A Longitudinal Study of Young Adolescents' Perceptions of the Middle Grades Instructional Climate

Autor/inn/en	Parker, Audra K.; Neuharth-Pritchett, Stacey
Titel	A Longitudinal Study of Young Adolescents' Perceptions of the Middle Grades Instructional Climate
Quelle	In: Middle Grades Research Journal, 3 (2008) 1, S.65-80 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-0814
Schlagwörter	Middle Schools; Early Adolescents; Classroom Environment; Educational Environment; Middle School Students; Student Attitudes; Teacher Student Relationship; Student Participation; Textbooks; Cooperative Learning; Student Needs; Longitudinal Studies + Suchen Sie Ihr Suchwort? Middle school; Mittelschule; Mittelstufenschule; Klassenklima; Unterrichtsklima; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Middle schools; Student; Students; Schüler; Schülerin; Schülerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Textbook; Text book; Schulbuch; Lehrbuch; Kooperatives Lernen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung
Abstract	Young adolescents experience many cognitive, physical, and emotional changes during their middle school years; however, the middle school literature suggests that structural reforms supporting the emotional and social needs of young adolescents are implemented far more readily than the instructional reforms necessary for addressing young adolescents' increasingly complex cognitive capacities (Jackson & Davis, 2000). The purpose of this study was to understand the current instructional climate in the middle grades from young adolescents' perspectives. The study examined 78 young adolescents' perceptions of their classroom instructional climates prior to and during their middle school experiences using the Modified Classroom Climate Inventory. Repeated measures analyses of the five subscales of the MCCI (personalization, participation, independence, investigation and differentiation) suggest that young adolescents have mixed perceptions of their middle grades instructional climates and that these perceptions varied little in comparison with their elementary experiences. (Contains 1 figure and 5 tables.) (As Provided).
Anmerkungen	Institute for School Improvement, Missouri State University. 901 South National Avenue, Springfield, MO 65897. Tel: 417-836-8854; Fax: 417-836-8881; Web site: http://www.isi.missouristate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10