The Perceived Environment of Special Education Classrooms for Adolescents: A Revision of the Classroom Environment Scale

Abstract

The Classroom Environment Scale (CES), originally developed for use in traditional public school classrooms, was revised for use in special education classrooms. The scale, which assesses students' perceptions of various aspects of the classroom, was administered to students in 79 special education classrooms in 16 residential and day treatment schools serving special education students with behavior disorders and emotional disturbance. Psychometric analyses showed that only seven of the nine aspects of the classroom found in the original CES were reliably reported in special education classrooms. The revised scale was found reliable for use in special education classes in residential and day treatment settings.

Perceptions of Classroom Environment, Locus of Control and Academic Attributions of Adolescents With and Without Cognitive Disabilities

“…Form SP of the CES was revised for use in special education classrooms. Trickett, et al (1993) provided evidence that the CES, Form SP had utility with students with disabilities, mirrored the concepts defined in seven of the nine original dimensions, and had adequate internal consistency. Form SP was designed and validated to include accommodations, like reading items aloud, for students who have difficulty reading and writing.…”

“…Instrumentation Student perceptions of the classroom environment were determined using two subscales from the Classroom Environment Scale (CES), form SP (Trickett, Leone, Fink & Braaten, 1993). The original form of the CES (Trickett & Moos, 1973) is a 90-item, forced-choice, self-report measure of student perceptions in nine dimensions of the classroom environment.…”

Clima escolar, satisfacción con la vida y victimización en la escuela. Un análisis del efecto moderador del género

“…El término clima escolar hace referencia al conjunto de percepciones subjetivas que profesores y alumnos comparten acerca de las características del centro y del aula (Cook, Murphy y Hunt, 2000;Cunningham, 2002;Trickett, Leone, Fink y Braaten, 1993). Más específicamente, este factor presenta como dimensiones principales la relación profesoralumno y la calidad de las relaciones con los compañeros de clase (Marchant, Paulson y Rothlisberg, 2001;McNeely, Nonnemaker y Blum, 2002;Yoneyama y Rigby, 2006).…”

Agresión escolar: Efectos del ambiente del aula, la actitud hacia la autoridad y la reputación social entre los iguales

“…Several researchers have shown the negative influence of school aggression on the classroom environment, and correspondingly how that negative environment affects students' behavioural adjustment at school and increases their involvement in misbehaviours and aggressive activities in the classroom (Carrasco & Trianes, 2010;Lawrence & Green, 2005;Samdal, 1998;Sprange et al, 2001). In the attempt of clarifying the most important concepts in this study, it must be remarked that, on the one hand, with the term aggression we refer here to a behavioural pattern involving direct or manifest acts of violence, as well as indirect or relational aggression towards others (Little, Henrich, Jones & Hawley, 2003); on the other hand, classroom environment entails the social construction of interactions and perceptions that students develop about the school and the classroom setting (Trickett, Leone, Fink & Braaten, 1993). Therefore, it is a reflection of positive or negative feelings about the social climate of the context in which they all interact (Peterson & Skiba, 2000).…”