Students' Perceptions of Primary Teachers' Interpersonal Behavior and of Cultural Dimensions in the Classroom Environment, Chapter 2

Autor/inn/en	Fisher, Darrell; Waldrip, Bruce; den Brok, Perry
Titel	Students' Perceptions of Primary Teachers' Interpersonal Behavior and of Cultural Dimensions in the Classroom Environment, Chapter 2
Quelle	In: International Journal of Educational Research, 43 (2005) 1-2, S.25-38 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2006.03.004
Schlagwörter	Student Attitudes; Primary Education; Cultural Influences; Teacher Behavior; Classroom Environment; Educational Environment; Teacher Student Relationship; Correlation; Questionnaires; Questionnaire on Teacher Interaction + Suchen Sie Ihr Suchwort? Schülerverhalten; Primarbereich; Cultural influence; Kultureinfluss; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Fragebogen
Abstract	Within the domain of learning environments research many studies have investigated students' perceptions of their teachers' interpersonal behavior. The present study adds to this line of research by (a) focusing on primary education, rather than secondary education, (b) establishing associations between perceptions of teacher interpersonal behavior and perceptions of cultural elements of the learning environment rather than uniquely focusing on interpersonal behavior, (c) linking perceptions of teacher interpersonal behavior to affective student outcomes taking into account perceptions of cultural elements of the learning environment. Results of correlation analyses and multilevel analyses of variance, conducted on perception and outcome data of a sample of 2178 Australian years 5, 6 and 7 students in 103 primary classrooms are presented. Students' perceptions of their learning environment were mapped with the Questionnaire on Teacher Interaction (QTI) and a primary version of the Cultural Learning Environment Questionnaire (CLEQ). Results indicate that, after correction for covariates, teacher proximity (QTI) and congruence (CLEQ) are significantly associated with students' enjoyment in science. Also, strong associations were found between teacher proximity and all of the CLEQ scales. [For Chapter 3, see EJ739719.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10