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Waxman, Hersholt C.; Huang, Shwu‐Yong L.

doi:10.1023/a:1009940816549

Cited by 35 publications

(3 citation statements)

References 43 publications

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“…Similarly, in a recent study, Koul et al (2021) found that students had relatively positive perceptions of teacher control during STEM learning, with females scoring more highly. Similar conclusions were reached in other studies, such as research with middle-school students in which girls had more positive perceptions of order, involvement and organisation (Waxman & Huang, 1998).…”

Section: Discussionsupporting

confidence: 89%

Students’ perceptions of their STEM learning environment

Fairhurst

Koul

Sheffield

2023

Learning Environ Res

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Australia’s economic need for innovation has led to Science, Technology, Engineering and Mathematics (STEM) education becoming an essential investment for the future. This study utilised a mixed-methods approach involving a pre-validated quantitative questionnaire together with qualitative semi-structured focus groups with students across four Year 5 classrooms. Students provided their perceptions of their STEM learning environment and their interactions with their teacher to identify factors influencing their engagement for pursuing these disciplines. The questionnaire comprised of scales from three different instruments: Classroom Emotional Climate, Test of Science Related Attitudes, and Questionnaire on Teacher Interaction. Several key factors were identified through student responses, including Student Freedom, Peer Collaboration, Problem Solving, Communication, Time, and Preferred Environments. 33 out of possible 40 correlations between scales were statistically significant, but eta2 values were considered low (0.12–0.37). Overall, the students expressed positive perceptions about their STEM learning environment, with Student Freedom, Peer Collaboration, Problem Solving, Communication and Time appearing to impact their perceptions of STEM education. Three focus groups with a total of 12 students identified suggestions for improving STEM learning environments. Implications from this research include the importance of considering student perceptions when measuring the quality of STEM learning environments, as well as how facets of these environments can impact student attitudes towards STEM.

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Section: Discussionsupporting

confidence: 89%

Students’ perceptions of their STEM learning environment

Fairhurst

Koul

Sheffield

2023

Learning Environ Res

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“…Women find class less boring. Waxman and Huang (1998) found out that women's perceptions of the learning environment were generally higher than male students as the result of the study in which they examined students' perceptions of the classroom learning environment.…”

Section: Discussion and Resultsmentioning

confidence: 99%

Investigation of Prospective Teachers’ Attitudes towards Classroom as a Learning Environment

Çetin

Demir

BİNGÖL

2022

International Journal of Educational Research Review

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In this study, the attitudes of teacher candidates towards the classroom as a learning environment was aimed to be examined. In order to determine the attitudes of teacher candidates towards the classroom as a learning environment, survey methods was used. The population of the research consisted of freshman and final grade students studying at the education faculty of a state university. The convenience sampling method was used while selecting the sample in the study. Accordingly, data were collected from 348 prospective teachers. The data of the research was obtained via the “Attitude Scale towards Classroom as a Learning Environment" developed by Çetin, Demirkan, and Çetin (2020). The data was analyzed with non-parametric tests. As a result of the research, it was determined that prospective teachers’ attitude scores towards the classroom as a learning environment were at a moderate level. Attitudes of female prospective teachers towards the classroom as a learning environment are more positive than those of males. Women find class less boring. The students of the fine arts education department see the classroom as indispensable in terms of the learning environment, in contrast to the students of the mathematics and science education department and the special education department. Students with a medium level perception of academic success have more negative attitudes towards the classroom as a learning environment than those with a good perception of academic success. Prospective teachers who are not satisfied with their department consider the classroom an indispensable learning environment compared to those who are partially satisfied. In light of the findings, it was suggested that classroom environments in education faculties should be improved in terms of classroom learning environment dimensions to help prospective teachers to develop positive attitudes.

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“…Istraživanja iz perspektive učenika jasno pokazuju kako prijelazom iz osnovne škole u srednju školu školska klima postaje negativnija, odnosno sva tri aspekta školske klime (osjećaj sigurnosti u školi, pripadnosti školi i odnos s nastavnicima; Lester i Cross, 2015), kao i usklađenost i identifikacija sa školom, sustavno se smanjuju (Wang i Eccles, 2012), a dolazi i do opadanja osjećaja emocionalne podrške koju su primali od nastavnika te osjećaja pripadanja vlastitom razredu (Burchinal i sur., 2008). Istraživanja nastavničke percepcije školske klime sustavno su pokazala kako je školska klima negativnije procjenjivana u srednjim školama u odnosu na osnovne (Shaw i Reyes, 1992), i to posebice osjećaj pripadnosti školi, fizičko okruženje (Fisher, 1992), atmosfera za učenje (Waxman i Huang, 1998), komunikacija, formalna organizacija i međuljudski odnosi (Pashiardis, 2000) te profesionalno zadovoljstvo, suradnja i integracija u školi i izvan nje (Cavrinia i sur., 2015). Nastavnici u srednjim školama izvještavaju kako imaju manje vremena da se posvete učeničkim emocionalnim problemima, dok učitelji u osnovnim školama izvještavaju o prisnijim odnosima s učenicima i većoj uključenosti u njihov školski i privatni život (Tatar, 1998).…”

Section: šKolska Klima Iz Perspektive Nastavnikaunclassified

Testing Ecological Validity of the Croatian School Climate Questionnaire for Teachers from Different Educational Levels

Velki,

Kuterovac Jagodić

2023

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The aim of the research was to construct, validate and verify the ecological validity of the new measurement instrument, i.e., the Croatian School Climate Questionnaire – Teachers Version (HUŠK-N), which measures the general factor of the school climate from a teacher's perspective. Data were collected on three convenient samples of primary school teachers (N = 504) and on one sample of secondary school teachers (N = 196). In addition to the HUŠK-N questionnaire, teachers also completed questionnaires of several constructs relevant to teacher functioning. The results indicated that HUŠK-N has satisfactory psychometric characteristics, relatively high reliability (α > 0.77), a clear one-factor structure, and a normal distribution of responses. Correlation analysis revealed the expected direction of correlations of perception of school climate with selected constructs at all educational levels.

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Untitled

Cited by 35 publications

References 43 publications

Students’ perceptions of their STEM learning environment

Students’ perceptions of their STEM learning environment

Investigation of Prospective Teachers’ Attitudes towards Classroom as a Learning Environment

Testing Ecological Validity of the Croatian School Climate Questionnaire for Teachers from Different Educational Levels

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