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Asking students their opinions of the learning environment: an empirical analysis of elementary classroom climate.

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Title: Asking students their opinions of the learning environment: an empirical analysis of elementary classroom climate.
Authors: Sean Kearney, W. (AUTHOR), Smith, Page A. (AUTHOR), Maika, Sean (AUTHOR)
Source: Educational Psychology in Practice. Jul2016, Vol. 32 Issue 3, p310-320. 11p.
Subjects: Classroom utilization, Visual education, Teacher effectiveness, Classroom environment, Classroom management, Elementary education
Abstract: There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions o f their own level of engagement in academic activities, their relationships w ith peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8-12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Asking students their opinions of the learning environment: an empirical analysis of elementary classroom climate.
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+in+Practice%22">Educational Psychology in Practice</searchLink>. Jul2016, Vol. 32 Issue 3, p310-320. 11p.
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  Data: <searchLink fieldCode="DE" term="%22Classroom+utilization%22">Classroom utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Visual+education%22">Visual education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+effectiveness%22">Teacher effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+environment%22">Classroom environment</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+management%22">Classroom management</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+education%22">Elementary education</searchLink>
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  Label: Abstract
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  Data: There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions o f their own level of engagement in academic activities, their relationships w ith peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8-12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1080/02667363.2016.1173015
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      – Code: eng
        Text: English
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        StartPage: 310
    Subjects:
      – SubjectFull: Classroom utilization
        Type: general
      – SubjectFull: Visual education
        Type: general
      – SubjectFull: Teacher effectiveness
        Type: general
      – SubjectFull: Classroom environment
        Type: general
      – SubjectFull: Classroom management
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      – SubjectFull: Elementary education
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              Text: Jul2016
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              Y: 2016
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