School-level environment and outcomes-based education in South Africa

In this study, we developed and validated a questionnaire to assess teachers’ perceptions of their actual and preferred school-level environment, investigated whether teachers involved with Outcomes-Based Education (OBE) perceive the school-level environment differently from those who are not, and investigated factors in the school-level environment (such as resources and staff freedom) linked with a school’s likelihood of successfully implementing OBE. The study involved modifying and validating an existing questionnaire to make it suitable for assessing the school-level environment in South Africa, as well as adding to the School-Level Environment Survey (SLEQ) the scales of Familiarity with OBE and Parental Involvement. Analysis of data collected from 403 teachers provides evidence for the validity and reliability of the new SLEQ-SA. MANOVA for repeated measures revealed a statistically significant (p < 0.01) difference between teacher perceptions of their actual school environment and the one that they would prefer for all seven SLEQ-SA dimensions. When MANOVA was used to examine whether teachers involved in OBE perceive their school-level environments differently from those who are not, statistically significant differences emerged for two of the seven school-level environment scales, with teachers involved with OBE perceiving significantly more Familiarity with OBE and Work Pressure. The constraints faced by teachers are wide ranging and include a number of factors such as a lack of material resources and large class sizes. The results provide valuable information to policy-makers, principals and researchers that potentially could help to guide the implementation of OBE.     

Learning environments associated with technology-based science classrooms for gifted Singaporean females

Because there has been very little past research into gifted students’ science learning environments, especially in Singapore, we selected from four established questionnaires six learning environment scales that are consistent with Van Tassel-Baska and Stambaugh’s guidelines for gifted education. These scales were modified slightly to enhance suitability for the target population and refined further based on feedback from teachers and students in a pilot study. Data from administration of the questionnaires to 722 gifted science students in grades 9 and 10 were analysed to provide support for the questionnaire’s factorial validity, internal consistency reliability, ability to differentiate between classrooms, and predictive validity (in terms of associations with self-efficacy). To evaluate a new one-student one-laptop program being implemented for the first time, we compared the learning environments of this program with regular classrooms and found higher levels of perceived investigation, task orientation, collaboration, computer usage and formative assessment in technology-based classrooms.

     

Effectiveness of student response systems in terms of learning environment,attitudes and achievement

In order to investigate the effectiveness of using Student Response Systems (SRS) among grade 7 and 8 science students in New York, the How Do You Feel About This Class? (HDYFATC) questionnaire was administered to 1097 students (532 students did use SRS and 565 students who did not use SRS). Data analyses attested to the sound factorial validity and internal consistency reliability of the HDYFATC, as well as its ability to differentiate between the perceptions of students in different classrooms. Very large differences between users and non-users of SRS, ranging from 1.17 to 2.45 standard deviations for various learning environment scales, attitudes and achievement, supported the efficacy of using SRS.     

Development of an instrument for assessing the psychosocial environment of science laboratory classes

Conclusion This paper attempts to stimulate and facilitate future research and practical applications involving the psychosocial environment of science laboratory classrooms by describing the development of a new instrument, the Science Laboratory Environment Inventory (SLEI), which assesses eight dimensions of the actual and preferred environment of science laboratory classes at the upper secondary school and higher education levels. Comprehensive validation information reported here in tentatively attests to the internal consistency reliability and discriminant validity of the actual and preferred forms of the SLEI for use in Australian or American classrooms. As well, further analyses supported the ability of the actual form of the SLEI to differentiate between the perceptions of students in different classrooms. It is hoped that science teachers and other researchers will make use of the SLEI to pursue several research and practical applications analogous to those completed successfully in prior work in non-laboratory classrooms.     

Tertiary Bridging Courses in Science and Mathematics for Second Chance Students in Australia

Bridging programs in science and mathematics were designed to enable Australian students who haven't successfully completed Year 11–12 studies to qualify for entry to science and mathematics related courses in higher education. Although originally designed for Australian Aborigines, these bridging programs have broad application to all second‐chance groups in Australia seeking special entry to tertiary courses. The bridging program materials emphasize diagnostic assessment, individualized instruction, short‐term learning goals and the independence of learners, although a course tutor also must be available to play various instructional, personal support and management roles. Evidence supporting the success of these bridging programs is provided by the fact that, from a small group of Aborigines who tried out the materials for the first time, one was accepted for a university course in medicine and another was accepted for training as a commercial pilot.     

Interpersonal behaviour in senior high school biology classes

This article describes the first use of the Questionnaire on Teacher Interaction in senior biology classes and describes students' perceptions of their interpersonal relationships with their teachers in the classroom environment. The article also describes associations between students' perceptions of interpersonal relationships with their teachers and student outcomes. The study confirmed the reliability and validity of the QTI when used in senior secondary biology classes. Generally, the dimensions of the QTI were found to be significantly associated with student attitude scores. In particular, students' attitude scores were higher in classrooms in which students perceived greater leadership, helpful/friendly, and understanding behaviours in their teachers.     

Assessment of Chemistry Laboratory Classroom Environments

The Science Laboratory Environment Inventory (SLEI) is a recently developed classroom environment instrument for assessing students' or teachers' perceptions of their science laboratory classroom environment. This paper describes its development and reports on the validation and application of its modified form, the Chemistry Laboratory Environment Inventory (CLEI), with a Singapore secondary school sample. The sample consisted of 1 592 final-year secondary school (i.e. tenth grade) chemistry students from 56 intact classes from 28 randomly selected co-educational government secondary schools in Singapore. Various item and factor analyses supported the reliability and validity of the instrument for assessing students' perceptions of their chemistry laboratory environment specifically in Singapore.     

A Guide for Parent Workshops: Parents as Teachers

Conclusion Parents want to help their young-ster learn and grow and, if offered the means to acquire the necessary knowledge and skills, will assume this responsibility. It is hoped that through the suggestions, source lists, and examples provided here, educators will be stimulated to explore the development of parent workshop programs. This article is based on a series of workshops the author designed and initiated for parents at the Whitney Young Jr. Day Care Center on Staten Island, New York, in the spring of 1977. Edith Barnes is Assistant Professor of Behavioral Sciences at the College of Staten Island, City University of New York, 715 Ocean Terrace, Staten Island, New York 10301. She is a member of the New York City Higher Education Task Force for the International Year of the Child and Chairperson of the Staten Island IYC Committee. She is also a member of the HEW Advisory Committee of Staten Island Children's Community Mental Health Center, member of the Center Policy Committee of Staten Island Head Start, and Founder and Past President of the Staten Island Nursery Directors' Organization (SIND).     

Structural relationships between learning environments and students’ non-cognitive outcomes: secondary analysis of PISA data

Relationships between students’ perceptions and their non-cognitive outcomes (epistemological beliefs, self-efficacy and attitudes to science) were investigated through secondary analysis of data from 14,167 United Arab Emirates students who participated in the Programme for International Student Assessment (PISA). Structural equation modeling (SEM) suggested that students’ perceptions of the learning environment were related to the non-cognitive outcomes of epistemological beliefs, self-efficacy and attitudes. Also, epistemological beliefs were found to have a statistically-significant and positive relationship with self-efficacy and attitudes, and self-efficacy was significantly related to attitudes.

     

Estimating scale,diversity, and professional training of environmental educators in the U.S.

After decades of growth in environmental education (EE) in the US, the number of practitioners in the field remains unknown. A national study was conducted to estimate the field’s size through an online consumer survey panel stratified by race, ethnicity, and geographic region representing the US adult population. In addition to demographic data, three categorical questions assessed self-perceptions as environmental educators, the paid/unpaid nature of their work, and educational background in EE. Near one-fifth of the sample identified as environmental educators. Sample estimates of the overlap of environmental educators in formal education, non-formal, and unpaid (volunteer) work and their population numbers were used to calculate a conservative estimate of approximately 3.9 million environmental educators in the US Racial minority groups comprised 47% of the total number of environmental educators, indicating they were over-represented among those who consider themselves environmental educators compared to the general population. These results counter traditional assumptions that EE itself is not diverse, suggesting that inclusive practices may require more attention to who is currently excluded in organizations with low representation of minority communities.