The Learning Environment Associated with an Australian Curriculum Innovation

Classroom climate and science‐related attitudes of junior high school students in Taiwan

“…Studies conducted by Walberg (1968); Walberg and Anderson (1968); and Anderson, Walberg, and Welch (1969) have established the importance of classroom climate variables, particularly as they relate to learning. These investigations and the work of Getzels and Thelen led to the development of a linear model for research on instruction in which learning is posited to be dependent upon instruction, learner aptitude, learning environment, and their interactions (Walberg, 1970). Later work by Anderson and Walberg (1974) showed that learning environment accounted for 30% of the variance in course outcomes where only 7% was accounted for by IQ.…”

“…Walberg, Singh, and Rasher (1977) demonstrated that certain dimensions of the classroom climate were predictive of achievement gains among students in India. Use of curriculum materials accompanying the Australian Science Education Project has been shown to produce learning environments which differ from those of conventional science classrooms (Northfield, 1976;Tisher & Power, 1978;Fraser, 1979). Barclay and Wu-Tien (1980) conducted a cross-cultural study of the classroom climates of selected American and Taiwanese elementary schools.…”

Reasoning patterns inhibiting school effectiveness: The case of the fallacy of bifurcation

“…Additional support of the advantage of simultaneous preoccupation with both academic and social aspects, rather than emphasizing one of them alone, has emerged in numerous studies of the learning environment (e.g., Brookover, Sehweitzer, Schneider, Beady, Flood, and Wisenbaker, 1978;Fouts, 1989;Fraser & Fisher, 1982;Lawrentz, 1976;Lin & Crawly, 1987;Tisher & Power, 1978;Moos & Moos, 1978;Walberg, 1972) which have consistently found a positive relationship between the learning environment (the sociopsychological characteristics of the classroom and of the school) and various schooling outcomes, such as academic achievement, students' efficacy of schooling, students' attitudes toward school, students' self-image, and students' citizenship attitudes. A recent study of Israeli desegregated junior high schools (Aviram & Kuperrnintz, in preparation) also supports the above findings.…”