Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research

Autor/inn/en	Aldridge, Jill M.; Fraser, Barry J.; Bell, Lisa; Dorman, Jeffrey
Titel	Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research
Quelle	In: Journal of Science Teacher Education, 23 (2012) 3, S.259-290 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1046-560X
DOI	10.1007/s10972-012-9268-1
Schlagwörter	Feedback (Response); Student Attitudes; Action Research; Measures (Individuals); Grade 11; Classroom Environment; Teaching Methods; Science Teachers; Science Education; Grade 12; Validity; Reliability; Models; Questionnaires; Reflective Teaching; Data Analysis; Evaluation Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Projektforschung; Messdaten; School year 11; 11. Schuljahr; Schuljahr 11; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; School year 12; 12. Schuljahr; Schuljahr 12; Gültigkeit; Reliabilität; Analogiemodell; Fragebogen; Auswertung
Abstract	This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students' perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the implementation of strategies to improve their learning environments. To determine the validity and reliability of the new instrument, data from 2043 grade 11 and 12 students from 147 classes in 9 schools were analysed. The Rasch model was used to convert data collected using a frequency response scale into interval data that are suitable for parametric analyses. During an action research process, reflective journals, written feedback, discussions at a forum and interviews with eight teachers helped to illuminate the processes used by teachers during action research. This article reports the views of these teachers in general and examines more closely how one of the teachers used student responses to the learning environment questionnaire as a tool for reflection and as a guide in transforming her classroom environment. This case study helped us to gauge the extent to which action research based on students' perceptions of the learning environment was useful in guiding teachers' improvements of their classroom learning environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10