Academic literature on the topic 'Classroom climate'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Classroom climate.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Classroom climate"
McCafferty-Wright, Jennice, and Ryan Knowles. "Unlocking the Civic Potential of Current Events with an Open Classroom Climate." Social Studies Research and Practice 11, no. 3 (November 1, 2016): 112–21. http://dx.doi.org/10.1108/ssrp-03-2016-b0009.
Full textMocová, Pavla, and Jitka Mohelníková. "Indoor Climate Performance in a Renovated School Building." Energies 14, no. 10 (May 14, 2021): 2827. http://dx.doi.org/10.3390/en14102827.
Full textBlanton, Patricia. "Classroom climate." Physics Teacher 40, no. 1 (January 2002): 50–51. http://dx.doi.org/10.1119/1.1457831.
Full textThornberg, Robert, Linda Wänström, and Tomas Jungert. "Authoritative classroom climate and its relations to bullying victimization and bystander behaviors." School Psychology International 39, no. 6 (October 28, 2018): 663–80. http://dx.doi.org/10.1177/0143034318809762.
Full textMunniksma, Anke, Johanna Ziemes, and Philipp Jugert. "Ethnic Diversity and Students’ Social Adjustment in Dutch Classrooms." Journal of Youth and Adolescence 51, no. 1 (October 8, 2021): 141–55. http://dx.doi.org/10.1007/s10964-021-01507-y.
Full textP. THAMILSELVI, P. THAMILSELVI, and Dr P. SEKAR Dr. P. SEKAR. "Classroom Climate At The Higher Secondary Stage." Global Journal For Research Analysis 3, no. 6 (June 15, 2012): 56–58. http://dx.doi.org/10.15373/22778160/june2014/20.
Full textPetrík, Štefan, and Zlata Vašašová. "Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions." New Educational Review 68, no. 2 (2022): 107–18. http://dx.doi.org/10.15804/tner.22.68.2.08.
Full textScott, Eugenie C., and Minda Berbeco. "Climate in the Classroom." Scientific American 309, no. 4 (September 17, 2013): 14. http://dx.doi.org/10.1038/scientificamerican1013-14.
Full textLaninga-Wijnen, Lydia, Yvonne H. M. van den Berg, Tim Mainhard, and Antonius H. N. Cillessen. "The Role of Aggressive Peer Norms in Elementary School Children’s Perceptions of Classroom Peer Climate and School Adjustment." Journal of Youth and Adolescence 50, no. 8 (April 17, 2021): 1582–600. http://dx.doi.org/10.1007/s10964-021-01432-0.
Full textDjigic, Gordana, and Snezana Stojiljkovic. "Classroom management styles, classroom climate and school achievement." Procedia - Social and Behavioral Sciences 29 (2011): 819–28. http://dx.doi.org/10.1016/j.sbspro.2011.11.310.
Full textDissertations / Theses on the topic "Classroom climate"
Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.
Full textWilliams, Heather Jeannine. "The principal's role in school climate." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.
Full textLeone, Suzanna. "The Relationship between Classroom Climate Variables and Student Achievement." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1256594309.
Full textShimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate." Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.
Full textThe primary purpose of study is to identify predictors of willingness to communicate (LTC) and of actual frequency of English communication at work inside and outside the foreign language classroom among 439 university students (male = 226, female = 213) learning English in Japan. Based on Wen and Clément’s (2003) theory of L2 LTC, I replicated Peng and Woodrow’s (2010) structural path model using the variables of state L2 communicative confidence, L2 learning motivation, positive classroom climate, L2 LTC, with the newly added variable of actual speaking frequency.
A hypothesized structural model was examined in two contexts, LTC inside the classroom and LTC outside the classroom. Inside the classroom, communicative confidence was the predictor of L2 LTC. L2 LTC and L2 learning motivation were predictors of actual frequency of L2 communication. Positive classroom climate was a mediating variable that indirectly predicted L2 LTC through state L2 communicative confidence and task motivation. In contrast, outside the classroom, state L2 communicative confidence, L2 learning motivation, and positive classroom climate were the predictors of L2 LTC. State L2 communicative confidence, task motivation, and positive classroom climate were the predictors of actual frequency of L2 communication. The results supported Wen and Clément’s (2003) model and Peng and Woodrow’s (2010) study.
Second, Dönyei and Kormos’ (2000) study was replicated to investigate a significant difference for the four types of the students’ speaking behavior between pretest and posttest. A repeated-measures ANOVA was performed for English turns, Japanese turns, English words, and interjections with 13 students (male = 8 and female = 5) aged 18-19. The 13 participants were part of those who completed the first questionnaire. There were no significant differences for the four dependent variables.
Finally, a qualitative content analysis was performed using transcribed interview data with nine university students (6 male and 3 female students), who completed the first questionnaire. Ten variables emerged from the interviews. Four variables—teacher support, group cohesiveness, L2 learning motivation, and perceived communicative competence—supported both quantitative (Peng & Woodrow, 2010) and qualitative studies (Cao, 2011; Peng, 2007, 2012). Four additional variables—security of speaking, interlocutors, small group, and topic familiarity—supported qualitative studies by Cao (2011) and Kang (2005). The other two variables—point system and tests—were new variables identified in this study.
Positive classroom climate and task motivation (Dönyei & Kormos, 2000) were key variables influencing state L2 communicative confidence, L2 LTC, and L2 Use. As a result, I propose that task motivation and positive classroom climate should be added into MacIntyre et al.’s (1998) L2 LTC model.
Coetzee, Mercia. "Klasklimaat vir die onderrig van liggaamlike opvoeding / Mercia Coetzee." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/9356.
Full textProefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995
Wolfe, Jenn. "Examining the intersection of ideology, classroom climate, and pedagogy in creating open-forum discussions in secondary English classrooms." Thesis, University of Southern California, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10195737.
Full textThe purpose of this study was to examine English teachers who were considered successful at encouraging the social exploration of literature. The rationale for this study was to gain a greater understanding of the beliefs and ideologies of English teachers who were able to create a classroom climate that support students open exploration and discussion of literature in order to better understand the teachers? beliefs and ideologies as well as the ways in which they constructed their classroom climate and selected pedagogical tools to facilitate students? participation in open-forum discussion. The following research questions informed my dissertation study: What are the underlying beliefs of teachers of who have been identified as successful at engaging students in the social exploration of literature for the purpose of making meaning? What features of classroom climate do teachers actively facilitate in order to encourage the social exploration of literature through inquiry and reflection? What are the pedagogical acts that the teachers engage in to create conditions for inquiry and reflection? This multi-case study examined two English teachers identified as successful at creating a classroom climates that supported the social construction of knowledge around literature for students of historically marginalized backgrounds. Classroom observations were conducted of each teacher in the study as well as two in-depth interviews of both teachers. Documents and artifacts that were available from the lessons were collected. The findings revealed that while both teachers held a reputation for successfully implementing the social exploration of literature with their students, one teacher was more successfully able to engage students in open forum discussions. The data also showed the significance of holding an asset mindset, authentic care, relations of reciprocity, assisted performance, and scaffolding in being able to successfully create a the conditions that supported the social exploration of literature.
Abdool, Andrew Dariús. "Didaktiese riglyne vir die skep van 'n positiewe klasklimaat aan 'n sekondêre skool / Andrew Dariús Abdool." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/8602.
Full textThesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
Mackenzie, Muriel. "The promotion of resilience ad prevention of depression : impact of classroom climate." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.642845.
Full textCrayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.
Full textGonçalves, Fernanda do Carmo, and Fleith Denise de Souza. "Creativity in the regular classroom: perceptions of gifted and non-gifted students." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/99679.
Full textEl presente estudio compara la percepción de clima para la creatividad en el aula, en las clases de Matemáticas y Lengua Portuguesa, entre alumnos superdotados y no-superdotados, así como investiga la relación entre creatividad y percepción de clima para la creatividad. Participaron 21 alumnos superdotados y 27 no-superdotados del 6° año de enseñanza fundamental de una escuela fiscal de Brasil. Los resultados muestran que los alumnos superdotados evaluaron el apoyo del profesor hacia la expresión de ideas del alumno en el aula de Matemáticas de manera más positiva comparado a los no-superdotados. Asimismo, los alumnos superdotados presentaron mayor interés por el aprendizaje en esta asignatura en comparación a la de Lengua Portuguesa. Se encontró correlación positiva entre la creatividad y la percepción de clima en los alumnos superdotados y correlación negativa en los no-superdotados.
Books on the topic "Classroom climate"
Bandstra, Alan. Beyond control: Heart-centered classroom climate and discipline. Sioux Center, IA: Dordt College Press, 2014.
Find full textArter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.
Find full textArter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.
Find full textLovern, Lavonna L. Fostering a Climate of Inclusion in the College Classroom. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75367-6.
Full textStrategies for effective classroom management: Creating a collaborative climate : teacher's handbook. Boston: Allyn and Bacon, 1992.
Find full textDeWitt, Peter M. School climate change: How do I build a positive environment for learning? Danvers, MA: ASCD, 2014.
Find full textLarrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Boston: Allyn and Bacon, 1992.
Find full text1977-, Patchin Justin W., ed. School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Thousand Oaks: Corwin Press, 2012.
Find full textHinduja, Sameer. School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Moorabbin, Victoria: Hawker Brownlow Education, 2012.
Find full textPetersen, Katia. Safe & caring schools: Hundreds of ways to improve school climate and achieve academic success. Minneapolis, MN: Free Spirit Pub., 2008.
Find full textBook chapters on the topic "Classroom climate"
Doll, Beth, and Kimberly Dooley. "Classroom Climate." In Encyclopedia of Quality of Life and Well-Being Research, 944–49. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_402.
Full textAlderman, Gary. "Classroom Climate." In Encyclopedia of Child Behavior and Development, 367–70. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_564.
Full textDoll, Beth, and Kimberly Dooley. "Classroom Climate." In Encyclopedia of Quality of Life and Well-Being Research, 1–7. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-69909-7_402-2.
Full textChaplain, Roland. "Classroom climate." In Teaching without Disruption in the Secondary School, 142–62. Second edition. | New York: Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315536781-8.
Full textBarton, Len. "Classroom climate." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols, Vol229:41—Vol229:52. London: Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-165.
Full textMitchell, David, and Dean Sutherland. "Strategy 12: Classroom climate." In What Really Works in Special and Inclusive Education, 211–23. Third edition. | Abingdon, Oxon ; New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429401923-22.
Full textFletcher, Adam. "School Culture and Classroom Climate." In Prevention Science in School Settings, 273–85. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_13.
Full textHativa, Nira. "Promoting a Pleasant Classroom Climate." In Teaching for Effective Learning in Higher Education, 255–72. Dordrecht: Springer Netherlands, 2000. http://dx.doi.org/10.1007/978-94-010-0902-7_17.
Full textXu, Juan, Harrison Hao Yang, and Jason MacLeod. "Connected Classroom Climate in Hybrid Classroom: Model and Comparison." In Lecture Notes in Computer Science, 187–95. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-41165-1_17.
Full textvan Kessel, Cathryn. "Evil, Existential Terror, and Classroom Climate." In An Education in 'Evil', 125–43. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16605-2_7.
Full textConference papers on the topic "Classroom climate"
Blažková, Hana, and Martina Fasnerová. "READING LITERACY AND THE CLASSROOM CLIMATE." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1096.
Full textHadiyanto, Hadiyanto, Syahril Syahril, Arwildayanto Arwildayanto, and Warni Tune Sumar. "Development of University Classroom Climate Inventory." In Proceedings of the International Conference on Educational Sciences and Teacher Profession (ICETeP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icetep-18.2019.81.
Full textBarker, Lecia Jane, Kathy Garvin-Doxas, and Michele Jackson. "Defensive climate in the computer science classroom." In the 33rd SIGCSE technical symposium. New York, New York, USA: ACM Press, 2002. http://dx.doi.org/10.1145/563340.563354.
Full textBarker, Lecia, Kathy Garvin-Doxas, and Michele Jackson. "Defensive climate in the computer science classroom." In the 6th Baltic Sea conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1315803.1315805.
Full textZhao, Lan, Wonjun Lee, Carol X. Song, Matthew Huber, and Aaron Goldner. "Bringing high performance climate modeling into the classroom." In the 2010 TeraGrid Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1838574.1838598.
Full textMilkova, Eva. "THE IMPACT OF ETHICAL EDUCATION ON THE CLASSROOM CLIMATE." In SGEM 2014 Scientific Conference on PSYCHOLOGY AND PSYCHIATRY, SOCIOLOGY AND HEALTHCARE, EDUCATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgemsocial2014/b11/s3.123.
Full textRamakrishnan, Anand, Erin Ottmar, Jennifer LoCasale-Crouch, and Jacob Whitehill. "Toward Automated Classroom Observation: Predicting Positive and Negative Climate." In 2019 14th IEEE International Conference on Automatic Face & Gesture Recognition (FG 2019). IEEE, 2019. http://dx.doi.org/10.1109/fg.2019.8756529.
Full textMacLeod, Jason, and Harrison Hao Yang. "Connected Classroom Climate in Higher Education: A Scoping Review." In 2018 International Symposium on Educational Technology (ISET). IEEE, 2018. http://dx.doi.org/10.1109/iset.2018.00033.
Full textTurgut, Umit, Riza Salar, and Ayhan Aksakalli. "CLASSROOM CLIMATE IN SCIENCE TEACHING BASED ON CRITICAL PEDAGOGY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1868.
Full textHuskova, Sarka, Marie Najmonova, Miroslav Prochazka, and Miluse Viteckova. "FACTORS OF CLASSROOM PSYCHOSOCIAL CLIMATE IN LOWER-SECONDARY SCHOOL." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0850.
Full textReports on the topic "Classroom climate"
Sortkær, Bent, and David Reimer. Disciplinary Climate and Student Achievement: Evidence from Schools and Classrooms. Aarhus University Library, 2016. http://dx.doi.org/10.7146/aul.154.126.
Full text