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ERIC Number: EJ1069111
Record Type: Journal
Publication Date: 2015
Pages: 25
Abstractor: As Provided
Reference Count: 65
ISBN: N/A
ISSN: ISSN-1743-727X
Seeking Construct Validity Grounded in Constructivist Epistemology: Development of the Survey of Contemporary Learning Environments
Schuh, Kathy L.; Kuo, Yi-Lung
International Journal of Research & Method in Education, v38 n4 p388-412 2015
This study focused on the development of a new classroom environment instrument for late-elementary students. The development of the survey of contemporary learning environments (SoCLE) followed a content analysis of three similar instruments on constructivist learning environments and the literature on characteristics of contemporary learning environments. Through a bottom-up development process, grounded in the epistemological foundations of constructivism, we note the difficulty in operationalizing student perceptions of contemporary learning environments and point to challenges in developing well-grounded construct validity. In a field study of 453 fifth-sixth grade students, the SoCLE was defined with three subscales: Reflective Processes (a?=?0.68), Ownership (a?=?0.65), and Multiple Perspectives (a?=?0.53). The Ownership and Multiple Perspectives subscales indicated relationships with overall academic achievement assessed by a nation-wide testing program, the Iowa Tests of Basic Skills. In a multiple linear regression model, ownership predicted the overall composite achievement score, as well as reading comprehension, social studies, and science subscores. Multiple perspectives predicted the language subscore. These findings highlight that characteristics of contemporary learning environments that are epistemologically based may support achievement in late-elementary students.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5; Intermediate Grades; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Flesch Kincaid Grade Level Formula; Iowa Tests of Basic Skills