Dissertations / Theses: '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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McCue, Paula Jean. "Making a Connection: A Case Study on the Qualities that Promote a Positive Classroom Climate in the Early Childhood Classroom." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1561041685870905.

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Leake, Donald Oneal. "A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474632.

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de, Feijter Chris. "Teacher Perceptions about Retention and Classroom Climate in Remote Schools in Western Canada." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1438.

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In rural and remote schools in Western Canada, researchers have discovered that high teacher turnover affects school climate as well as student achievement. The purpose of this project study was to explore novice teachers' and administrators' perceptions about the influence of school-related and classroom activities on decisions to stay or leave permanent teaching positions at a large remote school in Precambrian Shield School Division. Boylan's theory of teacher retention was the conceptual framework for the study. The guiding research questions were focused on teachers' and administrators' perceptions of various aspects of school and classroom activities in remote schools that might influence decisions to stay or leave. A bounded case study design using purposeful sampling was adopted and 11 novice teachers in their first 2 years of teaching experience in a remote school and 1 administrator agreed to participate in the study. The sample included 4 elementary and 4 middle/high school teachers along with 3 teachers with diverse teaching assignments and 1 experienced administrator. Data collection included qualitative questionnaires, semi-structured interviews, and document reviews that were coded and analyzed for common themes. Key findings suggested that classroom climate, professional support structures, and student achievement were perceived to be of negative influence on retention decisions, especially inconsistent professional support structures. These findings were used to create a professional development plan to support and provide mentoring for novice teachers in remote schools. This support plan, particularly the mentoring framework, will likely reduce turnover at this school and will provide a model for helping other districts with similar high turnover in remote schools.

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Hankey, Maria Stack. "The Association between Engineering Students' Perceptions of Classroom Climate and Fundamental Engineering Skills: A Comparison of Community College and University Students." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/80411.

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In this dissertation, the focus was on the classroom climate of engineering students in the context of either their community college or their four-year university. Previous research on the classroom climate for STEM majors suggests that women and minorities may experience a "chilly climate" and find the classroom unwelcoming; this negative climate may in turn have an impact on a student's success or persistence in attaining a degree. The purpose of this study was to examine engineering students' perceptions of their classroom climate and how these perceptions are related to fundamental skills in engineering. Data from a 2009 National Science Foundation sponsored project, Prototype to Production: Processes and Conditions for Preparing the Engineer of 2020 (P2P), which contains information from students in 31 four-year colleges and 15 pre-engineering community college programs, were examined. After establishing measures for classroom climate and fundamental skills related to engineering through an exploratory factor analysis, results indicated that university students had higher perceptions of their fundamental engineering skills as compared to community college students. Community college engineering students, on the other hand, perceived their classroom climates as warmer than university engineering students. In order to explore differences in student perceptions by individual characteristics and by institution, hierarchical linear modeling (HLM) was used. Results indicated that for both community college and university engineering students, a warmer perception of classroom climate was associated with a higher perception of fundamental engineering skills. For the community college data, there was significant but low variation between schools, suggesting that student level characteristics may explain more of the variation. At the individual level, the interaction terms for gender and race were significant, indicating that the association between gender and perceptions of fundamental engineering skills depends on race. For the university students, only gender was significant, with male students reporting higher perceptions of their fundamental engineering skills. Almost all of the engineering disciplines were significant, which led to an additional HLM analysis with engineering program as the highest nested unit. Results from this model indicated that the highest percentage of variation in fundamental skills in engineering was at the program level.
Ph. D.

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Watson, Veverlyn L. McCarthy John R. "Relationship between student perceptions of classroom climate and satisfaction in institutions of higher education." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9835921.

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Thesis (Ph. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 7, 2006. Dissertation Committee: John R. McCarthy (chair), Patricia H. Klass, Charles E. Morris, Sally B. Pancrazio, William L. Tolone. Includes bibliographical references (leaves 127-130) and abstract. Also available in print.

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Howley, Brian, and Marc Fleischer. "Solar PV Powered Air Conditioner Analysis for an Office/Classroom in a Tropical Climate." Thesis, Högskolan Dalarna, Energiteknik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19038.

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This thesis focuses on using photovoltaic produced electricity to power air conditioners in a tropical climate. The study takes place in Surabaya, Indonesia at two different locations the classroom, located at the UBAYA campus and the home office, 10 km away. Indonesia has an average solar irradiation of about 4.8 kWh/m²/day (PWC Indonesia, 2013) which is for ideal conditions for these tests. At the home office, tests were conducted on different photovoltaic systems. A series of measuring devices recorded the performance of the 800 W PV system and the consumption of the 1.35 kW air conditioner (cooling capacity). To have an off grid system many of the components need to be oversized. The inverter has to be oversized to meet the startup load of the air conditioner, which can be 3 to 8 times the operating power (Rozenblat, 2013). High energy consumption of the air conditioner would require a large battery storage to provide one day of autonomy. The PV systems output must at least match the consumption of the air conditioner. A grid connect system provides a much better solution with the 800 W PV system providing 80 % of the 3.5 kWh load of the air conditioner, the other 20 % coming from the grid during periods of low irradiation. In this system the startup load is provided by the grid so the inverter does not need to be oversized. With the grid-connected system, the PV panel’s production does not need to match the consumption of the air conditioner, although a smaller PV array will mean a smaller percentage of the load will be covered by PV. Using the results from the home office tests and results from measurements made in the classroom. Two different PV systems (8 kW and 12 kW) were simulated to power both the current air conditioners (COP 2.78) and new air conditioners (COP 4.0). The payback period of the systems can vary greatly depending on if a feed in tariff is awarded or not. If the feed in tariff is awarded the best system is the 12 kW system, with a payback period of 4.3 years and a levelized cost of energy at -3,334 IDR/kWh. If the feed in tariff is not granted then the 8 kW system is the best choice with a lower payback period and lower levelized cost of energy than the 12 kW system under the same conditions.

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Oakley, Jennifer L. "Understanding emotional climate : interaction rituals and cogenerative dialogue in a beginning science teacher's classroom." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/102493/1/Jennifer_Oakley_Thesis.pdf.

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This doctoral study contributes to the growing body of research about classroom emotional climate. This study demonstrated that unsuccessful classroom interactions involving disruptive students perpetuated a cycle of non-membership in the classroom and further unsuccessful interactions. This cycle led to negative emotional energy and negative perceptions of classroom emotional climate for these students. However, introducing ongoing cogenerative dialogue where students experienced successful interactions with the classroom teacher, provided impetus for these students to transfer their membership of cogenerative dialogue into the classroom setting. This created a cycle of positive interactions, reaffirming their membership of the classroom group.

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Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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Trulsson, Sara. "Active Learning : a Supportive Teaching Method to Address Climate Change in Higher Education." Thesis, KTH, Industriell ekologi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-191308.

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Universities world wide do efforts to integrate education on climate change in the educational programs, but teaching about climate change is challenging: the climate system is complex, future prognoses include difficult terms of likeliness and the topic as such awakes emotions. Simulations and games are sometimes used to address climate change matters, and along with an increasing number of available interactive online simulations there is an on-going revolution in how online-material is used to provide students with information in higher education. Some practitioners move parts of the informative course material online in order to get more time for active learning – learning processes in which the student is participating more actively than just listening. This master thesis investigates if active learning can support students when learning about climate change in higher technical education. Data for the research was collected through three case studies of interactive seminars, in climate related courses at the Royal Institute of Technology, Sweden, and at the University of Graz, Austria. The active learning was facilitated through gaming sessions with a climate board game, with exercises in vocabulary and discussions as well as explanations of the physical science basis. One student group was provided with a series of lectures prior to the board gaming session, whereas the other two groups were participating in a single seminar with the flipped classroom approach: students followed a study instruction with online material as well as reading of scientific papers on Earth’s climate system and climate change before the interactive gaming seminar took place. Analysis of survey responds (n=102), mind-map reflections (n=14) and interviews (n=5) led to the development of three key findings: (1) students’ attitudes toward learning about climate change involves emotions, (2) the active gaming seminar increased the students’ understanding of climate change and (3) students’ confidence - in their own understanding as well as in their ability to explain climate change – increased through the participation in the active learning seminar. Moreover, a reflection drawn from the results in this study indicates that universities could play an important role in climate communication; if a university provides an introduction to climate change, the students can be “pushed over a threshold”, so that future participation in discussions on the topic may become less distant. Using games as an active learning tool in the introduction can increase student understanding and confidence in the topic of climate change - and doing so in a supportive and enjoyable manner.
Universitet världen över gör ansträngningar för att integrera undervisning av klimatförändringarna i sina utbildningsprogram, men klimatförändringarna är ett utmanande ämne: klimatsystemet är komplext, framtidsprognoser innefattar svårtolkade sannolikhetstermer och ämnet som sådant väcker många känslor. Simulationer och spel att en lärandemetod för att beröra ämnet, och samtidigt som det finns ett allt större utbud av undervisningsmaterial om klimatförändringarna på internet, sker en snabb förändring i hur online-material används för att förse studenter med information i den högre utbildningen. I vissa kurser flyttas en del av det informativa kursmaterialet till online-plattformar för att frigöra mer tid för aktivt lärande – lärande, i vilket studenten är mer aktiv än att enbart lyssna. I den här masteruppsatsen utreds huruvida aktivt lärande kan stödja studenter i lärandet om klimatförändringarna i högre teknisk utbildning. Data till studien samlades från tre studentgrupper som deltog i interaktiva klimatseminarier på Kungliga Tekniska Högskolan, KTH, och på Universitetet i Graz. För att uppnå aktivt lärande användes ett klimatbrädspel, med övningar i begrepp, vokabulär och diskussioner samt bearbetning av vetenskapliga förklaringar kring klimatförändringarna. En studentgrupp lyssnade till en föreläsningsserie före deltagandet i spelseminariet, de andra två grupperna deltog däremot enbart i ett seminarium med flipped classroom metoden: studenterna följde en instuderingsinstruktion med online-material och vetenskapliga skrifter innan de kom till spelseminariet. Analys av enkätsvar (n=102), mind-map-reflektioner (n=14) och intervjuer (n=5) ledde till tre huvudsakliga slutsatser: (1) studenternas attityder kring lärandet av klimatförändringarna påverkas av känslor, (2) studiens spelseminarier ökade studenternas förståelse av klimatförändringarna och (3) efter den aktiva lärandemetoden var studenterna mer bekväma med att förklara klimatförändringarna samt fick större förtroende till sin kunskap i ämnet. Vidare kan resultaten i den här studien tolkas som att klimatundervisning i högre utbildning kan utgöra en viktig roll för mottagandet av klimatkommunikation; om ett universitet förser studenter med en introduktion till vetenskap om klimatförändringarna kan studenterna ”tvingas över en tröskel”, så att framtida deltagande i diskussioner i ämnet kan bli mindre avlägsna. Studenterna i studien upplevde nämligen en brist på trovärdig information om klimatförändringarna i det dagliga nyhetsflödet, därför uppskattade de att ta del av vetenskaplig information och komplexa diskussioner under spelseminariet. Att använda utbildande brädspel som en aktivt-lärande-metod kan öka studenters självsäkerhet och förståelse av klimatförändringarna – på ett stödjande och glädjefyllt sätt.

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Fleenor, Lesley. "The Relationship Between Student Perceptions of Classroom Climate and TVAAS Student Achievement Scores in Title I Schools." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2486.

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The purpose of this quantitative correlational study was to examine the relationship between student perceptions of classroom climate and student growth in high-poverty schools. More specifically, this study analyzed the relationship between Tripod Student Perception Survey classroom favorability ratings and Tennessee Value-Added Assessment System (TVAAS) gain scores for students in grades 3 through 8 in a medium-sized school district in Northeast Tennessee during the 2012-2013 academic year. The data were gathered from approximately 1,500 fourth and fifth grade students from 6 elementary schools and 2 K-8 schools as well as approximately 1,300 sixth, seventh, and eighth grade students from 3 middle schools and 2 K-8 schools. The analysis of data found statistically significant relationships between student perceptions of caring and reading TVAAS gain scores among students in grades 4 and 5, student perceptions of conferring and math TVAAS gain scores among students in grades 4 and 5, as well as student perceptions of captivating and math TVAAS gain scores among students in grades 4 through 8. The study did not reveal statistically significant relationships between student perceptions of challenging, clarifying, consolidating, or controlling and reading or math TVAAS gain scores.

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Scheepers, Erremina Isabella. "Klasklimaat by Bybelonderrig in sekondêre skole / Erremina Isabella Scheepers." Thesis, Potchefstroom University for Christian Higher Education, 1995. http://hdl.handle.net/10394/8608.

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This study is scientifically aimed at the problematic question of the present situation regarding the climate in the Bible Education classroom in secondary schools. A possible cause of the problems experienced with Bible Education and the negative view prevalent with regard to the subject, can be ascribed to the prevailing climate in the Bible Education classroom in the secondary school. An empirical study was conducted by means of a structured questionnaire distributed to the Bible Education teachers and a stratified sample of ten pupils per class at four Afrikaanse secondary schools. The four schools were chosen at random and served as test sample. According to the answers of the respondents, it became clear that the present classroom climate puts a very high premium on rules and control in the classroom. Therefore it would appear as if a lot of work needs to be done concerning the mutual relationship between teacher and pupil for the effective improvement of the climate in the classroom.
Skripsie (MEd (Didaktiese Opvoedkunde))--PU vir CHO, 1995

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Johnson, Liz. "A Complexity Context to North Carolina Charter School Classroom Interactions and Climate| Achievement Gap Impacts." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10099551.

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This multimethod, multiphase study was designed to determine the impact of charter school reform on achievement in North Carolina. The study was designed to be an analysis of the relationship between classroom climate, interactions, and student achievement, through a complexity systems context. This methodology allowed for combined qualitative, quantitative, network analysis, and agent-based modeling to capture the simple, complicated, complex, and chaotic interactions in classrooms. The data for the study were drawn from eighth-grade mathematics teachers and students at four charter schools in a North Carolina urban area (n = 300). Through the analysis of data, a more detailed and nuanced picture of the relationship between classroom climate, interactions, and charter school achievement emerged. The findings suggest that teacher control and second-semester math grades are statistically significant; the higher the level of control teachers exercise, the higher students score on common core achievement. According to the findings of this study, North Carolina charter schools have served as a successful reform strategy to address the achievement gap problem in North Carolina, with school-specific strategies including high teacher support, students’ teaching students, IAP/tutoring/online supplemental program, and small classrooms. All schools, on average, scored 30.9% to 56.8% higher on grade-level proficiency (GLP) than the North Carolina 2014–2015 average. The network analysis showed how classrooms can be more or less complex in different ways with instructional, emotional support, and behavior management interactions that fit into network structures of teacher to one-student, teacher to whole class, whole class to teacher, and student to student or students. The predictive ABM, based on achievement scores over time, school achievement strategy, classroom climate, high teacher control, and second-semester math grades, demonstrated accuracy. The ABM captured macroclassroom and microstudent outcomes, along with climate changes based on interactions that either increased or reduced positive climate. This is important because a teacher has limited resources and must deal with uncontrollable influences from outside the classroom. Teachers have the power to create a positive or negative climate by their verbal and nonverbal interactions. Teachers’ interactions have consequences that impact students’ achievement and students’ lives. Consequently, every interaction matters.

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Caccioppola, Federica. "Global Citizenship Education in the classroom : An exploratory study on teachers’ views." Phd thesis, Australian Catholic University, 2021. https://acuresearchbank.acu.edu.au/download/f9b12a16396833dc4dec24d06593e29017636cea7062a86b73dbac7efad00c12/6381593/Caccioppola_2021_Global_citizenship_education_in_the_classroom.pdf.

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The study “Global Citizenship Education in the classroom. An exploratory study on teachers’ views” aims at describing teachers’ views on possible goals and practices on GCE in two different contexts: Central Italy (2017-2018) and Queensland (2019), Australia. To this end, the research analyses teaching strategies devoted to promoting dialogue among students and between teachers and students. The research specifically focuses on how secondary schools’ teachers promote the development of knowledge and skills related to GCE, in their verbal and nonverbal interactions. The study follows a qualitative methodology, adopting classroom observations in secondary schools and interviews to teachers focused on GCE aims and learning activities. In addition, in Italy a set of video-analysis was carried out in order to retrieve data for the documentation and representation of verbal and non-verbal interactions between teachers and students. Finding could indicate opportunities and challenges teachers face in dealing with topics related to global citizenship. The data referring to Italian context were collected in 2018. In Australia data were collected throughout 2019. On the short term, this explorative study intends to provide insights on GCE teaching practices and relative constructs possible operativization; and to support teachers’ professional development through critical reflection. On the medium-long term, the study could have an impact in: building or reinforcing networks between schools and Higher Education institutions, both at a national and at an international level; promoting in Italy educational change and disseminate innovative teaching knowledge and practices; outlining possible pathways to improve GCE teaching practices both in Australia and in Italy.

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SENIOR, Rosemary, and r. senior@curtin edu au. "The good language class: teacher perceptions." Edith Cowan University. Education And Arts: School Of Education And Arts, 1999. http://adt.ecu.edu.au/adt-public/adt-ECU2006.0002.html.

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This is a qualitative, descriptive study of group processes in classes of adult language learners, viewed from the perspective of practising teachers. The study has an internal narrative which takes the reader through the process of the research, from the initial question raised by a casual classroom conversation to the discussion chapter which questions a number of assumptions underlying current English language teaching practices within western educational contexts. The study falls into two distinct phases. The first phase uses the constant comparative method of data collection and analysis to integrate the perceptions of 28 experienced language teachers into the following theory: teachers judge the quality of their classes in terms of the degree to which they function as cohesive groups. The second phase uses the social-psychological framework of class cohesion to explore the perceptions of eight language teachers concerning a range of everyday behaviours and events occurring within their classes. The data were gathered through classroom observations and extended weekly teacher interviews and were supplemented by information from student interviews.

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Kaufmann, Renee Monique. "THE DEVELOPMENT AND VALIDATION OF THE ONLINE LEARNING CLIMATE SCALE: A THREE-PHASE STUDY." UKnowledge, 2014. http://uknowledge.uky.edu/comm_etds/26.

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With the increasing popularity of and demand for online learning in higher education (Konetes, 2011) comes a need to examine students’ perceptions about classroom climate in these environments. Using the Instructional Beliefs Model (IBM) as a theoretical framework, this dissertation proposes the online learning climate (OLCS) scale for doing so. Informed by both organizational and instructional communication, as well as education, the scale consists of several variables related to instructor role(s) and behaviors, student characteristics, and course-specific structural issues to explain how students perceive climate within a computer-mediated classroom. Ultimately, this three-phase study consisted of: (a) constructing the OLCS, (b) establishing factor structure, as well as concurrent and convergent validity, and (c) establishing the scale’s discriminant validity, confirming its factorial structure, and testing three theoretical models.

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Budny, Kristy F. "A CASE STUDY OF STAKEHOLDERS’ PERCEPTIONS OF A PRINCIPAL’S BEHAVIORS THAT INFLUENCE SCHOOL CLIMATE, CLASSROOM PRACTICES, AND STUDENT ACHIEVEMENT IN A TITLE I SCHOOL." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5733.

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Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in an urban setting (Kneebone and Berube,2013). Building principals, particularly those in charge of Title I schools, face numerous challenges each day within their buildings (Kahlenberg, 2001). Not only have the demands of high-stakes testing increased over the years, other external factors also present challenges within the school setting. While the school stakeholders play an integral role in how the school is shaped, the building principal’s behaviors ultimately serve as the overarching guide in shaping how the school is run (Stone-Johnson, 2013). Existing research is abundant in identifying leadership variables that can potentially influence student achievement, from leadership behaviors (Daresh & Lynch, 2010) to school culture (Deal & Peterson, 2009); from teachers’ feelings of self-efficacy (Collie, Shapka, & Perry, 2012) to teacher effectiveness (Meyers & Pianta, 2008); from teacher-student relationships (Hamre & Pianta, 2006) to student attitudes (Hopson & Lee, 2011). However, there is a dearth of research that examines the possible relationships between several interacting components; especially, in terms of stakeholders’ perceptions. This case study aims to begin filling this gap. What is also unique about this study, aside from the setting in a specific Title I suburban school, is its use of appreciative inquiry that aims to tease out the most positive attributions, rather than focusing on the negative.

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Velez, Jonathan J. "Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211151901.

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Al-Naeem, Abdulhamid A. A. "An investigation of the classroom climate in the College of Education, King Faisal University, Saudi Arabia." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250611.

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Trivette, Carol M., and Hongxia Zhao. "Great Recipe to Create Engaged Preschoolers: Classroom Climate, Physical Environment, Positive Interaction, and Children’s Self-Control." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4425.

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Fairhurst, Nicole. "The Effect of Student Perceptions of Teacher-Student Relationships and Classroom Emotional Climate on STEM Education." Thesis, Curtin University, 2022. http://hdl.handle.net/20.500.11937/88094.

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This two-stage mixed-methods study carried out in a private primary school in Perth, Western Australia investigated children’s perceptions of their Classroom Emotional Climate and their interactions with their teacher. Key findings indicated that Student Freedom, Peer Collaboration, Problem Solving, Communication and Time all impact students’ perceptions of their attitude towards STEM education. Additionally, the respondents outlined their perceived preferred perceptions of Hands-On Learning, Physical Environments, Choice, Technology and Peer Collaboration within their STEM Learning Environments.

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Sagett, Beth Baker Paul J. "Relationships between the positive behavior interventions and supports approach and school climate." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128287.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Paul Baker (chair), Mary O'Brian, Lucille Eckrich, Joseph Pacha. Includes bibliographical references (leaves 157-161) and abstract. Also available in print.

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Liu, Woon Chia. "A longitudinal study of academic self-concept in a streamed setting : home environment and classroom climate factors." Thesis, University of Nottingham, 2000. http://eprints.nottingham.ac.uk/11238/.

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The effect of streaming on students' academic self-concept and their perceptions of home environment and classroom climate was examined in a 3-year longitudinal study of a single cohort in Singapore. The subjects were 495 Secondary 1 (average age 13) students, who were streamed based on their Primary School Leaving Examination results taken at the end of Primary 6 (average age 12). The study was conducted with the use of a self-constructed questionnaire on four occasions at approximately 1-year intervals. The measures included the academic self-concept scale, made up of the students' confidence and students' effort subscales, the home environment scale, made up of the relationship with parents and academic support subscales, and the classroom climate scale, made up of the relationship with teachers, teachers' expectations and peer relationship subscales. The results revealed that the students' academic self-concept, and their perceptions of home environment and classroom climate largely declined from Secondary 1 to Secondary 3, and the declines were more pronounced for the higher-ability stream students than the lower ability stream students. In addition, the lower-ability stream students' academic self concept and their perception of classroom climate were more negative than those of their higher-ability stream counterparts immediately after streaming. Nonetheless, they were comparable if not more positive than those of their higher-ability stream counterparts three years after being streamed. Furthermore, regression analyses revealed that perceived teachers' expectations, relationship with teachers, relationship with parents and parental academic support were main predictors of students' academic self-concept. However, parental academic support tended to affect higher-ability stream students' academic self-concept more than that of their lower-ability stream counterparts, whilst teachers' expectations tended to affect the lower-ability stream students' confidence level more than that of their higher-ability stream counterparts.

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Hinman, Georgia L. "Effects of classroom meetings on psychological safety and classroom climate." 1993. http://catalog.hathitrust.org/api/volumes/oclc/28647367.html.

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Thesis (M.S.)--University of Wisconsin--Madison, 1993.
Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 50-57).

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Huang, Su-Chiu, and 黃素秋. "Classroom Climate and Students'''''''' Sience CCreative Performance." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/48874488164367558458.

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碩士
國立台南師範學院
國民教育研究所
86
The main purpose of this study was to investigate the relationship between classroom climate and students'''''''' creative performance on natural science. 　　The subjects were 41 fourth grade students of an elementary school in Tainan. In order to collect data about students'''''''' perception of calssroom climate, the Science Classroom Creative Climate Inventory was performed, and classroom observation and interviews with the students were conducted. 　　The Creative Science Problem Solving Test , the Creative Science Problem Work Sheets, and the Learning Reflection Record Sheets were administered to collect students'''''''' data for portfolio assessment on creative performance. 　　The main findings were as follows: 　　1.Students tended to have a positive. classroom climate perception on Safety, Freedom,Diversity, Intrinsic Motivation, Cohesiveness, Positive Material Environment, and Students'''''''' Creative Behavior. 　　2.Students tended to have a negative. classroom climate perception on Individualization. 　　3.Students tended to have a positive. classroom climate perception on Threat, Restriction, Unification, Monotony, and Extrinsic Motivation. 　　4.Students tended to have a negative. classroom climate perception on Alienation, and Negative Material Environment. 　　5.Students tended to have low scres of fluency, flexibility, originality, and evaluation in Creative Science Problem Solving Test. 　　6.Students tended to produce reproductive and inappropriate works on the Creative Science Problem work sheets. 　　7.Students'''''''' perception on Diversity and Positive Material Environment were negatively and significantly correlated with scores of fluency and flexibility in the Creative Science Problem Solving Test. 　　8.Students'''''''' perception on Extrinsic Motivation, Alienation, and Negative Material Environment were negatively and significantly correlated with score of the originality on Creative Science Problem Work Sheets. 　　9.There was no significant difference in perceptions of positive and negative classroom climate between high creative students and low creative students. 　　10.There were significant differences in perceptions of extrinsic motivation and intrisnic motivation between high creative students and low creative students.

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Antosca, Deborah Ann. "Classroom climate in middle school eighth grades." 1997. https://scholarworks.umass.edu/dissertations/AAI9721428.

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Although it has been clearly established in the literature that there is a relationship between classroom climate and student achievement, teachers often fail to be aware of or consciously attend to their own behaviors which affect climate in their classrooms. The purpose of this study was to examine classroom climate and specifically to document teacher behaviors which seem to be associated with positive and negative climate in two classrooms each for five eighth grade subjects (language arts, mathematics, social studies, science, and conversational foreign language). Four data collection methods were used: qualitative field notes adopted from Saphier scripting, teacher and student interviews, quantitative teacher and student classroom climate surveys, and document analysis of student grade reports. Though no overall significantly negative climates were identified, there were noted inconsistencies in the presence of positive classroom climate elements from one data source to the next. Results supported teachers failing to be aware of or consciously attending to behaviors which affected climate in their classrooms and allowed for the creation of ideal climate profiles.

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Zhen-Cheng, Liao, and 廖振成. "A Study of Interpersonal Network, Classroom Management,Classroom Climate and Teaching Effectiveness." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/34714971606391704434.

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碩士
亞洲大學
國際企業學系碩士在職專班
99
This study aims to explore the Interpersonal network of teachers, classroom management and classroom climate on the teaching effectiveness. The subjects are elementary school teachers from Yunlin County actually engaged in teaching, and a total of 53 valid samples.This study used “Social Network Analysis” to analyse all respondents’network degree and network betweenness of interpersonal network. The statistical methods used to analyze the data were descriptive statistics, factor analysis, Pearson’s product-moment correlation, and regression analysis. The results mainly show that:Respondents’ network degree and network betweenness of interpersonal network have no effects on teaching effectiveness.Classroom management have positive effects on teaching effectiveness. Most respondents agree that teaching environment management have significant help on enhancement of teaching effectiveness.Classroom climate have disturbance effects on teachers’ interpersonal network and teaching effects; Especially, teacher with high network degree of interpersonal network have more teaching information to promote the student to teachers trust and enhance teaching effectiveness.Classroom climate have disturbance effects on classroom management and teaching effectiveness.According to these findings, the researcher offers some suggestions.

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LIN, JIA-WEN, and 林嘉汶. "A Study of the Classroom Climate Shaping Process." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/7npqxk.

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Martinez, Susan E. "Positive reinforcements impact on classroom climate in middle school." 1999. http://www.library.cnd.edu.

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Thesis (M.A.)--College of Notre Dame, Belmont, 1999.
"In partial fulfillment of the requirements for the degree of Master of Arts in Counseling Psychology; Marriage, Family, and Child Counseling Emphasis."

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Chiu-Shun, Liu, and 劉秋霞. "Classroom Climate and Political Socializatio in Junior high school." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/78473725673416864883.

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Chen, Yu-Chen, and 陳俞臻. "The CSF of Influencing Classroom Climate: A Meta-Analysis Research." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/522e77.

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碩士
國立彰化師範大學
工業教育與技術學系
105
The purpose of this study probed into the critical factors for classroom climate. The research method was Meta-analysis Method which could get an appropriate study framework through a great deal of literature review. This study integrated domestic relative references which ranged from 2001 to 2015. It adopted 41 pieces as coding sample, including domestic journals, thesis, and dissertations. In order to analyze the critical factors for classroom climate, statistic value of each various effect value was first transformed into γ and then Fail Safe N was calculated. In addition, Heterogeneity Test, True Population Effect Size, 95% Confidence Interval, and Explained Variance are applied to test and verify in this study. Base on the results of study, the researchers also provided a discussion and made some recommendations to upgrade the efficiency of classroom climate.

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Hsu, ShuHua, and 許淑華. "A STUDY OF RELATIONSHIP BETWEEN TEACHERS’ TEACHING STYLES AND CLASSROOM CLIMATE." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/78987259280318217409.

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碩士
臺中師範學院
國民教育研究所
90
The main purpose of this study was to identify the relationship between teachers'''' teaching styles and classroom climate. The study was employed by questionnaire survey method. The questionnaire was included two main part :one was to inquire the teachers'''' teaching styles ; the other was to inquire the classroom climate. The groups of subjects were arranged : including 296 elementary school teachers, and their 2960 students in Nantou . Data were analyzed using item analysis, factor analysis, mean, standard deviation, t-test, one-way ANOVA, and canonical correlation. The major conclusion were: 1.The type of teachers’ teaching styles in Nantou used frequently by teachers was between “teacher-centered “ and “learner-centered”. Classroom climate was good. 2.There was significant difference in teacher''''s styles between male and female teachers. 3.There were significant differences in teachers'''' styles among the years of teaching experience. 4.There were no significant differences in teachers'''' styles among the years of teaching experience. 5.There was no significant difference in classroom climate between male and female teachers. 6.There were significant differences in classroom climate among the years of teaching experience. 7.There were significant differences in classroom climate among the different level of teachers'''' education. 8.There were significant differences in classroom climate among the different area. 9.There were significant differences in classroom climate among the different teachers'''' styles. 10.There was a significant relationship between teachers'''' styles and classroom climate. Keyword: teachers'''' styles, classroom climate, teacher-centered, learner-centered

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Chen, Yi-Ju, and 陳怡如. "Study on Classroom Climate and Learning Effectiveness in Blended Learning Environment." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/06149276566372815979.

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碩士
國立中山大學
資訊管理學系研究所
94
In recent years, Blended Learning becomes more and more popular in business and educational fields. It is regarded as an important research topic in e-Learning because it’s potential to enhance and improve students’ learning effectiveness. Though the concept of blended learning has been existing in traditional learning for several years; with the development of information technology, it drives a new emerging blended learning model. By combining cyber-asynchronous and cyber-asynchronous becomes the new Emerging Blended Learning (EBL) in contrast to the physical-synchronous and cyber-asynchronous that is considered as the Traditional Blended Learning (TBL). Besides, interaction is a vital factor in blended learning and learning effectiveness is an urge question that all researchers want to study in e-Learning. And the classroom climate, which comes from the interaction among all members and the environment in the class, has a vital influence on students learning outcome in traditional learning. According to our survey, the conclusion of the relationship between classroom climate and learning effectiveness in e-Learning is not yet confirmed from the literature. By analyzing these two different blended learning models (EBL and TBL), the aims of our study are to explore if the learning effects of EBL is the same as that of TBL and to investigate the relationship between classroom climate and learning effectiveness in e-Learning. The methods combine questionnaire, interview and LMS system logs for applying data triangulation validation. The procedure are collecting the questionnaire data at midterm and final examinations and then interviewing some students to get their thoughts and finally analyzing the system logs to help explanation of the quantity results. The results show that the learning effect of EBL is the same as that of TBL and the changes of classroom climate and learning effectiveness in EBL are more significant than in TBL. The results also show that the correlation of classroom climate and learning satisfactory is significant. Finally, we provide some suggestions and future research directions for educators and researchers.

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Santos, Lilia Fátima de Sa Pereira. "Bringing the Climate Crisis into the Classroom through Dystopian Cli-fi." Master's thesis, 2021. https://hdl.handle.net/10216/137877.

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HSU, Chi-Hsiang, and 許基祥. "The Relationships of Teachers' Classroom Management Style and Students' Classroom Climate on Vocational Fisheries and Marine High Schools." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/79351315826500622383.

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碩士
國立臺灣師範大學
工業教育學系在職進修碩士班
96
The purposes of this study were to explore the relationship between classroom management style and classroom climate in vocational fisheries and marine high schools. To fulfill the research purposes, the study reviewed literatures about theories of classroom management style and classroom climate was adopted to form the basis of this study. A questionnaire survey was also used to collect the empirical data of this study. There were 59 teachers and 1013 students sampled from 5 vocational fisheries of marine high schools and 2 comprehensive high schools, who responded on two instruments, "Inventory of Classroom Management Style ", "Classroom Climate Scale". The statistics procedures employed for the results of the survey about the distribution of the basic data were the Frequency Distribution, Percentage, Means, Standard Deviation, t-test, one-way ANOVA, Scheffe Method, Pearson's Product-Moment Correlations. The conclusions of this research were as follows: 1.The Vocational Fisheries and Marine High School teachers’ classroom management style, “Interactionalists Style,” the largest number, followed “Interventionists Style,” “Non-Interventionists Style,” are least. 2.The Vocational Fisheries and Marine High School students’ classroom climate grade is on the degree, among “Democratic Levels” highest “Order Levels,” the lowest. 3.There were significant differences in the variables of teachers’ gender, service duration, and the duty of class teachers’ time for this class on teachers’ classroom management style. 4.There were significant differences in the variables of students’ gender, departments, and schools on students’ classroom climate. 5.There were significant differences in the type of teachers’ classroom management styles on the “Order” of students’ classroom climate. 6.There were significant correlation between teachers’ classroom management style and students’ classroom climate. The suggestions of this research were as follows: 1.Teachers should be more exchange of experience in classroom management, classroom management on the right track. 2.Teacher should care about students, encouraging participation in activities, so as to reduce the formation of undesirable classroom climate. 3.Schools should organize regular training activities to enhance professional competency of teachers. 4.School activities for more than provide a common learning platform for students to form a virtuous interaction. 5.School education and counseling for various activities to promote the healthy development of students. 6.Students should be accepted pluralistic culture values and respect for other people's accomplishments. 7.Students should be actively involved in various activities to upgrade the class cohesion and foster a positive outlook on life. Key words: the Vocational Fisheries and Marine High School teachers’, the fisheries and marine class branch, classroom management style, classroom climate.

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Erasmus, Sasha. "The relationship between school climate, classroom climate, and emotional intelligence in primary school learners from Durban, KwaZulu-Natal." Diss., 2019. http://hdl.handle.net/10500/26600.

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Includes bibliographical references (leaves 149-190)
Abstract in English and Afrikaans
This study aimed to determine whether classroom climate or school climate is a greater predictor of emotional intelligence in South African primary school learners from Durban, KwaZulu-Natal, as well as which factors promote and which inhibit its development. A purposive sample of 119 primary school learners from six classes in two government schools in Durban was obtained. The learners assessed their classroom climate with the My Class Inventory (short form) (MCI-SF), and their emotional intelligence with the Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF). The six teachers assessed the school climate with the School Level Environment Questionnaire (SLEQ). Results suggest that classroom climate is a predictor of emotional intelligence while school climate is not; that satisfaction and cohesiveness positively correlate with emotional intelligence levels, and friction, competitiveness, and difficulty negatively correlate with emotional intelligence levels. The identified relationship between classroom climate factors and emotional intelligence warrants further research into the topic.
M.A. (Psychology)
Hierdie studie het ten doel gehad om te bepaal of klaskamerklimaat of skoolklimaat 'n groter voorspeller van emosionele intelligensie by Suid-Afrikaanse laerskool leerlinge van Durban, Kwazulu-Natal is, asook watter faktore die ontwikkeling bevorder en watter die ontwikkeling daarvan belemmer. 'n Doelgerigte steekproef van 119 laerskool leerlinge van ses klasse in twee regering skole in Durban is verkry. Die leerlinge het hulle klasklimaat beoordeel met behulp van die ‘My Class Inventory (short form) (MCI-SF)’, en hulle emosionele intelligensie met die ‘Trait Emotional Intelligence Questionnaire (Child Short Form) (TEIQue-CSF)’. Die ses onderwysers het die skoolklimaat beoordeel met die ‘School Level Environment Questionnaire (SLEQ)’.. Resultate dui daarop dat klasklimaat 'n voorspeller van emosionele intelligensie is terwyl skoolklimaat nie is nie; dat tevredenheid en samehorigheid positief korreleer met emosionele intelligensievlakke, en wrywing, mededingendheid en probleme negatief korreleer met emosionele intelligensievlakke. Die geïdentifiseerde verwantskap tussen klimaatfaktore in die klaskamer en emosionele intelligensie regverdig verdere navorsing oor die onderwerp.
Psychology

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"Examining the effects of classroom climate on aggression and victimization in low income, ethnically diverse preschoolers." Tulane University, 2018.

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Chrisenduth, Jayshree. "Infuence of classroom climate on academic achievement of learners in secondary schools." Thesis, 2006. http://hdl.handle.net/10530/735.

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Submitted in fulfilment of the requirements for the degree MASTER OF EDUCATION in the Department of Educational Psychology and Special Education of the Faculty of Education at the University of Zululand, 2006.
This research was conducted to determine whether classroom climate influences academic achievement of secondary school learners. The literature study indicates that the classroom climate factors such as organization of learning space, learner involvement and discipline have a direct influence on academic achievement. To confirm the influence of the above factors, the research was conducted at four secondary schools in the Amajuba District of Newcastle. The research revealed that a significant positive correlation exists between classroom climate and academic achievement of learners in secondary schools. The research further confirmed that the lack of organization of learning space, lack of learner involvement in lessons and lack of classroom discipline contributes to poor academic achievement in secondary schools. A positive classroom climate is facilitated by educators being given maximum opportunity to teach and learners being given maximum opportunity to learn. The benefit of a positive classroom climate is that the joy of learning is unfolded in an environment that enables each learner to thrive and to soar to greatness by achieving academic success. Ultimately the positive transformation of our society lies within the domain of our emerging generation. Thus positive classroom climate is necessary to raise matric the pass rate of 70% in the Kwa-Zulu Natal Province.

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Lee, Kuo-Sheng, and 李國勝. "A Study on the Relationship among Advisors' Leadership Behavior, Classroom Climate, and Classroom Management Efficacy of Junior High Schools." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/10723133907272201901.

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碩士
國立彰化師範大學
教育研究所
93
A Study on the Relationship among Advisors' Leadership Behavior, Classroom Climate, and Classroom Management Efficacy of Junior High Schools Advisor: Chu-Hsun Kuo, Ph. D. Author: Kuo-Sheng Lee Abstract The main purpose of this study was to identify the relationship among advisors' leadership behavior, classroom climate and classroom management efficacy. In order to achieve research objectives, the study employed questionnaire survey method to gather the research data. Samples, drawn from central of Taiwan, included 328 advisors and 1888 students of junior high schools. Acquired data were analyzed by descriptive statistics, t-test, one-way ANOVA, Scheffé method, Pearson's product-moment correlation, and multiple regression analysis methods. Some conclusions of this thesis are found as follows: 1. The junior high school advisors' leadership behavior is above average. Advisors of junior high schools often operate management by exception and contingent reward in leadership behavior aspect, seldom charisma. 2. The junior high schools' classroom climate is above average. It performed well at the democracy of classroom climate, but poorly at the order of classroom climate. 3. The junior high schools advisors' classroom management efficacy is above average. It performed well at the teacher-parent relationship, but poorly at class rules. 4. There are existed significant differences within gender, education degree, and class numbers of school in the junior high schools advisors' leadership behavior aspects. 5. There are existed significant differences within years-of-teaching, class numbers of school, and school location in the junior high schools' classroom climate aspects. 6. There are existed significant differences within gender, years-of-teaching, and class numbers of school in the junior high school advisor's classroom management efficacy aspects. 7. There is a positive correlation between the junior high schools advisors' leadership behavior and classroom climate. 8. There is a positive correlation between the junior high school advisor's leadership behavior and classroom management efficacy. 9. There is a positive correlation between the junior high school classroom climate and classroom management efficacy. 10.The junior high schools advisors' leadership behavior and classroom climate are good predictors for predicting classroom management efficacy. Based on above findings, this study proposed some concrete suggestions to the junior high schools' advisor and educational authorities. Keywords: Leadership Behavior, Transformational Leadership, Transactional Leadership, Classroom Climate, Classroom Management Efficacy

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Chang, Huey-Juh, and 張惠祝. "The evolution of the Classroom Climate and its relevant factor: A case." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/61009402223932631529.

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Abstract:

碩士
國立中正大學
教育研究所
87
The evolution of the Classroom Climate and its relevant factor: A case study in a high school A Thesis for the Master Degree of Education Chang, Huey Juh National Chung Cheng University , Institute of Education Abstract The purposes of this study are to explore the classroom climate evolution ; teacher and students'' classroom climate perception under relevant factors of the teacher roles, teacher leadership, teacher-student interaction and students interaction, and what''s characteristic of the classroom climate? In This study , a sample of a class(n=39) was drawn on purpose and data was gathered from classroom observations , interviews, and three questionnaires for assist. The main findings of this research are as follows: 1.The evolution of classroom climate has the stages. (1) The classroom climate is affected by some relevant factors such as campus violence, the misunderstanding of students think to the communication of teachers and parents, and students reject to join the practice of the healthy dancing. Therefore the classroom climate can differentiate from three stages six periods by the time. The sequence is: The first stage is exploratory which can divide into (the period of embarrassment and adjustment) and (the period of cadres and students'' conflict ). The second stage is fighting and trying which can divide into (the period of teachers and students'' conflict) and (the period of students'' conflict). The third stage is cold which can divide into (the period of cadres and teachers'' sense of weakness) and (the period of students'' autonomy). (2)The classroom climate has three phenomenon such as stages, fluctuation and life which are founded from classroom climate characteristics. 2.Teacher leadership is the relevant factor of the evolution of the classroom climate (1)The establishment of classroom order, re-establishment and educate is the key point of leadership which affect the development of classroom climate. (2)Authoritative leadership can raise the obedience of students, and likely to correspond to teacher''s ideal classroom climate. (3)Teachers'' communication skill and attitude affect the development of teachers-parents and teachers-students'' friendly and trustful relation, and which affect the positive interaction of classroom climate. 3.Teacher role and subjects are the relevant factors of the evolution of the classroom climate When teacher roles, subjects and teaching plan are different, there will be different classroom climate characteristics in the order ,stability and liveliness. 4. Students'' characteristics and interaction are the relevant factors of the evolution of the classroom climate Cadre''s personality, deportment and behavior affect the obedience of students , and cadres'' violent personality will affect the classroom climate of stability deeply . 5.Teachers and students'' perception of classroom climate is different according to the evolution of different stages (1)There are different perception of teachers and students in terms of different subjects, favorite, reality and entire classroom climate. (2)There are some difference between teachers and students'' perception, which is owing to teachers have whole, corrective perception , however students have affair and emotional perception. (3)The different perception of teachers and students will readjust the classroom climate by conflict or impression. According to the results of the study, several suggestions are finally proposed to teacher training, schools and teachers. Key words: classroom climate, teacher leadership, teacher belief, teacher-student interaction.

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Carlisle, J. Katherine. "A study of social-emotional climate within secondary school music classroom settings." 2008. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=742265&T=F.

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