Journal articles: '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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Pham Thi Anh, Hang. "THE EFFECT OF CLASSROOM CLIMATE ON STUDENT ACADEMIC MOTIVATION MEDIATED BY ACADEMIC SELF – EFFICACY AT HANOI LAW UNIVERSITY." SCIENTIFIC JOURNAL OF TAN TRAO UNIVERSITY 7, no. 20 (May 7, 2021): 96–104. http://dx.doi.org/10.51453/2354-1431/2021/488.

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Learning strateries and efforts have popularly recognized academic motivation as the driving force of student academic performance. The present study examines the direct and indirect effect of classroom climate on student academic motivation at the tertiary level. A sample population of 119 freshmen from Hanoi Law University was approached to respond to a questionnaire. The result shows that classroom climate positively affects student academic motivation and that the relationship is significantly mediated by academic self-efficacy. Particularly, the findings indicate that a favourable classroom climate can effectively improve student academic motivation, the planned and fair classroom climates effectually build students’ self-efficacy in their learning. This study highlights the indispensable and pivotal role that a planned, cohesive, and fair classroom climate plays in motivating students to learn. Moreover, it provides references for policymakers, school administrators, and lecturers in building a positive and healthy classroom climate.

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Fiksl, Majda, and Boris Aberšek. "CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES." Problems of Education in the 21st Century 61, no. 1 (October 5, 2014): 28–36. http://dx.doi.org/10.33225/pec/14.61.28.

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To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student’s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom’s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th grade classes at a lower secondary school will be studied: a class with traditional methods of teaching and a class with innovative methods, as regards searching for ideas, monitoring the students’ progress and giving instructions. Students in both classes filled out a questionnaire with thirteen statements, which included three dimensions of a classroom atmosphere: personal relationship, contribution to the class and research work. The results confirmed a change in the perception of the classroom climate, depending on different innovative didactical approaches. The values of individual dimensions are higher in the class with innovative methods, which was confirmed with a better atmosphere in this class and an increased activeness of the students. When introducing changes in an educational process, it is necessary to establish a positive classroom atmosphere. Key words: active learning, classroom atmosphere (climate), innovative didactical approaches, lower secondary education, structure of education.

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Gucciardi, Daniel F., Joseph Chen Weixian, William Gibson, Nikos Ntoumanis, and Leo Ng. "Motivational Climate in the Classroom." European Journal of Psychological Assessment 36, no. 2 (March 2020): 324–35. http://dx.doi.org/10.1027/1015-5759/a000524.

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Abstract. Adaptive motivation is central to positive functioning. Social agents such as teachers play a significant role in shaping the motivation of people with whom they interact by satisfying or thwarting their psychological needs of autonomy, competence, and relatedness. The development and validation of tools that assess the types of behaviors social agents adopt to satisfy these psychological needs are important agenda items for substantive and applied researchers. In this study, we examined factorial and convergent validity evidence of a need support scale adapted from the physical education context for use in tertiary settings with health science students. Factor analyses of responses from 290 health science students indicated that need-supportive behaviors are best captured by one latent factor, rather than the a priori 4-factor structure designed to capture needs for autonomy, relatedness, and competence. Regression analyses supported the convergent validity of the unidimensional structure, such that students who perceived higher levels of need-supportive behaviors from their tutor reported higher levels of behavioral engagement, and experiences of vitality and learning. Validation of a scale that assesses need-supportive behaviors within a health science context provides researchers with a tool to employ in future research that aims to investigate the antecedents and outcomes of such behaviors, as well as the effects of interventions designed to equip educators with the skills, motivation, and knowledge to employ successfully such behaviors.

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Zahn, G. Lawrence, Spencer Kagan, and Keith F. Widaman. "Cooperative learning and classroom climate." Journal of School Psychology 24, no. 4 (December 1986): 351–62. http://dx.doi.org/10.1016/0022-4405(86)90023-3.

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Qureshi, Salim. "Communication Contrasts in Classroom Climate." Journal of Professional Services Marketing 13, no. 2 (June 21, 1996): 163–71. http://dx.doi.org/10.1300/j090v13n02_12.

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Qureshi, Salim. "Communication contrasts in classroom climate." Services Marketing Quarterly 13, no. 2 (1996): 163–71. http://dx.doi.org/10.1080/15332969.1996.9985225.

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Lee, Minyoung, Mi Kyoung Lee, Huk Yaung, Taerim Lee, and Sang Min Lee. "Academic Hatred: Focusing on the Influence of a Supportive Classroom Climate." SAGE Open 12, no. 2 (April 2022): 215824402210948. http://dx.doi.org/10.1177/21582440221094820.

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This study aimed to examine the effects of interpersonal factors (i.e., teacher and peers) on academic hatred using the hierarchical linear model analysis. The data were collected from 1,015 senior high school students from 43 classrooms (57.3% female) in South Korea. The results showed significant effects of teachers’ academic pressure, autonomy support, and peer support on academic hatred at both the individual and classroom levels. Interestingly, teachers’ academic pressure showed different effects on academic hatred at the individual and classroom levels: a negative effect at the individual level and a positive one at the classroom level. At the classroom level, peer support did not significantly influence academic hatred, while at the individual level, peer support negatively affected academic hatred by interacting with teachers’ autonomy support. This paper discusses the practical implications for preventing academic hatred in the classroom.

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Yang, Harrison H., Lin Feng, and Jason MacLeod. "Understanding College Students’ Acceptance of Cloud Classrooms in Flipped Instruction: Integrating UTAUT and Connected Classroom Climate." Journal of Educational Computing Research 56, no. 8 (March 26, 2018): 1258–76. http://dx.doi.org/10.1177/0735633117746084.

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Cloud classrooms provide many advantages in higher education. However, little is known about the social influence of peer relationships on students’ acceptance of cloud classrooms. This study utilized structural equation modeling to examine a model that integrates the Universal Theory of Acceptance and Use of Technology (UTAUT) and Connected Classroom Climate (CCC). Effort expectancy, social influence, and CCC were found to significantly impact cloud classroom acceptance by college students. Performance expectancy and facilitating conditions, however, did not affect acceptance. These findings contribute understanding that can support decision-making for the cloud classroom, with particular emphasis on increasing college students’ acceptance and use of such technology. Administrators, researchers, and practitioners can use this knowledge to guide their implementation, improvement, and assessment of cloud classrooms. In addition, beyond the cloud classroom, our identification of this relationship between CCC and students’ acceptance represents new knowledge to guide other contexts of online learning.

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Hamin, Elisabeth, and Daniel Marcucci. "Mainstreaming Climate in the Classroom: Teaching Climate Change Planning." Planning Practice and Research 28, no. 4 (October 18, 2012): 470–88. http://dx.doi.org/10.1080/02697459.2012.732327.

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Wheldall, Kevin, Robyn Beaman, and Magdalena Mok. "Does the Individualized Classroom Environment Questionnaire (Iceq) Measure Classroom Climate?" Educational and Psychological Measurement 59, no. 5 (October 1999): 847–54. http://dx.doi.org/10.1177/00131649921970170.

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Patel, Nilesh Kumar. "Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 65. http://dx.doi.org/10.11591/ijere.v7i1.11146.

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This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.

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Roubinov, Danielle S., Nicole R. Bush, Melissa J. Hagan, Jason Thompson, and W. Thomas Boyce. "Associations between classroom climate and children's externalizing symptoms: The moderating effect of kindergarten children's parasympathetic reactivity." Development and Psychopathology 32, no. 2 (June 10, 2019): 661–72. http://dx.doi.org/10.1017/s095457941900052x.

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AbstractClassrooms are key social settings that impact children's mental health, though individual differences in physiological reactivity may render children more or less susceptible to classroom environments. In a diverse sample of children from 19 kindergarten classrooms (N = 338, 48% female, M age = 5.32 years), we examined whether children's parasympathetic reactivity moderated the association between classroom climate and externalizing symptoms. Independent observers coded teachers’ use of child-centered and teacher-directed instructional practices across classroom social and management domains. Children's respiratory sinus arrhythmia reactivity to challenge tasks was assessed in fall and a multi-informant measure of externalizing was collected in fall and spring. Both the social and the management domains of classroom climate significantly interacted with children's respiratory sinus arrhythmia reactivity to predict spring externalizing symptoms, controlling for fall symptoms. For more reactive children, as classrooms shifted toward greater proportional use of child-centered methods, externalizing symptoms declined, whereas greater use of teacher-dominated practices was associated with increased symptoms. Conversely, among less reactive children, exposure to more teacher-dominated classroom management practices was associated with lower externalizing. Consistent with the theory of biological sensitivity to context, considering variability in children's physiological reactivity aids understanding of the salience of the classroom environment for children's mental health.

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ITO, AYAKO, and HITOSHI MATSUI. "Construction of the Classroom Climate Inventory." Japanese Journal of Educational Psychology 49, no. 4 (2001): 449–57. http://dx.doi.org/10.5926/jjep1953.49.4_449.

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Johnson, Danette Ifert. "Connected Classroom Climate: A Validity Study." Communication Research Reports 26, no. 2 (May 7, 2009): 146–57. http://dx.doi.org/10.1080/08824090902861622.

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Zepeda, Sally J., and Judith A. Ponticell. "Classroom Climate and First-Year Teachers." Kappa Delta Pi Record 32, no. 3 (April 1996): 91–93. http://dx.doi.org/10.1080/00228958.1996.10531975.

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Zhanabekova, Magulsim. "The Common Climate of Classroom Communication." Procedia - Social and Behavioral Sciences 114 (February 2014): 579–83. http://dx.doi.org/10.1016/j.sbspro.2013.12.750.

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Nishino, Yasuyo. "Cyberbullying: The role of classroom climate." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 1AM—132–1AM—132. http://dx.doi.org/10.4992/pacjpa.79.0_1am-132.

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Reardon, S. "Climate Change Sparks Battles in Classroom." Science 333, no. 6043 (August 4, 2011): 688–89. http://dx.doi.org/10.1126/science.333.6043.688.

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Zedan, Raed. "New dimensions in the classroom climate." Learning Environments Research 13, no. 1 (February 6, 2010): 75–88. http://dx.doi.org/10.1007/s10984-009-9068-5.

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Tłuściak-Deliowska, Aleksandra. "Classroom climate as a pedagogical category." Studia z Teorii Wychowania XIII, no. 4 (41) (December 20, 2022): 93–107. http://dx.doi.org/10.5604/01.3001.0016.1639.

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This article is an attempt to define the concept of classroom climate and to search for its specific dimensions. The text points out that the classroom climate is one of the contemporary didactic categories and occupies an important place in pedagogical considerations. It also deserves to be analyzed in isolation from the category of “school climate” due to its specificity. A short etymological retrospection and justification of the meaning of this construct are presented. The main climate-creating dimensions were outlined, such as: educational support, social and emotional support as well as classroom organization and management, and their role in increasing the effectiveness of the educational process was indicated. The assumption was made that didactic efficiency is inextricably linked to educational/upbringing effectiveness, because the way a teacher carries out teaching tasks significantly influences the effectiveness of his educational interactions. Based on these considerations, the practical implications of shaping the optimal classroom climate through action research are presented.

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Grover, Rachel L., Frank D. Golom, Michiko Iwasaki, and Martin F. Sherman. "Assessing climate for diversity in the psychology classroom: Development of the Classroom Diversity Climate (CDC) Scale." Scholarship of Teaching and Learning in Psychology 6, no. 3 (September 2020): 235–43. http://dx.doi.org/10.1037/stl0000230.

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Beld, M. H. M., D. van der Voort, G. H. P. van der Helm, C. H. Z. Kuiper, J. J. W. de Swart, and G. J. J. M. Stams. "Assessing Classroom Climate in Special Education: A Validation Study of the Special Education Classroom Climate Inventory." Journal of Psychoeducational Assessment 36, no. 7 (May 5, 2017): 736–49. http://dx.doi.org/10.1177/0734282917706618.

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This study examined the internal structure, convergent validity, and reliability of the student self-report Special Education Classroom Climate Inventory (SECCI) in a sample of 325 students attending special education classes in six (semi) secure residential settings and in two youth prisons in the Netherlands. Both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) provided evidence of a theoretically based four-factor model—with Teacher Support, Positive Student Affiliation, Negative Student Interactions, and Unstructured Classroom Environment as dimensions—showing an adequate fit to the data, providing preliminary support for validity of the SECCI. Limited evidence for convergent validity was found in significant but small associations between classroom climate and academic self-concept. Ordinal Cronbach’s alpha reliability coefficients were good for all factors. The SECCI might be used to assess and subsequently target (problematic) classroom climate in schools for special education for students in (secure) residential youth care and youth prisons, although further development of the SECCI and replication of our study results seem necessary.

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Mithans, Monika M., and Milena B. Ivanuš Grmek. "RELATIONSHIPS BETWEEN STUDENT PARTICIPATION IN THE CLASSROOM AND THE CLASSROOM CLIMATE." Методички видици 11, no. 11 (November 20, 2020): 217. http://dx.doi.org/10.19090/mv.2020.11.217-232.

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The quality of school work greatly depends on the level of involvement and participation of all individuals in the educational process. However, student participation in the educational process has not yet become part of educational practice. This led us to research the effects of actively involving students into the educational process on their perception of class climate. The sample consisted of 58 students from primary and secondary schools. Using the Flanders Analysis of Classroom Interaction, we observed eight hours of classes in each classroom and found that secondary students are most actively involved, while the least active in class are the eight grade primary school students. After observation, the students filled out a questionnaire that helped us evaluate their views on the classroom climate. Surprisingly, the classroom climate received a higher evaluation in classes with lower student participation and lower in classes where student participation was higher.

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MacLeod, Jason, Harrison Hao Yang, Sha Zhu, and Yinghui Shi. "Technological Factors and Student-to-Student Connected Classroom Climate in Cloud Classrooms." Journal of Educational Computing Research 56, no. 6 (October 31, 2017): 826–47. http://dx.doi.org/10.1177/0735633117733999.

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In an effort to address student engagement challenges, much research has explored student-to-student connected classroom climate (CCC). Research positively associates CCC to the benefits of student integration, learning, and retention in face-to-face environments. However, few studies have examined CCC in computer-mediated environments. This study provides empirical evidence of the relationships between key technological factors and CCC in cloud classrooms. A survey was administered to 641 college students, and the results indicate that four of the five technological factors examined were positively associated with CCC: advanced computer self-efficacy, program/software computer experience, Internet/entertainment computer experience, and computer importance. Basic computer self-efficacy was not related to CCC. These findings identify mechanisms that can improve CCC in cloud classrooms. Researchers and practitioners should use this knowledge to develop, implement, and assess the cloud classroom. In addition, this study contributes knowledge that can direct student training of digital literacies for improving the learning processes of cloud classrooms in higher education.

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Fraser, Barry J., John A. Malone, and Jillian M. Neale. "Assessing and Improving the Psychosocial Environment of Mathematics Classrooms." Journal for Research in Mathematics Education 20, no. 2 (March 1989): 191–201. http://dx.doi.org/10.5951/jresematheduc.20.2.0191.

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Despite international interest in research on classroom environment, very little attention has been given to exploring how mathematics teachers might apply ideas from that research in guiding practical improvements in mathematics classrooms. To facilitate the use of classroom climate assessments, an economical, hand-scorable short form (25 items) of the My Class Inventory was developed. Data supported each scale's internal consistency, discriminant validity, and ability to differentiate between the perceptions of students in different classrooms. Some methods for improving classrooms are illustrated in a case study of a successful change attempt in a sixth-grade mathematics class. When assessments of actual and preferred environment were used in an attempt to improve the climate of the class, a significant improvement occurred only on the dimension on which change had been attempted.

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Jin, Mingwen. "Relationship between Teachers’ Leadership and Classroom Climate in Chinese and Japanese Elementary School." Journal of Educational Theory and Management 6, no. 1 (June 9, 2022): 88. http://dx.doi.org/10.26549/jetm.v6i1.8426.

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The purpose of this study is to clarify the relationship between classroom climate and teachers' leadership through a comparison of Japanese and Chinese elementary school teachers. From this, exploring measures to improve the classroom climate. By creating a positive classroom climate, aiming to create a class that is free from bullying, school refusal, and school violence. 184 elementary school teachers in China and Japan were randomly selected as study participants to investigate the relationship between teachers’ leadership and classroom climate. As the data analysis results, fostering Maintenance Behavior of teachers’ leadership is effective in creating a positive classroom climate. and the results showed that Large Performance Behavior and Large Maintenance Behavior of teachers’ leadership PM-type leads to an improvement in the classroom climate.

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Patel, Nilesh Kumar. "Effect of Integrated Feedback on Classroom Climate of Secondary School Teachers." International Journal of Evaluation and Research in Education (IJERE) 7, no. 1 (March 1, 2018): 65. http://dx.doi.org/10.11591/ijere.v1i1.11146.

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This study aimed at finding out the effect of Integrated feedback on Classroom climate of secondary school teachers. This research is experimental in nature. Non-equivalent control group design suggested by Stanley and Campbell (1963) was used for the experiment. Integrated feedback was treatment and independent variable, Classroom climate was dependent variable and pre- Classroom climate, and Intelligence were considered as covariates. The sample of the study comprised of 77 secondary school teachers and 220 students studying in secondary classes from purposively selected four schools of Indore city. The data for Classroom climate, Job satisfaction and Intelligence were collected through standardized tools. One-way ANCOVA and 2X2 factorial design ANCOVA were used for data analysis. Hypotheses were tasted at level of significance with α = 0.05. It was found that the treatment has significant effect over Classroom climate when pre- Classroom climate was taken as covariate. The results also shown that Classroom climate was independent of the treatment when Intelligence and pre- Classroom climate were separately considered as covariates. In addition, classroom climate was also found independent of interaction between feedback and intelligence when pre – Classroom climate was taken as covariate.

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Sarmento, Thaisa Sampaio, Alex Sandro Gomes, and Fernando Moreira. "Social Climate and Classroom Adaptations for Blended Learning Practices." Journal of Information Technology Research 13, no. 3 (July 2020): 1–20. http://dx.doi.org/10.4018/jitr.2020070101.

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Spatial conditions influence social relations and the development of cultural bonds inside a building. The traditional configuration of most school classrooms must be reconsidered to allow for changes in the educational paradigm to support ICT for learning. It is not clear which environmental aspects should be modified to improve performance in physical learning environments (LE), especially to accommodate hybrid models in classrooms. This article describes the process used to understand education conditions for attending to student needs, the connection between the LE, new technologies, and a social climate favourable to educational changes. This study was carried out in a public secondary school in North-eastern Brazil and adopted a design science research method to perform a participatory design exercise, to develop new classroom environment concepts. The results suggest a set of guidelines for LE suitable for active learning methods, considering activities modalities and environment quality criteria, focused on positive social climate conditions and on ergonomic recommendations.

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Murillo, F. Javier, and Cynthia Martinez-Garrido. "Las condiciones ambientales en las aulas de Primaria en Iberoamérica y su relación con el desempeño académico." education policy analysis archives 20 (June 28, 2012): 18. http://dx.doi.org/10.14507/epaa.v20n18.2012.

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School climate describe the environment that affects the behavior of teachers and students at the classroom. Elements of the school climate such as the building and its arrangements reflect the children, their needs, and their educational accomplishments. Some of these elements, however, have not received much attention in studies about the academic performance in Primary Education. This paper describes the relationship between environmental conditions in the classroom (e.g., lighting, isolation, order, cleanliness,…) and the academic performance of the students. This study analyses 248 Primary Education classrooms from nine countries of Iberoamerica using a 4-level Multilevel Model. The following information sources were used in this study: i) Classroom guide observation completed by researcher. ii) Standardized test to Math and Language learning. iii) Questionnaire to classroom teachers, pupils and their families. The results of this study highlight the strong influence of the order and cleanliness on the academic performance of the students.

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Lapidot-Lefler, Noam, and Michal Dolev-Cohen. "Beyond the Classroom Walls: The Case of Israeli Youths’ Sense of Group Climate in Online and Offline Educational Environments." KOME 9, no. 2 (2021): 21–34. http://dx.doi.org/10.17646/kome.75672.67.

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The study examined Israeli youths’ sense of group climate in online and offline educational settings, i.e., in Instant Messaging (IM) groups organized by homeroom teachers for their respective students and in the physical classroom environment. Participants included 550 students (152 boys, 398 girls), of ages 10-18, who completed an online survey. The findings reveal that the students perceived the classroom climate to be more positive than that of the IM group in which the homeroom teacher is present. Furthermore, the more positive the perceived face-to-face (FtF) classroom climate was, the more positive the perceived IM group climate. In addition, when both class and IM group climates were perceived to be highly positive, a sense of non-violence among the participants was found to be the highest. These findings shed light on the unique phenomena of homeroom teachers who participate with their students in IM groups. Based on the findings, implications for educators and school counsellors are discussed.

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Sanders, Kay E., Monica Molgaard, and Mari Shigemasa. "The relationship between culturally relevant materials, emotional climate, ethnic composition and peer play in preschools for children of color." Journal for Multicultural Education 13, no. 4 (October 31, 2019): 338–51. http://dx.doi.org/10.1108/jme-02-2019-0014.

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Purpose This study aims to examine the interplay between culturally relevant materials, child racial ethnic classroom composition and positive emotional climate in regard to high levels of peer play in low-income, urban preschools located in African-American and Mexican immigrant/Mexican-American communities in the USA. Design/methodology/approach The sample includes state or city subsidized child care programs in the USA which were traditionally African-American programs that experienced an influx of Latino immigrant enrollment. Instruments included structured observations of classroom peer play and cultural artifacts. Hierarchical multiple regression was run to determine whether cultural artifacts and child ethnic composition within classrooms contributed to the prediction of high-peer play over positive emotional climate alone. Findings The final model indicates that cultural artifacts reflective of African-American culture positively predict high levels of peer play, while Mexican-American cultural items are negatively predictive. In classrooms with a majority African-American population, predicted high-peer play is 7.994 greater than that predicted for majority of Latino classrooms. Research limitations/implications Positive emotional climate in these programs was not very high, and it is not clear whether the findings discussed in this report would hold in contexts that exhibit much higher levels of positive emotional climate. It is also not clear that the inclusion of cultural artifacts in contexts in which African-American children are the minority or in racial-ethnically heterogeneous classrooms would lead to the same findings. Practical implications ECE classroom should make specific choices as to what culturally relevant materials to include in early childhood classrooms. Teachers of young children of color must facilitate children’s engagement with these materials by ensuring that they are representative of the children’s cultural experiences and by supporting children’s engagement with peers through the formation of emotionally positive classroom climates. Social implications This study points to interesting relationships between what teachers have in classrooms and children’s engagement with each other within those contexts. The findings from this study also exemplify that a one-size-fits-all approach toward childhood development may be counterproductive. Children bring with them ethnic and cultural heritages, which when combined with the preschool culture, create unique experiences for them that should not be ignored or controlled for analysis, but rather, understood. Originality/value This study provides a unique analysis of seldom considered contexts by examining the use of culturally relevant materials in urban, early childhood contexts. Teachers of young children have been found to consider a focus on race and ethnicity as unnecessary or to engage in a colorblind approach with young children. This study demonstrates how paying careful consideration to the cultural environment in classrooms also supports children’s exploration and play quality.

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Ranđelović, Dušan, and Danica Dimić. "CONNECTION BETWEEN CLASSROOM CLIMATE AND ACADEMIC PERFORMANCE." Facta Universitatis, Series: Teaching, Learning and Teacher Education, no. 1 (January 23, 2020): 083. http://dx.doi.org/10.22190/futlte1902083r.

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The goal of this study was to examine the relationship between academic performance and certain dimensions (components) of classroom climate (teacher-student interaction, social climate, fear of failure, and emotional climate), as well as the relationship between classroom climate components and sociodemographic variables. The sample included 180 sixth and eighth grade students from elementary schools in Leskovac. For the purposes of this study we used the Presence scale of classroom climate components and the General questionnaire created for this research. The results indicate that there is no statistically significant correlation between the classroom climate components and academic performance. Boys had higher scores when it came to the “social climate” component, while “fear of failure” was more expressed among girls. Younger students had higher scores with regard to the “teacher-student interaction” component and “emotional climate” component than the older ones .These results are partly in line with some previous studies and emphasize that it is very important to take into account the classroom climate that students are learning in, which may indirectly affect students’ academic performance.

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Sevkusic, Slavica, Sonja Andjelkovic, and Vladeta Milin. "Classroom climate in Serbia: The perspective of primary school teachers." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 277–98. http://dx.doi.org/10.2298/zipi1402277s.

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The goal of this research is to gain insight into the classroom climate in schools in Serbia from the perspective of teachers. To realize this goal, we set up two research questions: (1) How do teachers assess the importance of certain aspects of the classroom climate and their own engagement in creating favourable climate, and (2) which factors determine the quality of classroom climate. We considered four dimensions of classroom climate: equality in communication, social relationships between students, respect for students? feelings and the organizing group work. The sample consisted of primary school teachers in Serbia (N=1441), who completed a questionnaire made for our research needs. The results of factor analysis confirmed the initial assumption that the selected dimensions are related in terms of their belonging to the same construct and sufficiently different to be considered as selfcontained. The obtained results show that teachers in Serbia highly value the importance of all researched aspects of the classroom climate and believe that they are engaged to a large extent in creating a positive classroom climate. Also, it was shown that teachers? gender and the teaching level are the most important determinants of classroom climate quality. Bearing in mind the limitations of the applied instrument it is concluded that the results should be considered with caution and that future research should include students? perspective, direct class observation and qualitative methods to gain a more objective and more comprehensive understanding of the classroom climate.

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Peloquin, S. M., and K. A. Babola. "Making a Clinical Climate in the Classroom." American Journal of Occupational Therapy 50, no. 10 (November 1, 1996): 894–98. http://dx.doi.org/10.5014/ajot.50.10.894.

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Johnson, Roberta. "Tackling Climate Change in the Science Classroom." Educational Horizons 91, no. 4 (April 2013): 12–15. http://dx.doi.org/10.1177/0013175x1309100405.

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Barker, Lecia Jane, Kathy Garvin-Doxas, and Michele Jackson. "Defensive climate in the computer science classroom." ACM SIGCSE Bulletin 34, no. 1 (March 2002): 43–47. http://dx.doi.org/10.1145/563517.563354.

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Allen, James D. "Classroom Management: Creating a Positive Learning Climate." Kappa Delta Pi Record 31, no. 4 (July 1995): 178–81. http://dx.doi.org/10.1080/00228958.1995.10531936.

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Sriklaub, Kanit, Suwimon Wongwanich, and Nonglak Wiratchai. "Development of the Classroom Climate Measurement Model." Procedia - Social and Behavioral Sciences 171 (January 2015): 1353–59. http://dx.doi.org/10.1016/j.sbspro.2015.01.253.

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Gniewosz, Burkhard, and Peter Noack. "Classroom climate indicators and attitudes towards foreigners." Journal of Adolescence 31, no. 5 (October 2008): 609–24. http://dx.doi.org/10.1016/j.adolescence.2007.10.006.

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Sadlier, Heather Dwyer. "College Classroom Climate: The Professor’s Pivotal Role." International Journal of the Humanities: Annual Review 6, no. 9 (2009): 47–52. http://dx.doi.org/10.18848/1447-9508/cgp/v06i09/42173.

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Journal articles on the topic 'Classroom climate'

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