Student Perceptions of Classroom Learning Environments: Development of the ClassMaps Survey

Doll, Beth; Spies, Robert A.; LeClair, Courtney; Kurien, Sarah A.; Foley, Brett P.

doi:10.1080/02796015.2010.12087774

Cited by 47 publications

(56 citation statements)

References 48 publications

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“…Other recent work has come to similar conclusions about student report measures (Fauth et al, 2014). Combined with concerns that students may confound ratings of teacher effectiveness with teacher popularity (Aleamoni, 1999; Doll, Spies, LeClair, Kurien, & Foley, 2010), these findings offer a cautionary note when considering the inclusion of student reports, particularly in the primary grades, in high stakes decision making.…”

Section: Discussionmentioning

confidence: 90%

Measuring Effective Teacher-Student Interactions From a Student Perspective

Downer

Stuhlman

Schweig

et al. 2014

The Journal of Early Adolescence

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This study applies multi-level analysis to student reports of effective teacherstudent interactions in 50 upper elementary school classrooms (N = 594 fourth-and fifth-grade students). Observational studies suggest that teacherstudent interactions fall into three domains: Emotional Support, Classroom Organization, and Instructional Support. Results of multi-level confirmatory factor analyses indicated that a three-factor model fits between-and within-classroom variability in students' reports reasonably well. Multi-level regressions provide some evidence of criterion validity, with student reports at the classroom level related to parallel observations. Both classroom-and student-level student report data were associated with students' reading proficiency and disciplinary referrals. Findings are discussed in terms of implications for future research on student reports of classroom interactions and their practical utility in teacher evaluation and feedback systems.

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Section: Discussionmentioning

confidence: 90%

Measuring Effective Teacher-Student Interactions From a Student Perspective

Downer

Stuhlman

Schweig

et al. 2014

The Journal of Early Adolescence

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“…The need for translating resilience research findings to practice in school systems led to the development of the ClassMaps Survey (CMS; Doll, Spies, LeClair, Kurien, & Foley, 2010a). The CMS assesses students’ perceptions of eight important resilience promoting factors describing the aspects of a classroom/school environment in eight subscales (See Supplemental Materials; Doll et al., 2010a). Oriented toward prevention and intervention, the CMS can also serve as a data-driven problem-solving tool to enhance students’ academic and overall resilience in school settings through a consultation process using class meetings called micro-studies of classrooms (Doll, 2013).…”

Section: Classmaps Survey: a Measure Of Resilience Factors In Schoolsmentioning

confidence: 99%

“…Oriented toward prevention and intervention, the CMS can also serve as a data-driven problem-solving tool to enhance students’ academic and overall resilience in school settings through a consultation process using class meetings called micro-studies of classrooms (Doll, 2013). Studies conducted in the US have demonstrated that the CMS is easy to use and has robust psychometric properties (Doll et al., 2010a; Doll et al., 2010b). However, it is unclear whether the resilience constructs measured in the CMS stay equivalent across different cultural groups.…”

Section: Classmaps Survey: a Measure Of Resilience Factors In Schoolsmentioning

confidence: 99%

Students’ perceptions of resilience promoting factors in Chinese and American middle schools

Wang

2016

School Psychology International

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The current study first examined the applicability of the ClassMaps Survey (CMS)—a measurement of resilience in classroom/school settings developed in the US with Chinese middle school students and then compared the group differences on student perceptions of the resilience factors in the CMS across the two cultures. The findings suggest that the CMS and all its seven subscales have good to acceptable scalar measurement equivalence. The current study supports the use of the CMS and its seven subscales with Chinese middle school students as a measurement of resilience in classroom context. Furthermore, the study found that Chinese students scored significantly higher on academic self-determination, behavior self-control, teacher-student relationship, home-school relationship, and peer conflict but significantly lower on academic self-efficacy than American students. There was no significant difference in peer friendships between the two groups. Implications for resilience promotion in school settings were discussed in cultural context.

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“…In the quantitative data, the ClassMaps subscale Taking Charge (TC) had a negative relationship to flow (-1.29, p < .001). Doll, Spies, LeClair, et al (2010) described students with high TC ratings as ones who “understand that they are responsible for their learning, take credit for their academic successes, and devise concrete and rational plans to address academic failures. They clearly value academic progress and are intrinsically motivated students” (p. 206).…”

Section: Resultsmentioning

confidence: 99%

“…3 In addition, the subscale for academic self-efficacy (“Believing in Me”) provided data to answer the second quantitative research question regarding whether a student would be more likely to experience flow if her self-efficacy matched the teacher’s perception of that student’s self-efficacy. Reliability estimates for each subscale range from .78 to .91 (Doll, Spies, Champion, et al, 2010; Doll, Spies, LeClair, Kurien, & Foley, 2010), allowing for any of the subscales to be used independently (Doll, Spies, LeClair, et al). The ClassMaps survey included 35 items in which students reported their level of agreement for each item using a Likert-type rating scale (0 = never ; 3 = almost always ).…”

Section: Methodsmentioning

confidence: 99%

A mixed methods investigation of flow experience in the middle school instrumental music classroom

Clementson

2018

Research Studies in Music Education

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Although flow theory is one way of measuring the quality of a student's experience in a music ensemble, the majority of flow research utilizes samples of high school or collegiate level musicians thus causing us to generalize findings to young adolescent (middle school) populations. Using a convergent parallel mixed methods design, the purpose of this study was to examine factors that may contribute to flow experiences of students in a middle school band. Quantitative data (surveys that included the Experience Sampling Method) and qualitative data (case study of an eighth grade band) were analyzed separately before being merged into a final analysis. Results provide evidence to support that flow is an individualized experience even though students were not in flow based on self-perceived ratings of challenge and skill. Mixed methods results also suggest that young adolescent students may not conceptualize flow in the same manner as older adolescents, thus erroneously suggesting that flow did not occur. Recommendations for future research include exploring alternative vocabulary for flow characteristics for use in Experience Sampling Method surveys, expanding the sample to include music programs at multiple middle schools to create additional regression model predictor variables, and longitudinal explorations of flow over time within large ensembles.

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Student Perceptions of Classroom Learning Environments: Development of the ClassMaps Survey

Cited by 47 publications

References 48 publications

Measuring Effective Teacher-Student Interactions From a Student Perspective

Measuring Effective Teacher-Student Interactions From a Student Perspective

Students’ perceptions of resilience promoting factors in Chinese and American middle schools

A mixed methods investigation of flow experience in the middle school instrumental music classroom

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