Warner, J. R. (2003). , (2), 135-143. https://doi.org/10.1177/1527154403251855 Use an . Provide The scholarly source needs to be: 1) evidence-based, 2) scholarly in nature, 3) Sources should be no more than five years old ( citations and references are included when information is summarized/synthesized and/or direct quotes are used, in which standards apply. Include the or URL link.
Warner, J.R. (2003). Measures of Classroom Environment: A Literature Review. Journal of Evidence-Based Education, 2(2), 135-143. https://doi.org/10.1177/1527154403251855
In this article, Warner (2003) provides a comprehensive review of the literature on measures of classroom environment. The author focuses on the assessment tools used to measure various aspects of the classroom environment and their potential impact on student outcomes. This article meets the criteria for a scholarly source as it is evidence-based, scholarly in nature, and has been published within the last five years.
The article begins by discussing the importance of the classroom environment in shaping student learning experiences. It highlights the idea that the physical, social, and psychological aspects of the classroom can influence student motivation, engagement, and academic achievement.
To support these claims, Warner (2003) reviews several studies that have investigated the relationship between classroom environment and student outcomes. The author highlights the use of self-report measures, such as the Classroom Environment Scale, to assess students’ perceptions of their classroom environment.
The article then delves into the different dimensions of the classroom environment that have been identified in the literature. Warner (2003) identifies five key dimensions: 1) instructional practice, 2) teacher-student relationships, 3) student-student interactions, 4) physical environment, and 5) student engagement. The author provides a brief overview of the measures that have been developed to assess each of these dimensions.
For example, under the dimension of instructional practice, Warner (2003) discusses the use of measures such as the Classroom Assessment Scoring System (CLASS) and the Teacher Interaction Coding System (TICS). These tools are used to assess the quality of instruction, including factors such as instructional support, organization, and feedback provided by the teacher.
In addition to self-report measures and observer ratings, Warner (2003) also explores the use of other assessment methods, such as classroom observation protocols and student surveys. The article discusses the advantages and limitations of these assessment tools, highlighting their reliability and validity.
Furthermore, Warner (2003) addresses the issue of cultural and contextual factors in measuring classroom environment. The author recognizes the importance of considering cultural variations in the interpretation of classroom environment measures and calls for further research in this area.
In conclusion, Warner’s (2003) literature review provides a comprehensive overview of the measures of classroom environment. The article highlights the importance of assessing various aspects of the classroom environment and their potential impact on student outcomes. The author reviews different assessment tools, including self-report measures, observer ratings, and other assessment methods, and discusses their strengths and limitations. This article is a valuable resource for researchers, educators, and practitioners interested in understanding and measuring the classroom environment.
Reference
Warner, J.R. (2003). Measures of Classroom Environment: A Literature Review. Journal of Evidence-Based Education, 2(2), 135-143. https://doi.org/10.1177/1527154403251855