Relevant bibliographies by topics / Classroom climate

Academic literature on the topic 'Classroom climate'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Classroom climate"

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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.

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Current events and citizenship intersect in students’ classrooms in ways both problematic and full of potential. Teachers take a range of approaches, from the passive, weekly regurgitation of news stories to the empowered use of current events to explore broader issues and inform civic engagement. Creating an open classroom climate can help teachers unlock the civic potential of current events, which aids students in building civic knowledge, internal political efficacy, and civic self-efficacy. This article begins by introducing teachers to research on open classroom climates using data from the International Civic and Citizenship Survey (ICCS). We then provide examples of the components of an open classroom climate and a survey created from ICCS items for teachers to assess their own classroom’s climate. Elements of an open classroom climate are applied to current events pedagogy with a lesson plan for young children that explores civic responses to water scarcity and features All the Water in the World, a picture book by George Ella Lyon and Katherine Tillotson.
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Mocová, 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.

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Indoor climate comfort is important for school buildings. Nowadays, this is a topical problem, especially in renovated buildings. Poorly ventilated school classrooms create improper conditions for classrooms. A post-occupancy study was performed in a school building in temperate climatic conditions. The evaluation was based on the results of long-term monitoring of the natural ventilation strategy and measurements of the carbon dioxide concentration in the school classroom’s indoor environment. The monitoring was carried out in an old school building that was constructed in the 1970s and compared to testing carried out in the same school classroom after the building was renovated in 2016. Surprisingly, the renovated classroom had a significantly higher concentration of CO2. It was found that this was due to the regulation of the heating system and the new airtight windows. The occupants of the renovated classroom have a maintained thermal comfort, but natural ventilation is rather neglected. A controlled ventilation strategy and installation of heat recovery units are recommended to solve these problems with the classroom’s indoor environment. Microbiological testing of the surfaces in school classrooms also shows the importance of fresh air and solar radiation access for indoor comfort.
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Blanton, Patricia. "Classroom climate." Physics Teacher 40, no. 1 (January 2002): 50–51. http://dx.doi.org/10.1119/1.1457831.

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Thornberg, 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.

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Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims.
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Munniksma, 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.

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AbstractResearch in the US indicates that classroom diversity is related to better social adjustment of students, but research on this association in European classrooms is limited in scope and yields inconsistent findings. This study examined how classroom ethnic diversity is related to social adjustment of societally dominant versus minoritized ethnic groups, and how an open classroom climate for discussion contributes to this. This was examined in low to moderately diverse Dutch classrooms (2703 secondary school students, from 119 classrooms and schools, Mage = 14, 50% female, 18% foreign-born parents). Results revealed that students from minoritized groups reported lower social adjustment. For all students, classroom ethnic diversity was related to worse social adjustment which was partly explained by classroom socioeconomic status (SES). An open classroom climate for discussion did not moderate the relation between diversity and social adjustment. The findings indicate that students’ social adjustment is worse in ethnically diverse and low-SES classrooms, and an open classroom climate for discussion does not solve this.
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P. 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.

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Petrík, 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.

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The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.
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Scott, 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.

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Laninga-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.

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AbstractAlthough prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate to students’ classroom climate perceptions and school adjustment. Aggressive descriptive norms reflect the average aggression of all students in classrooms, whereas aggressive popularity norms represent the extent to which aggressive behavior relates to popularity among peers. This study examined the role of aggressive descriptive and popularity norms in the classroom climate perceptions (cooperation, conflict, cohesion, isolation) and school adjustment (feelings of belonging; social, academic, and general self-esteem) of popular, well-liked, and victimized children. Self-reported and peer-nominated data were obtained from 1511 children (Mage = 10.60 years, SD = 0.50; 47.2% girls) from 58 fifth-grade classrooms. The results indicated that aggressive descriptive and popularity norms both matter in elementary school, but in diverging ways. Specifically, aggressive descriptive norms—rather than popularity norms—contributed to negative classroom climate perceptions irrespective of students’ social position. In addition, whereas descriptive norms contributed to between-classroom variations in some aspects of school adjustment, aggressive popularity norms related to increased school maladjustment for popular and victimized children specifically. Thus, aggressive descriptive norms and popularity norms matter in complementary ways for children’s classroom climate perceptions and adjustment in elementary education.
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Djigic, 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.

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Dissertations / Theses on the topic "Classroom climate"

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Bennett, Jan. "The Relationship Between Classroom Climate and Student Achievement." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc3065/.

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The purpose of this study was to determine the relationship between sixth grade students' academic achievement levels in math and their perceptions of school climate. Student characteristics of socioeconomic status and gender were used to identify groups for the purpose of data analysis. Data was gathered using the five independent variables of the My Class Inventory (satisfaction, friction, competitiveness, difficulty, and cohesiveness) and the dependent variable of the Stanford Achievement Total Math scores. The results of the data collection were tested using a Pearson product-moment analysis and a backward multiple regression analysis. A univariate analysis of variance was also used to compare the five independent variables of the My Class Inventory as well as to compare socioeconomic status and gender with the Stanford Achievement Total Math scores. The schools selected for this study were from a city in Texas with a population of approximately 100,000. The sample consisted of 262 sixth grade mathematics students. The findings of this study are as follows: (a) The Pearson product-moment correlation analysis revealed little, if any, correlation for any of the five subscale predictor variables; (b) the multiple regression analysis revealed that all five classroom climate indicators combined together could explain only 10.5% of the variance in mathematics achievement; (c) the univariate analysis of variance revealed that there is a significant relationship between the climate factors of friction and difficulty when compared to mathematics achievement; and (d) the univariate analysis of variance also revealed that mathematics achievement scores vary significantly as a function of economic category membership, but there appears to be no relationship to gender.
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Williams, Heather Jeannine. "The principal's role in school climate." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/3031.

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Leone, 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.

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Shimizu, Sunao. "Japanese University Students' L2 Communication Frequency in Positive Classroom Climate." Thesis, Temple University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10272334.

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The 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.

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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.

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A school classroom is a complex, dynamic social system. As the formal and informal norms and rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be both important in its own right and influential on student learning. Classroom climate is considered a useful criterion variable for evaluating the instructional and learning process. It helps educators to understand the social, emotional and psychological dimensions in classroom life. Over the past two decades, researchers have produced numerous studies attesting to the importance of classroom climate in mediating cognitive and affective outcomes. The three common approaches to studying classroom environment involve systematic observation, case studies and assessing student and teacher perceptions. Perceptual measures were used in this study. Although important educational climate work has been undertaken by researchers interested in a variety of school subject areas, very little research has been done on the classroom climate of physical education classes. The ultimate aim of the study was to derive knowledge of and insight into the classroom climate in physical education classes. To realise this goal the following aims were set for this study: To conceptualise and identify the determinants that decide classroom climate enhancement in general and specifically PE-classes by means of a literature study. To measure the reliability and validity of a suitable instrument to measure the classroom climate in PE-classes. To determine the classroom climate by means of the suitable measuring instrument. To achieve the first aim of the study an empirical literature survey was conducted where classroom climate was conceptualised and specific determinants were identified which could influence classroom climate in general and the classroom climate in PE-classes specifically. To achieve the second aim, a pilot study was conducted to determine the reliability and validity of an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and validity of the CES-PE and ML-LO to be used in PE settings, were proved. To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22 teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study ranged from standards 6 to 9. The results of the empirical research were as follows: The classroom climate experienced in PE-classes was regarded as being very positive. The PE teacher perceived the classroom climate in a more positive light than the pupils. There were no major differences between boys and girls of the classroom climate experienced. There were no major differences between the different standards of the classroom climate experienced. Some determinants that could influence classroom climate in PE-classes were measured with the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the status of PE, the use of PE in the school programme and the availability of PE-apparatus positively. There were some negative aspects, the main one being that there was not sufficient time to undress and dress and for hygiene care after PE-classes. The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers regard themselves as being well equipped to teach PE at school and, secondly, that the main goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude towards physical activities and sport in the pupils. The following recommendation resulting from this research was considered to be the most important: There is a vast necessity for further research to be done in the RSA with regard to the creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres.
Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995
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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.

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The 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.

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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.

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A positive classroom is more conducive to learning than a negative one. Since the teacher creates the classroom climate, it is important for him or her to follow certain didactic guidelines for creating the right climate. This study investigated the implementation of specific didactic guidelines for creating a climate the most conducive to learning. Kruger and Van Schalkwyk (1992:104) are of the opinion that if a classroom climate is hearty, warm and appealing, everybody is relaxed, and experiences the togetherness as pleasant. Such a setting offers each individual the opportunity for being his or her true self, and the teacher as well as the students are willing to open up and become involved. Should the classroom climate be stiff, cold and clinical, however, the participants become tense, stiff, and introverted. They become unwilling to reveal themselves to one another. The study was aimed at answering specific problem questions, namely: • What does a positive classroom climate entail? • Which didactic measures ensure a positive climate? • What is the current classroom climate at secondary schools? • Which methods and techniques can be implemented to create a positive climate? • Which didactic guidelines can be presented to teachers for optimising the classroom climate? The first two questions were investigated by means of a literature study. Certain findings led to the answers to the problem questions. The third question was answered through an empirical study aimed at determining the climate of a specific secondary school. The study revealed that the students in general experienced the climate as positive. Two control variables, namely gender and language, however, showed slight differences of opinion. Although the results showed no practical statistical significance, a difference was noted between the opinions of girls and boys, as well as between Afrikaans speaking students and students speaking African languages. The questionnaires the teachers completed, were based on the same guidelines for creating classroom climate as were found in the literature study. In chapter 5 various recommendations for further research in this field, relevant to South Africa in particular, were made since it is believed that the school situation here is unique. Further research can offer solutions to persistent problems.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
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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.

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Crayne, Jennifer. "Teaching Climate Change: Pressures and Practice in the Middle School Science Classroom." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19302.

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What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address “both sides.” They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that the way teachers address climate change is a result of complex interactions between structural pressures, emotional pressures, and cultural pressures. I conclude that, in order to promote the inclusion of sound climate science instruction in public schools, advocates of climate change education need to address challenges at all these levels: structural, emotional, and cultural.
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Gonçalves, 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.

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This study aimed to compare the perception of gifted and non-gifted students with respect to the climate for creativity in the classroom, in the disciplines of Mathematics and Portuguese Language, and to investigate the relationship between creativity and perception of classroom climate for creativity. Twenty-one gifted and 27 non-gifted 6th grade students who attended a public school in Brazil participated in the study. The gifted students evaluated teacher’s support to the students’ expression of ideas in Mathematics in a more satisfactory way compared to non-gifted, and they also showed greater interest in learning Mathematics in comparison to Portuguese Language. A positive correlation between creativity and perception of classroom climate was found for gifted students, and negative correlation for non-gifted students.
El 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.
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Books on the topic "Classroom climate"

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Bandstra, Alan. Beyond control: Heart-centered classroom climate and discipline. Sioux Center, IA: Dordt College Press, 2014.

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Arter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.

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Arter, Judith A. Assessing school and classroom climate: A consumer's guide. Portland, Or: Northwest Regional Educational Laboratory, 1987.

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Lovern, 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.

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Strategies for effective classroom management: Creating a collaborative climate : teacher's handbook. Boston: Allyn and Bacon, 1992.

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DeWitt, Peter M. School climate change: How do I build a positive environment for learning? Danvers, MA: ASCD, 2014.

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Larrivee, Barbara. Strategies for effective classroom management: Creating a collaborative climate : leader's guide to facilitate learning experiences. Boston: Allyn and Bacon, 1992.

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1977-, Patchin Justin W., ed. School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Thousand Oaks: Corwin Press, 2012.

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Hinduja, Sameer. School climate 2.0: Preventing cyberbullying and sexting one classroom at a time. Moorabbin, Victoria: Hawker Brownlow Education, 2012.

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Petersen, Katia. Safe & caring schools: Hundreds of ways to improve school climate and achieve academic success. Minneapolis, MN: Free Spirit Pub., 2008.

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Book chapters on the topic "Classroom climate"

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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.

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Alderman, 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.

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Doll, 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.

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Chaplain, 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.

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Barton, 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.

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Mitchell, 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.

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Fletcher, 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.

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Hativa, 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.

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Xu, 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.

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van 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.

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Conference papers on the topic "Classroom climate"

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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.

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Hadiyanto, 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.

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Barker, 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.

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Barker, 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.

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Zhao, 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.

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Milkova, 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.

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Ramakrishnan, 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.

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MacLeod, 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.

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Turgut, 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.

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Huskova, 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.

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Reports on the topic "Classroom climate"

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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.

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