Exploring the boundaries: A study of multiple classroom learning environments

The study of learning environments has developed into a productive field of research in science education. Initially, the design and application of classroom perceptual measures of particular dimensions of science classrooms attracted much attention. More recently, such instruments have been used alongside of qualitative techniques to provide a richer understanding of sub-environments. We continue this trend in the present interpretive study by exploring the nature of multiple environments within a middle school classroom from the different perspectives of teacher, student and participant observer. In particular, we examine the activity settings of lectures and group work, as well as the issues of learning and assessment. We conclude by arguing that teachers need to adopt procedures that enable them to identify and plan for multiple environments.     

Catalysing Changes in Research on Learning Environments: Regional Editor's Introduction

Learning Environments Research -     

Critical physics agency: further unraveling the intersections of subject matter knowledge, learning, and taking action

In this rejoinder to Bryan Brown and John Reveles, we highlight the facts that (a) sociocultural theories of learning do not go far enough because they fail to address a number of issues and (b) we require concepts such as power and positionality to understand science learning.

What does it mean to be an exemplary science teacher?

In order to provide a refreshing alternative to the majority of research reports, which malign science education and highlight its major problems and shortcomings, a series of case studies of exemplary practice was initiated to provide a focus on the successful and positive facets of schooling. The major data-collection approach was qualitative and involved 13 researchers in hundreds of hours of intensive classroom observation involving 20 exemplary teachers and a comparison group of nonexemplary teachers. A distinctive feature of the methodology was that the qualitative information was complemented by quantitative information obtained from the administration of questionnaires assessing student perceptions of classroom psychosocial environment. The major trends were that exemplary science teachers (1) used management strategies that facilitated sustained student engagement, (2) used strategies designed to increase student understanding of science, (3) utilized strategies that encouraged students to participate in learning activities, and (4) maintained a favorable classroom learning environment.     

Student and Teacher Perspectives in Computer-Mediated Learning Environments in Teacher Education

Rapid advances in technology, particularly with the Internet, have led to the availability of numerous tools to support teaching and learning. This study involved the use of an Internet application, Connecting Communities of Learners (CCL), in courses for prospective teachers. Unlike earlier studies involving the use of the CCL, the context of this study related to full-time graduate students who used the CCL to augment weekly face-to-face instruction. An interpretive study was undertaken to ascertain student and teacher perceptions of the learning environments associated with the use of the CCL. Through the use of the CCL, students were able to be autonomous in regard to their own learning, co-participate with their peers and the instructor, and establish and maintain a community of learners in which participants could interact with others as co-teachers and co-learners. The CCL was perceived as a useful tool for building learning environments in which all participants can contribute written texts as evidence of what is known and as objects from which others can learn. This revised version was published online in July 2006 with corrections to the Cover Date.     

Care or scare: the safety of youth in congregate care in New York City

OBJECTIVE: This qualitative study examined stakeholders' perceptions of the safety of youth ages 12 and older living in congregate care facilities within the New York City foster care system. The study explored the youth's physical safety, the safety of their personal belongings, the physical conditions of congregate care settings, and the relationship between staff quality and youth safety. METHOD: The study involved interviews with family court judges, representatives of private child welfare agencies, attorneys who represent children in foster care, social workers, representatives of advocacy and other relevant organizations in New York City, and former foster youth who had been placed in congregate care settings. RESULTS: Safety in congregate care environments was an issue of significant concern. Threats to the youth's safety were found to emanate from peer-on-peer violence, stealing of personal belongings, inappropriate staff conduct, and the poor physical conditions of facilities. Youth's sense of safety was strongly linked to staff quality, including staff ability to relate effectively to youth and to maintain control of congregate care environments. CONCLUSIONS: Existing regulations in New York State appear to have had little effect in ensuring the safety of youth in many group and residential care facilities. Steps to improve safety outcomes for youth in these settings are proposed.