Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools

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Pupil grouping and organisation of classes
Pupil Voice
Self evaluation
Mathematics

What are the implications for head teachers and teachers?

In completing this digest, the authors began to ask the following questions about implications for head teachers:

The researchers gave most emphasis to the results of analysis at the level of the year group. What features do you analyse at whole school, year group, class and individual levels? Would it be useful to examine whether different trends emerge when results are analysed at different levels?
What tools and measures do you use to measure school climate and/or student views on their ability to achieve their goals? Would any of the measures used to conduct this research be of use to your school?
What whole-school strategies do you have in place to promote a positive school climate and especially, to promote fairness and a focus on work?
How can you support staff to focus on measures which are likely to raise student academic efficacy?

The digest authors also began to ask the following questions about implications for teachers:

To what extent do you think your own classroom promotes the supportive ethos described in the research? Would you want it to do so? What further aspects of your practice would promote co-operation and student perceptions of fairness and support?
The importance of student focus on the task is unsurprising, but the study noted variation in student perception of how important it was for them to complete activities and stay on task. How do you encourage students’ belief that it is important to finish tasks and stay focused? Do any of your colleagues achieve this in different ways? Is this something that would benefit from collective reflection with colleagues?
Teachers who advocate a constructivist approach to teaching may find it helpful to see the extent to which the open-endedness (and consequent uncertainties) of their approach is balanced by more supportive (and more definite) measures in other parts of their work.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What does it mean to gather evidence about classroom environment? What did the study find out about the relationship between classroom environment and student self-belief? What did the researchers conclude from the findings? The study aims and design What are the implications for head teachers and teachers? Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Associations between students' perceptions of classroom environment and academic efficacy in Australian and British secondary schools This digest found in Pupil grouping and organisation of classes Pupil Voice Self evaluation Mathematics Send to a friend Word doc 90KB Printer friendly Collate for later What are the implications for head teachers and teachers? In completing this digest, the authors began to ask the following questions about implications for head teachers: The researchers gave most emphasis to the results of analysis at the level of the year group. What features do you analyse at whole school, year group, class and individual levels? Would it be useful to examine whether different trends emerge when results are analysed at different levels? What tools and measures do you use to measure school climate and/or student views on their ability to achieve their goals? Would any of the measures used to conduct this research be of use to your school? What whole-school strategies do you have in place to promote a positive school climate and especially, to promote fairness and a focus on work? How can you support staff to focus on measures which are likely to raise student academic efficacy? The digest authors also began to ask the following questions about implications for teachers: To what extent do you think your own classroom promotes the supportive ethos described in the research? Would you want it to do so? What further aspects of your practice would promote co-operation and student perceptions of fairness and support? The importance of student focus on the task is unsurprising, but the study noted variation in student perception of how important it was for them to complete activities and stay on task. How do you encourage students’ belief that it is important to finish tasks and stay focused? Do any of your colleagues achieve this in different ways? Is this something that would benefit from collective reflection with colleagues? Teachers who advocate a constructivist approach to teaching may find it helpful to see the extent to which the open-endedness (and consequent uncertainties) of their approach is balanced by more supportive (and more definite) measures in other parts of their work.