| | Citation | Research Questions | Approach (e.g., Climate, Instructional) | Measures | Independent Vars | Dependent Vars | Sample | Demographics | Analysis | Key Findings | Journal/Handbook | Publisher | NOTES |
| 1 | Abrami, P. C., & Chambers, B. (1994). Positive social interdependence and classroom climate. Genetic, Social & General Psychology Monographs, 120(3), 329-336. | relationship between student perceptions of social interdependence and social support. | cooperative learning, classroom climate. | Classroom Life instrument (Johnson & Johnson, 1983); 7-part teacher-made geometry ach test; student term grades; Observers completed an Observer Assessment of Implementation (OAI) and kept a running record of verbal and nonverbal behaviors of group members and description of the task and any explicit instructions given by the teacher re: group work and grading. PRETEST; INTERVENTION DESIGN IN THE SENSE THAT teachers were trained in cooperative learning prior to data collection. | classroom climate and attributions | two measures of student learning | 123 students in 4 8th grade classrooms in Canada | Race, gender , age | hierarchical multiple regressions; then did a meta-analysis of their study plus three prior studies, weighting results by sample size. | social support from teacher and peers was moderately related to perceptions of positive interdependence, but social interdependence factors were less important predictors of student learning than was student self-esteem. | | | classroom life instrument (90 items on 16 aspects: cooperative learning, positive goal interdependence, resource interdependence, cometitive learnin, individualistic learning, teacher academic support, teacher personal support, student academic support, stuednt personal support, class cohesion, alienation, working with heterogeneous peers, fairness of grading, achievement for social approval, controversy, academic self-esteem). |
| 2 | Allodi, M. W. (2002). A two-level analysis of classroom climate in relation to social context, group composition, and organization of special support. Learning Environments Research, 5(3), 253-274. | 1. what are the variations within and between classes with respect to the children's perceptions of clasroom climate (PCC)?; 2. How are PCC related to the presence of children who need special support? 3. How are PCC related to differentiated or inclusive organizations? 4. How are PCC related to the social context of the school? | systems | My Class (MC) was used to study the psychosocial environment in the classroom. Based on the MCI (Fraser, Anderson, & Walberg, 1982) and the ICEQ (Fraser, 1985). Contains items related to perceptions of satisfaction, friction, competition, cohesiveness, and personalization. | | | 39 classrooms, 16 schools in 9 municipalities in Sweden. 679 grade 3-6 students, of which 80 are receiving special support in school. | swedish children | First ran CFA on the MC and only three factors were retained: friction, satisfaction, and cohesiveness. Then, they analyzed relationship between classroom climate, class composition, and social context. NOTE that their loadings are not high and they don't have many items per factor (2-4) so it is a questionable measure based on these data. | three significant classroom factors found - level of friction, satisfaction, and cohesiveness. Social context related to these three factors; inclusion of pupils WITH disabilities related to less friction and more cohesiveness among children. |
| 3 | Babad, E. (2001). On the conception and measurement of popularity: More facts and some straight conclusions. Social psychology of education, 5(1), 3-. | assess relative degrees of overlap and distinctiveness between popularity and attractiveness. Expected that attractive and popular children in their perceptions of social phenomena in the classroom and in their reactions to the teachers. | | Used a ton - re: classroom climate, they used the My Classroom Inventory (Fraser, 1986). 25 items. For subjects in Israel, the My Classroom Questionnaire was adapted (Tal & Babad, 1990; Babad, 1995) and yields scores on students' positive affect about the classroom; social climate, and learning climate, as well as overall classroom climate rating. Some subjects also completed My Teacher Questionnaire, which measures students' emotional reactions to their teacher (positive reactions and negative reactions). | self-esteem (academic, social, physical); classroom climate and students' emotional reactions to their teacher; students' perceptions of teachers' differential behavior toward high achievers and low-achievers in the clrm; judgmental sociometric measurement of various dimensions (shy, quick, quiet, leaders, etc); teachers' attempts to guess their students' sociometric choices; academic and physical education grades. |
| 4 | Bales, R. F. & Flanders, N. A. (1954). American Sociological Review, 19(6), 771-781. | ** literally a Home Depot guide to building an observation lab. Not exactly what I had in mind… |
| 5 | Bales, R. F. (1999). Social interaction systems: Theory and measurement. New Brunswick, NJ: Transaction Publishers. |
| 6 | Byrne, B. M. (1994). Burnout: Testing for the validity, replication, and invariance of causal structure across elementary, intermediate, and secondary teachers. American Educational Research Journal, 31(3), 645-673. | Goodness-of-Fit for Model of Teacher Burnout - the part that relates to classroom climate is their theorized negative path from classroom climate to emotional exhaustion. | | Maslach Burnout Inventory (MBI; Maslach & Jackson, 1986); Teacher Stress Scale (TSS; Pettegrew & Wolf, 1982); Classroom Environment Scale (CES; Bacharach et al., 1986); Internal-External Locus of Control Scale (LCS; Rotter, 1966); Self-Esteem Scale (SES; Rosenberg, 1965) | | | Received usable responses from 3,044 of the 7,000 full-time elementary, intermediate, and secondary teachers selected from two large metropolitan areas in central Canada - RANDOM STRATIFIED PROPORTIONAL sampling procedures (!) - sample = about 12% of total teacher population | | | For all three final models (one for each school level) Classroom climate had sig neg paths to depersonalization and emotional exhaustion; but the trend was for increasing strength of these paths as went from elem-inter-secondary. | | | Bacharach, S. B., Bauer, S. C., & Conley, S. (1986). Organizational analysis of stress: The case of elementary and secondary schools. Work and Occupations, 13, 7-32. |
| 7 | Cheng, S. (1999). Perception of classroom environment in Hong Kong: Differences between students in junior and senior forms. Adolescence, 34(136), 793-798. | hypothesized that the competitive senior forms and non-competitive junior forms would differentially reflect classroom climates. | | Classroom Environment Scale (Moos & Trickett, 1974) translated into Chinese (Cheung & Lau, 1985). | | | 602 students in 4 secondary schools; convenience selection of schools. Schools with different academic reputations were represented (2 known for students' superior and 2 for students' inferior performance). | | MANOVA for broad domains of Relationship, Personal Growth, System maintenance, and change. | Significant differences were found, varying by type of school (superior/inferior student ach), on the dimensions of Involvement, Task orientation, techer support, competition, order & organization, affiliation, innovation, rule clarity, and teacher control. Also found interaction effects - school by form interactions. | | | see these cites for evidence of school environment being an important factor in academic performance, personal development, relationships among students and teachers, and studnets' mood, attitudes, and behaviors: Fraser, 1987; Fraser & Fisher, 1983; Moos, 1987; Waxman, 1991; Wright, Gallagher, & Lombardi, 1991). |
| 8 | Cheng, Y. C. (1994). Classroom environment and student affective performance: An effective profile. Journal of Experimental Education, 62(3), 221-239. | investigated the relationship between student affective performance and classroom physical environment, social climate, and management style. | | Classroom Environment Measure (Moos & Trickett, 1974) -STUDENT; Leader Behavior Description Questionnaire (Ohio State University) - STUDENT; Use of power - STUDENT; individual student affective performance - STUDENT | | | Hong Kong elementary school children; 678 CLASSES in 190 sampled schools. Number of students ~ 21,622. Average class size = 32. | | correlations; canonical correlation; multiple regression | affective perf most strongly predicted class master's expert power, personal power, and coercive power. Finding support the importance of class master's management style in the classroom environment. Students' attitudes toward school and teachers MOST sensitive to variation in clrm environment; self-concept LEAST sensitive; Self-efficacy MODERATELY sensitive to clrm environment. Mapped PROFILES OF EFFECTIVE AND INEFFECTIVE classrooms, too. Effective: class masters care for stuednts, pay attention to teaching, do not use force or punishment but do create a good classroom climate with professional knowledge, personal morality, and personality. | | | Classroom social environment measures: Fraser (1992); Moos & Trickett (1974) Classroom Environment Measure, based on Murray's (1938) conception of environmental press. MOOS & TRICKETT MEASURE characterizies the clrm environment as having four levels: relationship; individual-growth; system-maintenance; and system-developmental. **SEE THIS ARTICLE FOR MORE DETAIL ABOUT THE MEASURE |
| 9 | Comish, R., Rader, C., Kritsonis, W., Daboval, J., & Northam, C. (1996). National impact: A classroom trust inventory. Psychology: A Journal of Human Behavior, 33(1), 37-40. | not a study - presents a trust inventory survey (which is included in the 3-page article!) for 'anyone to use' | "the type of trust present in the classroom is a critical determinant of behavior" p. 38 | this measure has three sections: classroom policies; teacher-student relationships; communication. |
| 10 | Dunn, R. J., & Harris, L. G. (1998). Organizational dimensions of climate and the impact on school achievement. Journal of Instructional Psychology, 25(2), 100-114. | Is there a relationship between reading/math/language achievement in fourth grade and classroom climate as perceived by students | classroom climate | My Class Inventory - short form; state achievement test battery | classroom climate (*5 predictor climate variables: satisfaction, friction, competitiveness, difficulty, cohesiveness). | 1. Math achievement; 2. Reading ach; 3. language ach. | 230 4th graders from suburban school district; 54.3% male; 97% either 9 or 10 years old | | step-wise multiple regression | negative correlation ebtween difficulty and satisfaction to overal RDG ach. R2=.078 (so sig, but small); the math achievement areas (computation, concepts & application, total math) were negatively corr to difficulty, sometimes to competitiveness, and a few to friction; for language mechanics, expression, and total language achievement, only difficulty was a significant correlate (R2 = .043, .073, .066) OVERALL, SOME SIGNIFICANCE, BUT NOT BIG VALUES IN TERMS OF ACCOUNTING FOR VARIANCE IN ACHIEVEMENT. |
| 11 | Ferguson, P. D., & Fraser, B. J. (1998-99). Changes in learning environment during the transition from primary to secondary school. Learning Environments Research, 1(3), 369-383. | investigated changes in students' learning environment perceptions across transition and the role of student sex and change in school size as influencing factors in changes in perceptions as students transfer from primary to secondary school. | | My Class Inventory (Fraser) and Questionnaire on Teacher Interaction (QTI); also used open-ended questions asked in person by researchers to which students responded in writing. Students were free to ask questions of the researcher. | | | 1040 students from 47 feeder primary schools and 16 linked secondary schools in Tasmania, Australia. Approx = boys/girls. | | 3-way MANOVA with follow-up ANOVAs and multiple comparisons (found interactions) | although classroom climate was perceived as more favorable in secondary than primary school, the quality of teacher-student interaction was perceived to deteriorate in secondary scohol in most assessed dimensions. Changes in environment perceptions across transition varied with student sex and school size pathway. (class satisfaction percptions deteriorated for girls but improved for boys across the transition). |
| 12 | Finlinson, A. R., Austin, A. M. B., & Pfister, R. (2000). Cooperative games and children’s positive behaviors. Early Child Development & Care, 164, 29-40. | tested four hypotheses: Children will not differ in the display of: 1. negative behaviors between competitive and cooperative games treatments; 2. positive behaviors bewteen competitive and cooperative games treatments; 3. negative behaviors in the classorom following competitive and cooperative games treatments; 4. positive behaviors in the classroom following competitive and cooperative games treatments. | | Caregiver Interaction Scale (CIS; Arnett, 1989); a measure of teacher nurturance; and the Observational Checklist of Children's Behavior (OCCB; Grineski, 1989b), which measures children's positive and negative social behaviors. | | | | | chi-square to test relationship between treatmen and positive and negative behaviors. | children did exhibit more positive behaviors during cooperative games and more negative beahviors during competitive games, BUT the increased negative behaviors were only observed during the first week of the treatment. Thereafter, the children displayed more positive than negative beahviors regardless of the kinds of games played. |
| 13 | Fletcher, T. V., Bos, C. S., & Johnson, L. M. (1999). Accommodating English language learners with language and learning disabilities in bilingual education classrooms. Learning Disabilities Research & Practice, 14(2), 80-91. | The purpose of the exploratory study was to provide an initial look at how the bilingual teachers' classroom climates, grouping practices, teaching styles, and student accomodations compared to those reported in the literature for general education teachers (particularly those teachesr nominated as effective) when integrating students with language and learning disabilities into bilingual education classrooms. | case study | Classroom Climate Scale (CSS; McIntosh, Vaughn, Schumm, Haager, & Lee, 1993); semi-structured interview format with teachers that encouraged conversational style (Patton, 1990). Observational data came from 4 observation sessions. | classroom climate, teaching style, grouping practices, student accomodations | | | | | accomodations in these bilingual education settings are similar to general education settings, in that teachers most frequently used whole group, undifferentiated instruction, and that typical accomodations were in seating, the use of pairing and cooperative learning, and adjustments in expectations as well as in amount and time to complete work. THey studied 2 teachers and found substantial variation. |
| 14 | Fry, P. G., & Fleeners, M. J. (1997). An analysis of pre-service teacher-class interaction metaphors. Journal of Classroom Interaction, 32(1), 23-28. |
| 15 | Furman, A. (1998). Teacher and pupil characteristics in the perception of the creativity of classroom climate. Journal of Creative Behavior, 32(4), 258-277. | 1. determine whether teachers' classroom behaviors are a means to identifiy relatively stable behavior patterns in individuals or groups of teachers categorized by subject taught and pupil's perceptions of the classroom environment. 2. identify those teacher behaviors correlating with high or low level of creative classroom environment perceptions respectively. | | | | | 600 8th-grade stuydents from 25 classrooms and 6 schools - 18 teachers (9 Slovak language; 9 math). | | chi-square to see if distributions of category freqs for behavior categories was different for the low- and high- creative climate teachers. | identified behavioral categories (e.g., higher rate of instructions to students; less frequent discipline; and assistance behavior; high number of questions; and to tasks of a convergent as well as divergent type; positive evaluation) that correlated significantly with high level of creativity in classroom climate perception. |
| 16 | Gravemeijer, K. (1998). Solving word problem: A case of modelling? Learning and Instruction, 7(4), 389-397. | hypothesized that there are two causes for the tendency of primary - and secondary-students to ignore relevant and plausibly familiar aspects of reality in answering word problems. First = stereotypical character of most word roblems; second = classroom climate. | a plea is made for modelling as an activity of organizing, not translation. NOTE - NOT APPLICABLE FOR THIS REVIEW (but interesting!) |
| 17 | Greve, W., Anderson, A., & Krampen, G. (2001). Self-efficacy and externality in adolescence: Theoretical conceptions and measurement in new zealand and German secondary school students. Identity, 1(4), 321-344. | results from a cross-cultural study on self-efficacy and externality of adolescents from Germany and New Zealand are presented to validae a standardized research instrument | with respect to the external environment and adolescent self-efficacy, they seem to emphasize the control dimension. | Classroom Environment Scales (Trickett & Moos, 1974): competition, order and organization; rule clarity; teacher control; affiliation. | | | 215 New Zealand and 221 German secondary school students aged 16-17 years. Distribution of age and sex were comparable in the 2 samples (121 girls in NZ; 125 girls in Germany) | | correlations and | some rather weak, but significant, positive correlations of self-efficacy to academic performance and perceived classroom climate. (involvement/engagement .21 to S-E in NZ; -.18 to externality in NZ; .20 to S-E in Germany; -.15 to externality in Germany) (rule clarity .18 and .21 to SE in NZ and Germany, respectively). |
| 18 | Griffith, J. (1995). An empirical examination of a model of social climate in elementary schools. Basic and Applied Social Psychology, 17(1), 97-117. | purpose of the study was to a) determine the adequacy of survey items in assessing school climate according to a new model. And b) examine the utility of the model-based climate measures by testing several hypotheses regarding relations among school climate, school structural characteristics, and student performance. | model's component parts are social order-social action; and instrumental-expressive (i.e., axes). | | | | 8609 students in grades 3-6. Schools represented about 1/3 of the 122 elementary schools in the district. | | | as expected, found greater agreement on scales for students a) when assigned to their schools, compared to being pooled with all studnets, and b) who had been in the school longer, compared to those who have been in school a shorter time. Only the Social Order scales reliably identified student membership in ethnically simila schools. Schools having larger student class sizes and student-teacher ratios tended to have lower levels of classroom climate and higher levels of school climate. Schools having higher levels of Order-instrumental and social order-expressive and lower on the AI and AE had higher CRT scores. OI was most predictive of school CRT scores. ... (a bit more, too) | | | ** look into Stockhard and Mayberry (1992) - they proposed a theoretical framework for examining social-psychological characteristics of schools. "based on a very broad literature that includes sociological, psychologiucal, and economic theories of organizations (according to Blau, Marx, Durkheim, Weber, Parsons, Bales, Lewin, Murray, Barker, and Moos). Effective Educational Environments, Jean Stockard and Maralee Mayberry, Newbury Park, California: Corwin/Sage, 1992. BUT it is not coming up in the library at all, only in Amazon! |
| 19 | Hadley, P. A., Wilcox, K. A., & Rice, M. L. (1994). Talking at school: Teacher expectations in preschool and kindergarten. Early Childhood Research Quarterly, 9(1), 111-129. | | | TAS (Talking at School) measure to describe range of classroom climates created, in part, by teachers' attitudes toward talking. Some items drawn from classroom observational system and a survey of teacher expectations for school readiness (Fowler, 1982; Hains et al., 1989) | | | 140 preschool and Kindergarten teachers | | | comapred preschool and kindergarten teachers' expectations for verbal interaction. Preschool teachers reported encouraging more talking than K teachers during teacher-directed activities. Teachers who reported encouraging children's verbal participation were more tolerant of verbal infractions. |
| 20 | Hamm, J. V. & Perry, M. (2002). Learning mathematics in first-grade classrooms: On whose authority? Journal of Educational Psychology, 94(1), 126-137. |
| 21 | Hearn, J. C., & Moos, R. H. (1978). Subject matter and classroom climate: A test of Holland's experimental propositions. American Educational Research Journal, 15(1), 111-124. | relating clasroom subject matter to clasroom climate. They tested Holland's system as a concptualization of personalities and environments. | | Classroom Environment Scale - Trickett & Moos (1974) | | | | | univariate and multivariate tests for differences in means across the subject areas for each category of the CES. Then discriminant function analysis - two functions emerged: task orientation and rule orientation (though the relative weights for some variables are not exactly staggering!) | For the most part results supported the descriptive propositions of Holland's classification. (e.g., Investigative classes such as mathematics and science tended to emphasize task orientation and teacher control but to de-emphasize involvement, affiliation, and innovation. Found only weak support for Holland's hexagonal model of the similarity between types. |
| 22 | Henderson, J., Winitzky, N., & Kauchak, D. (1996). Effective teaching in advanced placement classrooms. Journal of Classroom Interaction, 31(1), 29-35. | | | | effectiveness behaviors, teacher cognition, student cognition. | | FOUR AP American History classes. | | case studies | more effective AP teachers distributed and asked more questions; had higher engagement rates and greater feedback on assignemnts, and had greater participatoin and success rates. More effective AP teachers also organize their subject knowledge differently, and create a learning environment for their studnets that encourages greater degrees of participation. |
| 23 | Howes, C. (2000). Social-emotional classroom climate in child care, child-teacher relationships and children’s second grade peer relations. Social Development, 9(2), 291-304. |
| 24 | Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35. |
| 25 | Levine, T., Donitsa-Schmidt, S, & Zellermayer, M. (1996). Student perceptions of classroom climate in a communicative and computer-supported approach to writing instruction. Journal of Research and Development in Education, 29(2), 94-103. | The study examined whether, how, and to what extent an innovative communicative approach to writing instruction will differentially affect students' perceptions of their classroom environment. | perceived classroom environment | classroom-climate developed for this study (Donitsa-Schmidt, 1994) 21 items for six dimensions: teacher-student relations (3 items); peer relations (4 items); computer role (3 items); classroom management (3 items); student responsibility (4 items); and writing processes (4 items). | experimental or traditional classroom environment | | 951 10th and 11th graders, of whom 659 students (in 24 classes) experimental and 292 (in 10 classes) control group (traditional). Schools had similar student population, student background variables and sex distribution. | | canonical correlation (discriminant function analysis) | writing processes, peer relations, and student-teacher relations are the dimensions that discriminate most between the 2 instructional environments. (can corr. = .74); the second (can corr =.21) discibrates between the sexes, - girls have more positive perceptions regarding the climate dimensions of peer relations, class management, and teacher-student relations and boys have more positive perceptions regarding the dimension of the role of computer in writing. Make a case for need to "use a classroom environment questionnaire when assessing learning processes in general and educational innovations in particular" |
| 26 | Levy, S. & Vaughn, S. (2002). An observational study of teachers’ reading instruction of students with emotional or behavioral disorders. Behavioral Disorders, 27(3), 215-235. | purpose of study was to document reading instructional practices for students with Emotional/Behavioral disorders. Alignment of instruction of students with E/BD and documented effective reading instructional practice was examined, as well as strategies used to redirect behavior and provide positive reinforcement. (see research questions p. 217) | [[marginally relevant - they used a very small version of an HQT-like obs. Protocol]] | Classroom-Climate scale (McIntosh et al., 1993) designed to provide information on teacher and student interactions. Has quantitative and descriptive sections | | | | | | only 2 of the 6 teachers observed provided instruction aligned with effective teaching practices. (see article for quotes and examples of teacher classroom behavior toward students and interview responses) |
| 27 | Lloyd, C. V. (1996). Scientific literacy in two high school biology classrooms: Considering literacy as a social process. Journal of Classroom Interaction, 31(1), 21-27. | *** THIS study is a 2-teacher case study. Observation data were examined and coded for themes but no measure per se was used. N/A |
| 28 | Lundquist, P., Kjellberg, A., & Holmberg, K. (2002). Evaluating effects of the classroom environment: Development of an instrument for the measurement of self-reported mood among school children. Journal of Environmental Psychology, 22(3), 289-293. |
| 29 | McIntosh, R., Vaughn, S., Schumm, J. S., Haager, D., & Lee, O. (1994). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60(3), 249-261. | how do teachers' behaviors toward mainstreamed students with disabilities compare to their behavior toward students without disabilities, as well as interactions between students, and between students and teacher. | behaviors and interactions. | Classroom Climate Scale - they developed it to observe MSLD students in general ed clrms. Four components: Teacher-initiated behaviors (9 items); student-initiated behaviors (9 items); Student participation and interaction (3 items); overall classroom climate (4 items). | student type: general or MSLD. | teacher-MSLD; students to MSLD; MSLD to students/activities | sixty general education, social studies, and science teachers (grades 3-12) - 20 teachers per elem, middle, high) | 21 females; 39 males. Representative of district race (21% Black, AA; 50% Caucasian, 23% Hispanic; 6% other) | | Few teacher behaviors and classroom practices were different for the two groups of students, but differences were found in student behaviors. Overall, students with disabilities interacted with the teacher, other students, and classroom activities at much lower rates than did other students. | | | ** they searched the literature to identify observation instruments for across grade levels and to examine stuednts and teacher behaviors and interactions (academic and social). CATEGORIES THEY FOUND: evaluating teachers (Bailey, 1984); examining teacher behavior or instructional practice (e.g., Callaway, 1988); examining students' social or beh. problems (e.g., Schumaker, Hazel, Sherman, & Sheldon, 1982); examining either teacher or student interaction (e.g., Dorval, McKinney, & Feagans, 1982); or examining interactions among students (e.g., Bryan & Bryan, 1978). |
| 30 | Mitchem, K. J. & Young, K. R. (2001). Adapting self-management programs for classwide use: Acceptability, feasibility, and effectiveness. Remedial and Special Education, 2, 75-88. |
| | Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association. |
| 31 | Pierce, C. (1994). Importance of classroom climate for at-risk learners. Journal of Educational Research, 88(1), 37-42. |
| 32 | Selleri, P. & Santarcangelo, B. (2001). L’analisi delle routine conversazionali ed organizzative come strumento di osservazione del clima di classe. Rassegna di Psicologia, 18(3), 77-94. |
| 33 | Sinclair, B. B., & Fraser, B. J. (2002). Changing classroom environments in urban middle schools. Learning Environments Research, 5,301-328. |
| 34 | Somersalo H., Solantaus T., & Almqvist F. (2002). Classroom climate and the mental health of primary school children. Nordic Journal of Psychiatry, 56(4), 285–290. |
| 35 | Vaughn, S. & Schumm, J. S. Classroom ecologies: classroom interactions and implications for inclusion of students with learning disabilities pp 107-124. IN Speece, D. L. & Keogh, B. K. (Eds) (1996). Research on classroom ecologies: implications for inclusion of children with learning disabilities. Mahwah, NJ: Lawrence Erlbaum Associates. |
| 36 | Wheldell, K., Bearman, R., & Mok, M. (1999). Does the individualized classroom environment questionnaire (ICEQ) measure classroom climate? Educational & Psychological Measurement, 59(5), 847-854. | is the ICEQ a valid measure of classroom climate as opposed to the idiosyncratic attitudes of individual students? | | Individualized Classroom Environment Questionnaire (ICEQ; Fraser, 1990) - instrument for measuring perception of classroom environments among secondary school students and/or their teachers. Notable because it assesses dimensions that distinguish individualized classrooms from more conventional ones. | | | 1467 high school studnets in New South Wales | | multilevel modeling | the class variable accounted for large proportions of overall variance in all five ICEQ scales. Only small and ns proportions of variance were attributable to the school variable. They conclude that the ICEQ may be considered a relatively good measure of classroom climate. | | | goes into depth about the scale itself. |
| 37 | Ghaith, G. (2003). The relationship between forms of instruction, achievement, and perceptions of classroom climate. Educational Research, 45(1), 83-93. |
| 38 | Johnson, D. W., Johnson, R. T., & Anderson, D. (1983). Social interdependence and classroom climate. Journal of Psychology, 114(1), 135-142. |
| 39 | Johnson, D. W., Johnson, R. T. (1983). Social interdependence and perceived academic and personal support in the classroom. Journal of Social Psychology, 120, 77-82. |
| 40 | Aldridge, J. M., Fraser, B. J., & Huang, T. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93, 48-??. |
| 41 | Fraser, B. J. (1998). Classroom Environment Instruments: Development, Validity and Applications. Learning Environments Research, i(1),7-. |
| 42 | Aldridge, J. M., Fraser, B. J., & Huang, T. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93, 48-??. |
| 43 | Dorman, J. P., Fraser, B. J., & McRobbie, C. J. (1995). Relationship between school-level and classroom-level environments in secondary schools. Journal of Educational Administration, 35, 74-91. |
| 44 | Fraser, B. J. (1983). Use of classroom environment instruments in person-environment fit research. |
| 45 | Waxman, H. C. (1991). Investigating classroom and school learning environments: A review of recent research and developments in the field. Journal of Classroom Interaction, 26(2), 1-4. |
| 46 | Wright, A. K., Gallagher, S. P., & Lombardi, L. G. (1991). Investigating classroom environment in British schools. Educational Psychology in Practice, 7(2), 100-104. |
| 47 | Fraser, B. J. (1987). Use of classroom environment assessments in school psychology. School Psychology International, 8(4), 205-219. |
| 48 | Moos, (). Evaluating educational environments. |
| 49 | Bacharach, S. B., Bauer, S. C., & Conley, S. (1986). Organizational analysis of stress: The case of elementary and secondary schools. Work and Occupations, 13, 7-32. |
| 50 | Rosenshine, B. Teaching behaviours and student achievement. |
| 51 | Rosenshine, B. (1986). Synthesis of research on explicit teaching. Educational Leadership, April 1986, 60-69. |
| 52 | Rosenshine, B. (1995). Advances on research in instruction. The Journal of Educational Research, 88(5), 262-268. |
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