Predicting Class Learning An Approach to the Class as a Social System

Walberg, Herbert J.

doi:10.3102/00028312006004529

Cited by 22 publications

(14 citation statements)

References 19 publications

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“…t± Figure 1 suggests a cognitive prediction pattern; it is similar to the first canonical relationship between environment scales and the cognitive posttests found in earlier work (Walberg, 1969c). In the present analysis, high scores on the cognitive pretests predict high Difficulty scores; this pretest variate is termed "Cognitive Pretests.…”

Section: Discussionsupporting

confidence: 59%

“…The second variate, which loads on the squared term, shows that, contrasted with classes near the mean size of 24 members, large and small classes are seen as more goal directed and formal and less disorganized. Incidentally, an orthogonal rotation of the canonical variates (see Walberg, 1969c) of about 15 degrees counter-clockwise provides a slightly more simple canonical structure. The remaining predictors of environment, girl-ratio and IQ, were employed as predictors one at a time.…”

Section: Course and Experience As Predictors Of Classroom Environmentmentioning

confidence: 98%

“…The Henmon-Nelson Test of Mental Ability (Form B) has a reported KR20 reliability of .91 for grade 12 students (Lamke, Nelson and Kelso, 1960). Previous work showed that the fraction of girls in the class and the class size predict Learning Environment Inventory scales (Walberg, 1969b(Walberg, , 1969c. Girl-ratio and intelligence were allowed to enter the analysis separately since they appeared to be conceptually unrelated to the other predictors.…”

Section: Instrumentsmentioning

confidence: 99%

“…These items are multiple-choice questions about life experiences, attitudes, and accomplishments and are answered by selecting one of 2 to 5 ordinarily-scaled alternatives. They were selected because they tap biographical characteristics related to school learning (Walberg, 1969c). Item responses distributions were calculated for the 3700 students in the sample, and the items were dichotomized roughly at the medians.…”

Section: Instrumentsmentioning

confidence: 99%

“…The rationale for selecting independent variables for the present study is their hypothesized potential for predicting cognitive, affective, and behavioral learning; this rationale has been presented in a previous paper in this journal (Walberg, 1969c).…”

mentioning

confidence: 98%

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Predictors of the Social Environment of Learning

Walberg¹,

Ahlgren

1970

American Educational Research Journal

Self Cite

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Section: Discussionsupporting

confidence: 59%

Section: Course and Experience As Predictors Of Classroom Environmentmentioning

confidence: 98%

Section: Instrumentsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

mentioning

confidence: 98%

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Predictors of the Social Environment of Learning

Walberg¹,

Ahlgren

1970

American Educational Research Journal

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The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools

Hertz‐Lazarowitz

Od-Cohen

1992

Psychol. Schs.

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Psychological Services Ze far, IsraelThis study describes a community-wide experimental change program that was initiated by a school psychologist who served as a system facilitator and change agent. The program strived to improve social climate in the classroom, and was executed in the fourth-, fifth-, and sixth-grade classrooms of an entire school system in northern Israel. This paper describes the program's design and rationale as well as its activities. Thirtythree classrooms participated, all of which were assigned randomly into three treatments: two experimental programs working on topics in classroom life, one in small-group settings and the other in whole-class settings, and one control (no program). Classroom climate was measured twice (pre-and posttest) during the school year by answering a modified Hebrew version of the Walberg and Anderson questionnaire developed by Hertz-Lazarowitz and Sharan (1979). Results indicated that increase in positive social climate control occurred in the experimental small-group program in all grade levels. The whole-class treatment showed improvement in higher grades, whereas the no-program control classrooms showed a significant decrease in classroom climate during the year. Three main factors were explained as contributing to the impact of the program on positive social climate. From an organizational perspective, (a) the participation and collegial support of teachers within the school with (b) the active leadership of the school psychologist helped improve social climate. Lastly, (c) the children's responses revealed the importance of experiencing cognitively and affectively the content of the program. This program, with certain modifications, became a consistent part of the school curricula.

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Relationships of attitudes toward self, family, and school with attitude toward science among adolescents

Talton

Simpson

1986

Science Education

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Predicting Class Learning An Approach to the Class as a Social System

Cited by 22 publications

References 19 publications

Predictors of the Social Environment of Learning

Predictors of the Social Environment of Learning

The school psychologist as a facilitator of a community-wide project to enhance positive learning climate in elementary schools

Relationships of attitudes toward self, family, and school with attitude toward science among adolescents

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