Parent and student perceptions of classroom learning environment and its association with student outcomes
Abstract This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified f...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Allen, Debra [verfasserIn] |
|---|
| Format: |
Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2007 |
|---|
| Schlagwörter: |
|---|
| Anmerkung: |
© Springer Science+Business Media, Inc. 2007 |
|---|
| Übergeordnetes Werk: |
Enthalten in: Learning environments research - Kluwer Academic Publishers, 1998, 10(2007), 1 vom: Jan., Seite 67-82 |
|---|---|
| Übergeordnetes Werk: |
volume:10 ; year:2007 ; number:1 ; month:01 ; pages:67-82 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10984-007-9018-z |
|---|
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OLC2070657507 |
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| 520 | |a Abstract This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students. | ||
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Abstract This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students. © Springer Science+Business Media, Inc. 2007 |
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Abstract This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving both parents and students. © Springer Science+Business Media, Inc. 2007 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">OLC2070657507</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230506023857.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">200820s2007 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10984-007-9018-z</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2070657507</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)s10984-007-9018-z-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">370</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">5,3</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Allen, Debra</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Parent and student perceptions of classroom learning environment and its association with student outcomes</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2007</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Springer Science+Business Media, Inc. 2007</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract This research is distinctive in that parents’ perceptions were utilised in conjunction with students’ perceptions in investigating science classroom learning environments among Grade 4 and 5 students in South Florida. The What Is Happening In this Class? (WIHIC) questionnaire was modified for young students and their parents and administered to 520 students and 120 parents. Data analyses supported the WIHIC’s factorial validity, internal consistency reliability and ability to differentiate between the perceptions of students in different classrooms. Both students and parents preferred a more positive classroom environment than the one perceived to be actually present, but effect sizes for actual-preferred differences were larger for parents than for students. Associations were found between some learning environment dimensions (especially task orientation) and student outcomes (especially attitudes). Qualitative methods suggested that students and parents were generally satisfied with the classroom environment, but that students would prefer more investigation while parents would prefer more teacher support. 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