ERIC Number: ED346839
Record Type: RIE
Publication Date: 1992-Feb
Assessing Classroom Climate for Educational Redesign: Learning-Centeredness and Perception Differences.
Ryan, Diana; And Others
This report presents the results of a study designed to determine how classroom practices supported by proponents of educational redesign correlate with the classroom environment that teachers and students prefer. The study correlated the differences in teachers' and students' perceptions of actual and ideal classroom environment with learning-centeredness in 11 high school classrooms in a midwestern town. It was expected that in classrooms which are learning-focused and learner-centered, the differences between teachers and students perceptions of actual and ideal classrooms would be smaller. Results of the Classroom Environment Scale and observation of learning-centeredness revealed that the smallest differences in perception correlated with the most learning-centered classes in a comparison of students' perception of their ideal and actual classroom environments. The results of the study are discussed in relation to previous studies of both differences of perception of classroom environment and learning-centeredness. The significance of the smaller perceptual difference in a learning-centered classroom is discussed in terms of its implications for those interested in redesigning education. Copies of a classroom observation worksheet and the Classroom Environment Scale are appended. (20 references) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Conference of the Association for Educational Communication and Technology (Washington, DC, February 5-9, 1992).