Validity and use of the my class inventory

Fisher, Darrell; Fraser, Barry J.

doi:10.1002/sce.3730650206

Cited by 106 publications

(54 citation statements)

References 31 publications

(15 reference statements)

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“…The students of the inservice teachers responded to a classroom environment survey as a pretest after the first day of the teachers' professional development activities. The My Class Inventory (MCI) (Fisher & Fraser, 1981;Fraser, 1989;Fraser & O'Brien, 1985) was chosen for several reasons. The reliability of the MCI had been established in previous research (Fraser & O'Brien, 1985;Goh et al, 1995;Majeed et al, 2003).…”

Section: Stages Of the Studymentioning

confidence: 99%

“…First, an adaptation of the 1988 NAEP (National Assessment of Educational Progress) attitude inventory provided a measure of changes in student attitudes to reading, writing and mathematics. Second, Fisher and Fraser's (1981) My Class Inventory provided a measure of student perceptions of their classroom learning environment. Qualitative data were gathered from six classroom observations, student and teacher interviews that were recorded and transcribed, and student work samples that were collected by each teacher.…”

Section: Instruments and Data Collectionmentioning

confidence: 99%

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Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Mink

Fraser

2005

Int J Sci Math Educ

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ABSTRACT. This article describes a one-year study of 120 fifth grade students whose teachers participated in a program entitled Project SMILE (Science and Mathematics Integrated with Literary Experiences). The purpose of the study was to determine the extent to which the classroom implementation of Project SMILE positively influenced the classroom environment and student attitudes toward reading, writing and mathematics. This was accomplished by, first, facilitating a series of professional development workshops with the teachers and, subsequently, asking these teachers to use the strategies with their students in their elementary school classrooms. The research represents one of the relatively few studies that have employed learning environment dimensions as criteria of effectiveness in the evaluation of educational innovations. Methodologically, our study supported previous research that successfully combined qualitative and quantitative methods of data collection. The learning environment and attitude scales exhibited satisfactory internal consistency reliability and discriminant validity and, additionally, the actual form of most learning environment scales was capable of differentiating between the perceptions of students in different classrooms. The implementation of SMILE was found to have a positive impact on the students of the teachers who participated in the inservice program in that students' attitudes to mathematics and reading improved and there was congruence between students' actual and preferred classroom environment on the scales of satisfaction and difficulty. As well, prior research was replicated in that students' satisfaction was greater in classrooms with a more positive learning environment, especially in terms of student cohesiveness. Finally, qualitative data-gathering methods were used to construct a case study of the mathematics classes of a teacher who attended the SMILE professional development. This case study supported and illuminated the results from the questionnaire survey concerning the effectiveness of Project SMILE in terms of student attitudes and classroom environment.

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Section: Stages Of the Studymentioning

confidence: 99%

Section: Instruments and Data Collectionmentioning

confidence: 99%

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Mink

Fraser

2005

Int J Sci Math Educ

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“…(Fisher & Fraser, 1981;Fraser et al, 1982;, Üniversite Öğrencileri için Sınıf Çevresi Anketi [the College and University Classroom Environment Inventory-CUCEI] (Fraser & Treagust, 1986;Fraser, Treagust, & Dennis, 1986a, 1986b Johnson, 1974;D. W. Johnson, Johnson, & Anderson, 1983), ve Sınıf Haritası Anketi (the Class Maps Survey) (Doll, Spies, LeClair, Kurien, & Foley, 2010) tanıtılmıştır.…”

Section: Sınıf İkliminin öLçülmesiunclassified

“…(My Class Inventory-MCI) (Fisher & Fraser, 1981; . Ölçme aracında, Öğrenme Çevresi Ölçeği'nde yer alan dayanışma (6 madde), anlaşmazlık (8 madde), doyum (9 madde), zorluk (8 madde) ve rekabet (7 madde) boyutlarına yer verilmiştir (Fisher & Fraser, 1981).…”

Section: Sınıf İkliminin öLçülmesiunclassified

“…International Journal of Human Sciences, 11(2), 1236Sciences, 11(2), -1263 Üniversite Çevresi Ölçeği"nin , "Öğrenme Çevresi Ölçeği"nin (Fisher & Fraser, 1981) doyum boyutları bulunmaktadır. Bu boyutlar ile ifade edilmeye çalışılan genel olarak, "Sınıf çalışmalarına katılmaktan keyif alma" olarak ifade edilebilir.…”

Section: Sınıfta Bulunmaya İlişkin Doyumunclassified

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Classroom climate: A review on description, scales and dimensions<p>Sınıf iklimi: Tanımı, ölçme araçları ve boyutlarına ilişkin bir alanyazın taraması

Çengel

Türkoğlu

2014

HumanSciences

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Classroom climate is the basic context, in which students' cognitive, social and emotion learnings occurs. The impact of classroom climate on students can foster students' learning or a barrier to learning. So, it is crucial to investigate the concept, which may be named as "classroom climate", "classroom atmosphere" or "classroom ambience". This study is a comprehensive review about classroom climate. In this study, classroom climate was identified and the status of it, between school-society relations, was described. Also, common scales used in abroad were explained, theses scales' dimensions, reliability scores, sample items explained. A recommendation was also improved about dimension of classroom climate in this study. In the last part of the study, researches, conducted in Turkey were summarized, scales used in qualitative studies were descried, general trend about classroom climate researches were evaluated. It is expected to establish a theoretical framework for prospective studies.Keywords: classroom climate, scales for classroom climate, dimensions of classroom Özet Sınıf iklimi, öğrencilerin bilişsel, sosyal ve duyuşsal öğrenmelerinin gerçekleştiği temel bağlamdır. Bu bağlamın olumlu olması öğrencilerin öğrenmelerini kolaylaştırırken, olumsuz olması öğrenme ortamı için bir bariyer gibi işlev de görebilir. Dolayısıyla, "sınıf iklimi", "sınıf atmosferi," "sınıf ortamı" gibi pek çok farklı şekilde ifade edilen bu kavramın, yakından incelenmesi son derece önemlidir. Eldeki çalışma sınıf iklimine ilişkin kapsamlı bir alanyazın taraması niteliğindedir. Bu çalışma ile sınıf ikliminin okul-toplum ilişkisi içindeki yeri betimlenmiş ve kavram tanımlanmaya çalışılmıştır. Bununla birlikte, yurt dışında yoğun olarak kullanılan ölçme araçları açıklanmış, bu ölçeklerin boyutları, güvenirlik puanları, örnek maddeleri açıklanmıştır. Bu çalışmada, ayrıca sınıf ikliminin boyutlarına ilişkin bir öneri getirilmiştir. Son bölümde ise ülkemizde gerçekleştirilen sınıf iklimine ilişkin çalışmalar kısaca özetlenmiş, nicel araştırmalarda kullanılan araçlar kısaca tanımlanmış ve sınıf iklimi ile ilgili Türkiye'deki alanyazında genel eğilim değerlendirilmiştir. Bu çalışma ile sınıf iklimi ile ilgili gelecekte yapılacak çalışmalara kuramsal bir zemin oluşturması umulmaktadır. . Sınıf iklimi: Tanımı, ölçme araçları ve boyutlarına ilişkin bir alanyazın taraması.International Journal of Human Sciences, 11(2), 1236Sciences, 11(2), -1263 climate, literature review.(Extended English abstract is at the end of this document)Anahtar Kelimeler: sınıf iklimi, sınıf iklimine ilişkin ölçme araçları, sınıf ikliminin boyutları, alanyazın taraması GirişÖğrenciler okulda harcadıkları zamanın büyük bölümünü sınıfta geçirmektedirler. AmerikaBirleşik Devletleri'nde ilköğretimi tamamlayan bir öğrenci sınıfta yaklaşık olarak 7.000 saat Sınıf iklimi, okul iklimine göre, daha küçük bir örgütü ele alması bakımdan farklıdır; bununla birlikte, okulun örgütsel özelliklerinin tümünü taşır. Bu açıdan düşünüldüğünde, okul iklimi ve sınıf iklimi arasın...

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Development and validation of short forms of some instruments measuring student perceptions of actual and preferred classroom learning environment

Fraser

Fisher²

1983

Science Education

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Validity and use of the my class inventory

Cited by 106 publications

References 31 publications

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Evaluation of a K–5 Mathematics Program Which Integrates Children’s Literature: Classroom Environment and Attitudes

Classroom climate: A review on description, scales and dimensions<p>Sınıf iklimi: Tanımı, ölçme araçları ve boyutlarına ilişkin bir alanyazın taraması

Development and validation of short forms of some instruments measuring student perceptions of actual and preferred classroom learning environment

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