoolsOver the past two decades, considerable interest has been shown internationally in the conceptualization, measurement, and investigation of perceptions of psychosocial characteristics of the learning environment of primary and secondary schools. Classroom environment is now firmly established as an active field of study through recent key publications including several books (Moos,

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Student control ideology and the science classroom environment in urban secondary schools of sudan

Cited by 10 publications

References 23 publications

Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy

Adolescent AIDS Prevention in Context: The Impact of Peer Educator Qualities and Classroom Environments on Intervention Efficacy

What does it mean to be an exemplary science teacher?

Validity and use of an instrument for assessing classroom psychosocial environment in higher education

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