SciELO - Scientific Electronic Library Online

 
vol.31 número1The influence of township schools on the resilience of their learnersDeveloping a cognitive theory from student teachers' post-lesson reflective dialogues on secondary school mathematics índice de autoresíndice de assuntospesquisa de artigos
Home Pagelista alfabética de periódicos  

Serviços Personalizados

Artigo

Indicadores

Links relacionados

  • Em processo de indexaçãoCitado por Google
  • Em processo de indexaçãoSimilares em Google

Compartilhar


South African Journal of Education

versão On-line ISSN 2076-3433
versão impressa ISSN 0256-0100

Resumo

ALDRIDGE, Jill M; FRASER, Barry J  e  LAUGKSCH, Rüdiger C. Relationships between the school-level and classroom-level environment in secondary schools in South Africa. S. Afr. j. educ. [online]. 2011, vol.31, n.1, pp.127-144. ISSN 2076-3433.

We report research into associations between the school-level and classroom-level environment in science classrooms in South Africa. An instrument, developed to assess students' perceptions of their classroom learning environment as a means of monitoring and guiding changes towards outcomes-based education, was administered to 2,638 Grade 8 science students from 50 classes in 50 secondary schools in Limpopo province. In addition, the teachers of each of the 50 classes responded to a questionnaire developed to assess factors in the school-level environment (such as the adequacy of resources, parental involvement and collegiality). Thedata collected using the two questionnaires were analysed to examine whether the environment created at the school level was linked to the likelihood of teachers successfully implementing outcomes-based education at the classroom level.

Palavras-chave : classroom-level environment; learning environment; outcomes-based education; school-level environment; science education; South Africa.

        · texto em Inglês     · Inglês ( pdf )

 

Creative Commons License Todo o conteúdo deste periódico, exceto onde está identificado, está licenciado sob uma Licença Creative Commons