| Edited by Dr. David J. Ayersman, Mary Washington
College, and Dr. W. Michael Reed, New York University |
formerly Journal of Research on Computing in Education
JRTE, Volume 32, Number 3, Spring
2000
How Teachers and Parents View
Classroom
Learning Environments: An Exploratory Study
Barry N. Scott
Auburn University
Robert D. Hannafin
College of William and Mary
Abstract
The purpose of this investigation was to examine
teachers’
and parents’ beliefs across several
dimensions of the
classroom learning environment (CLE). The sample
consisted
of 132 teachers and 809 parents in a public school
district
in a southeastern suburban university town.
Participants
responded to a survey that was designed to measure
beliefs
along a continuum from “consistent with the
traditional
classroom” to “consistent with the
reformed classroom”
about four components of the school learning
environment:
assessment, knowledge, student role, and pedagogy.
Results
indicated that parents held more traditional views
than
teachers about all four of the components,
significantly
in regard to knowledge and content. Among
teachers, a separate
analysis revealed that significant differences
existed among
grade-level groups on the pedagogy and student
role components,
while no differences existed among experience
levels. These
findings have important implications for
instructional designers,
curriculum developers, and school reformers.
Contributors
Barry N. Scott is a doctoral candidate in
instructional
technology at Auburn University.
Dr. Robert D. Hannafin is an assistant professor
in curriculum
and instruction at The College of William &
Mary.
Address: Barry N. Scott, 2685 Ruth Rd., Arab, AL
35016;
scottbn@mindspring.com.
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Copyright © 2000, ISTE (International Society for Technology
in Education).
All rights reserved.
| learning environments, parent beliefs, school
reform, teacher beliefs |
|
