Measuring Learning Environment in Individualized Junior High School Classrooms.
The article reports on the Learning Environment Inventory(LEI) in individualized junior high school classrooms in the U.S. It was modified to form a battery of nine classroom climate scales suitable for individualized science classes at the junior high school level. Data from the administration of t...
| Publicado en: | Science Education Vol. 62; no. 1; pp. 125 - 134 |
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| Formato: | Artículo |
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Wiley-Blackwell
Jan-Mar1978
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=21347136&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 21347136 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00368326 SED jtl: Science Education issn: 00368326 maglogo: Y pubinfo: dt: Jan-Mar1978 vid: 62 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 21347136 10.1002/sce.3730620117 ppf: 125 ppct: 9 formats: tig: atl: Measuring Learning Environment in Individualized Junior High School Classrooms. aug: au: Fraser, Barry J. affil: Macquarie University, Sydney, Australia su: Inventories School environment Secondary education Junior high schools Science Science education Learning Classrooms United States sug: subj: United States Inventories School environment Secondary education Junior high schools Science Science education Learning Classrooms ab: The article reports on the Learning Environment Inventory(LEI) in individualized junior high school classrooms in the U.S. It was modified to form a battery of nine classroom climate scales suitable for individualized science classes at the junior high school level. Data from the administration of the scales to a sample of seventh graders were analyzed to provide validation information. After removal of certain items, it was found that the refined learning environment scales possessed satisfactory internal consistency, discriminant validity and sensitivity. When classes following individualized science materials were compared with classes using conventional materials, significant differences in the anticipated direction were found on several learning environment dimensions. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 1978 holdings: @attributes: islocal: N |
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