ERIC Number: ED117043
Record Type: Non-Journal
Publication Date: 1975-Oct
Reference Count: N/A
Learning Climate in IGE/MUS-E Schools. Technical Report No. 213. Revised Edition.
Nelson, Richard Gardner; And Others
This study investigated the relationship of the learning climate of pupils to Individually Guided Education (IGE) with its Multiunit Elementary Schools (MUS-E) organizational structure. IGE/MUS-E was developed by the Wisconsin Research and Development Center for Cognitive Learning and is a comprehensive educational system incorporating several innovative educational development. The study examined five attitudinal variables concerned with learning. These were pupil attitude toward (1) himself as a learner, (2) other pupils, (3) teachers, (4) instruction, and (5) school. There was also an analysis of pupil attitude toward the school plant, the school administration, and the community. Data on attendance and tardiness were also collected. A sample of 566 pupils in 13 Wisconsin IGE/MUS-E elementary schools was compared with a control group of 410 pupils in 12 traditionally oriented Wisconsin elementary schools with regard to their attitudes toward their learning environment. The School Morale Scale and the Semantic Differential of Self-Concept as a Learner were employed to collect data on pupil attitude. Based on the findings, it was concluded that the pupils in the IGE/MUS-E organizational structure generally have the same learning climate as pupils in traditionally organized schools. (Appended are (1) a letter to school districts, (2) the instruments and forms used to gather data, (3) item statistics, (4) means and standard deviations for all schools.) (RC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Bureau of Education for the Handicapped (DHEW/OE), Washington, DC.; National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.