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The purpose of this study is to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions. This study also explores the willingness of the teachers to be involved in such a learning environment study and how their perceptions of the school-level environment affected this. This report demonstrated several factors affecting a teacher's willingness to accept the need for classroom environment change. It also shows that teachers could assess, describe, and change their classroom environments by using student perceptions of their learning environments. School-Level Environment Questionnaire is included in this report. (KHR)

This study compares science students' perception data from six countries and uses specific methods to analyze the validity and reliability of the Questionnaire on Teacher Interaction (QTI). In this way, it adds to the existing knowledge base and compensates for some of the limitations of earlier studies. The paper begins with a discussion on the Model for Interpersonal Teacher Behavior (MITB) as a circumplex model with specific properties. Next, an overview of methods to analyze these properties is presented. Then, earlier research on the validity and reliability of the QTI is discussed in terms of these methods. Finally, outcomes of analyses regarding the validity and reliability of the QTI using data from six countries is presented. (KHR)

This study compares the Questionnaire on Teacher Interaction (QTI) constructed by Wubbels, et al., for six countries including The Netherlands, United States, Australia, Slovakia, Singapore, and Brunei. The Model for Interpersonal Teacher Behavior (MITB) as a "circumplex" model with specific properties is discussed and an overview of methods to analyze these properties is given. Earlier research on the validity and reliability of the QTI is discussed in terms of these methods. Finally, outcomes of analyses of the validity and reliability of the QTI using data from the six countries is presented. (KHR)

Uses the Questionnaire on Teacher Interaction (QTI) to identify and describe better primary science teachers. With a sample of 753 science students, the reliability of the QTI scales ranged from 0.61 to 0.85. The better teachers were identified as those whose students' perceptions were more than one standard deviation above the mean on the scales of Leadership, Helping/Friendly, and Understanding and more than one standard deviation below the mean on the Dissatisfied and Admonishing scales. The construct validity of the QTI was confirmed through interviews with students and these views are reported in the paper. (Author)

The purpose of this study was to compare students' perceptions of teacher-student interactions with those of their teachers by administering the Questionnaire on Teacher Interaction (QTI) to teachers and students in 80 lower secondary school classes in Tasmania and Western Australia. There are three possible versions of the QTI. Students completed the student version which assesses the students' perceptions of the teacher-student interaction in a specific class. Their teachers completed the teacher actual version of how they perceived their interactions with their students in those same classes. The teachers also indicated how they thought ideal teachers would interact with students by responding to the teacher ideal version. Previous statistical analysis had confirmed the reliability and validity of the QTI for secondary school students. Two multilevel models were proposed: the teacher ideal interaction influences the teacher actual interaction; and the teacher actual affects the student actual and vice versa. Using structural equation modeling techniques, both models were found to be reasonable fits to the data. The results would seem to confirm the underlying basis of the QTI in that the teachers' actual perceptions of their interactions with students affects the students' perceptions, which in turn affect the teachers' perceptions. (Contains 26 references, 6 tables, and 2 figures.) (Author/PM)

There are two main ways in which the practical component of computer science and information systems courses, the computer laboratory class, may be organized. They may be closed laboratories, which are scheduled and staffed in the same way as other classes, or open laboratories where the students come and go as they please. In U.S. universities, the open laboratory is more common, whereas in Australia, it is the closed laboratory that provides the practical experience for students. This study investigates the differences between students' perceptions of some aspects of the learning environment of open and closed computer laboratories, and also investigates differences in student outcomes from courses that adopt these two approaches to organizing computer laboratory classes. In the study, two previously developed instruments, the Computer Laboratory Environment Inventory (CLEI) and the Attitude towards Computing and Computing Courses Questionnaire (ACCC), were used. The CLEI has five scales for measuring students' perceptions of aspects of their laboratory environment. These are student cohesiveness, open-endedness, integration, technology adequacy, and laboratory availability. The ACCC has four scales--anxiety, enjoyment, usefulness of computers, and usefulness of the course. Of the environment variables, differences were found for open-endedness, technology adequacy, and laboratory availability. There was also a difference for anxiety. There was no significant difference in student achievement in the course. (Contains 12 references.) (MES)

This study compared science students' perceptions of their teacher-student interactions with those of their teachers by administering the Questionnaire on Teacher Interaction (QTI) to teachers and students in 80 lower secondary science classes in two Australian states (Tasmania and Western Australia). There are three versions of the QTI: the student version, the teacher actual version, and the teacher ideal version. Students completed the student version, and teachers completed both the teacher actual and the teacher ideal. Previous statistical analysis confirmed the reliability and validity of the QTI for secondary school science students. Two multilevel models were proposed; one in which the teacher ideal interaction influences the teacher actual interaction, and the other in which the teacher actual affects the student actual and vice versa. Using structural equation modeling techniques, both models were found to be reasonable fits to the data. The results confirm that teachers' actual perceptions of their interactions with students affect the students' perceptions, which in turn affect teachers' perceptions. (Contains 26 references, 5 tables, and 2 figures.) (SM)

The general trend in Australian teacher-student interpersonal behavior has been to report the student perceptions of science learning environments. The purpose of this study was to report teacher actual and ideal perceptions of the learning environment. In addition, science students' perceptions were compared to science teacher perceptions. Thirty-five schools completed the Questionnaire on Teacher Interaction (QTI), which gathered data on teacher and student perceptions of interpersonal communication patterns. A sample of 3,515 students from 164 secondary school science classes resulted. Statistical analyses previously have confirmed the reliability and validity of the QTI for secondary school science students. This study found that there were consistent differences between the actual and ideal perceptions of teachers and the student perceptions of the actual learning environment. For example, the teachers thought they demonstrated more leadership and helpful/friendly behavior than did their students. These differences serve as a useful and practical starting point for teachers to use in reflection on teaching practice. Furthermore, they may serve as a catalyst for improving the enjoyment and achievement of students in science classes. (Contains 27 references.) (Author/SM)

This study compared science students' perceptions of their teacher-student interactions with those of their teachers. A sample of 3,515 students from 164 secondary school science classes in 35 Australian schools completed the Questionnaire on Teacher Interaction (QTI), which gathered data on perceptions of teachers' and students' interpersonal communication patterns. The study found differences between the perceptions of teachers and their students. For example, the teachers thought they demonstrated more leadership and helping/friendly behavior than did their students. Differences in teacher actual and ideal perceptions were apparent and suggested that teachers perceived the ideal teacher as being more positive than they currently were. These differences served as a useful and practical catalyst for reflection on teaching practice and may assist in improving the enjoyment and achievement of students in science classes. (Contains 28 references.) (SM)

The purpose of this study was to modify and validate a new form of the Colleges and Universities Classroom Environment Inventory (CUCEI), and to then use it to compare students' actual and preferred perceptions of their classroom learning environments at the senior and tertiary levels of education. The study also examined the attitudes of 504 students towards their science courses. The reliabilities of the modified CUCEI scales were satisfactory. Sizeable relationships were found between students' perceptions of their learning environment and attitudinal outcomes. When the two levels were compared, students at the tertiary level ad a less favorable perception of the learning environment. However, when attitudes were compared students at the tertiary level preferred a more positive attitude in terms of the satisfaction with courses they were taking and the level of difficulty. There was no difference in their attitude to speed delivery of science courses. (Author)

The purposes of this study were to describe the validation of a new instrument, the Teacher Communication Behaviour Questionnaire (TCBQ) and to show its use in assessing students' perceptions of their interactions with their teachers by focusing on their teachers' communicating behaviors. Participants were 1,202 students in grades 7 through 9 from 30 science classes in Taiwan. Quantitative and qualitative approaches were used in the development and validation process, and the questionnaire was then used to study the teachers' behaviors and their associations with students' perceptions and attitudes toward science and science academic achievement. Results show that all five scales of the TCBQ have satisfactory internal consistency reliability, discriminant validity, and factor validity. There were strong associations between the scales of the instrument and students' attitudes toward science. Two of the scales were associated with cognitive achievement. This instrument adds to research on teacher-student interactions by focusing on the use of challenging questioning to promote students' creative thinking ability and the use of verbal and nonverbal feedback to enhance students' attitude toward science and their academic achievement outcomes. (Contains 5 tables and 22 references.) (SLD)

This paper reports on a study that investigated the reliability and validity of a school-environment measuring instrument: the School Level Environment Questionnaire (SLEQ). Results were compared to teachers' and principals' perceptions of actual and ideal school environments. The questionnaire was sent to 60 schools throughout Australia where it was to be completed by the principal and a random sample of 20 teachers in each school. Responses on 900 questionnaires were used. The study also employed interviews to expand the qualitative aspect of the research. Results indicate that the SLEQ is a reliable and valid instrument to measure perceptions of school environment. Analysis of responses to the SLEQ revealed that each scale had acceptable internal consistency. The teachers' perceptions of their actual school environments were similar to those of other recent studies of school environment using the SLEQ. A comparison of teachers' and principals' actual perceptions showed that there were significant differences in the way that both groups viewed the school environment. Generally, principals scored higher on seven of the eight scales and lower on their perception of work pressure. Teachers and principals, however, had a much more congruent view of an ideal school environment, registering differences in only two of the eight scales. (Contains 24 references.) (RJM)

This paper reports on research conducted to determine whether science curriculum reform efforts in Korea have had a positive effect on the classroom learning environment from a constructivist point of view. The Constructivist Learning Environment Survey (CLES) was administered to 1083 students and 24 science teachers in 12 different schools. One class of grade 10 students and one class of grade 11 students were sampled at each school. Results indicate that grade 10 students held more positive perceptions of their learning environment in a general science class, which was designed so that students would learn about and understand basic science concepts through inquiry and negotiation, than did grade 11 students who studied an academic-centered science curriculum. Three other achievements were reported: a Korean-language version of the CLES was developed and found to be reliable and valid; there were statistically significant relationships between classroom environment and student attitudes; and there were differences between student perceptions of actual and preferred environment in that students tended to prefer a more positive environment than what was perceived to be present. Contains 36 references. (WRM)

The purpose of this study was to use secondary analysis of a database known as the Third International Mathematics and Science Study (TIMSS) to examine the differences in a student's opportunity to learn mathematics and science and the differences in classroom teaching practices and delivery of the curriculum, and to investigate those variables associated with gender and socioeconomic equity in a student's mathematics and science achievement. The aim was to investigate mathematics and science achievement of 13-year-old students from four countries who participated in the TIMSS study--Australia, Canada, England and the United States--and to identify those aspects and practices of the educational systems in those countries that successfully promote student mathematics and science learning. Those factors associated with gender differences and socioeconomic differences were investigated using a multilevel model of analysis--that is, the random gender slope and the random socioeconomic status slope were both fully investigated. In order to achieve this goal, the TIMSS data were used and this study included the Australian, Canadian, English and U.S. TIMSS data. The usefulness of this research for enhancing the scientific and technological skills of a country is established both in terms of the quality and the uniqueness of the data, the untapped potential of the data bases, advanced statistical techniques, previous research experience, availability of expert advice and resources, the identification of gender and socioeconomic issues and the problem of lack of equity in mathematics and science achievement. Contains 47 references. (Author/WRM)

The purpose of this study was to describe the validation of a new instrument called the Teacher Communication Behavior Questionnaire (TCBQ). This instrument is meant for use in assessing students' perceptions of their interactions with their teacher by focusing on their teachers' communicating behaviors. The study described in this paper occurred in secondary science classrooms in Taiwan. Quantitative and qualitative approaches were used in the development and validation processes of the TCBQ. The questionnaire was then used to investigate Taiwanese secondary science teachers' behaviors and their associations with students' perceptions and attitudes toward science and science academic achievement. Results indicate that all five scales of the TCBQ were found to display satisfactory internal consistency reliability, discriminant validity, and factor validity. There were strong associations between the scales of the instrument and students' attitudes about science, and two of the scales were associated with cognitive achievement. This instrument has added an additional aspect to research on teacher-student interactions by focusing on the use of verbal and non-verbal feedback to enhance students' attitudes toward science and their academic achievement outcomes. Contains 22 references. (Author/WRM)

This study focuses on the computer laboratory class as a learning environment in university courses. In it, two previously developed instruments, the Computer Laboratory Environment Inventory (CLEI) (based on an instrument designed by B. Fraser, G. Giddings, and C. McRobbie, 1993) and the Attitude towards Computing and Computing Courses Questionnaire (ACCC) (M. Newby and D. Fisher, 1997), were used. The CLEI has five scales for measuring students' perceptions of aspects of their laboratory environment. These are Student Cohesiveness, Open-Endedness, Integration, Technology Adequacy, and Laboratory Availability. The ACCC has four scales: Anxiety, Enjoyment, Usefulness of Computers, and Usefulness of the Course. These instruments were administered to 208 students taking computer courses (programming or applications). With the exception of Laboratory Availability, all the environment variables were found to correlate significantly with all attitudinal variables. The only environment variable with significant association with achievement was Student Cohesiveness. However, the results show that there are significant associations between the attitudinal variables, Anxiety, Enjoyment, and Usefulness of the Course and achievement. Regression analysis supports the findings that the environment variables make a significant contribution to the attitudinal variables, and these in turn make a significant contribution to achievement. Structural equation modeling supports the hypothesis that the computer laboratory environment affects achievement indirectly by directly affecting students' attitudes. (Contains 10 tables, 2 figures, and 27 references.) (Author/SLD)

This study reports the first use of classroom learning environment questionnaires involving students in senior high school environmental science classes. The three objectives of the study were to measure students' perceptions of aspects of their learning environment in environmental science classrooms by means of the Environmental Science Learning Environment Inventory (ESLEI), to investigate associations between students' perceptions of their classroom learning environment and students' attitudinal outcomes, and to investigate differences in student perceptions based on the students' gender and whether they were studying another science course. Results indicate that of the five aspects of environmental science students' learning environments measured in this study, student cohesion, involvement, and task orientation were found to be the most strongly associated with positive attitudinal outcomes. Contains 35 references. (DDR)

A cross-national study of learning environments in Taiwan and Australia is one example of research that employs both qualitative and quantitative methods. This paper describes the part of that study related to the development and validation of an instrument called the Teacher Student Interaction (TSI) which assess student perceptions of teacher behavior. After using the questionnaire with groups of students, the data were quantitatively analyzed, the questionnaire validated, and quantitative descriptions of teacher behavior obtained. To further validate the questionnaire and understand the teacher interactions according to the perceptions of students, a qualitative approach was used. Students were interviewed and the researchers visited and observed in science classrooms. (DDR)

This paper examines relationships between teachers and students. Data was gathered through administration of the 48-item version of the Questionnaire on Teacher Interaction (QTI). At least 20 secondary science classes in three countries responded to the QTI indicating their perceptions of their science teachers' interpersonal behavior. Cross validation data is provided on the use of the QTI in the United States, Singapore, and Australia. Comparisons are made between the students' perceptions in each country. (Contains 25 references.) (DDR)

The purpose of this study was to develop and validate an instrument to assess students' culturally sensitive environments and to examine the associations between these factors and students' attitudes towards science. A measure of students' environment, namely, the Cultural Learning Environment Questionnaire (CLEQ), was developed. The instrument was influenced by Hofstede's four dimensions of culture (Power Distance, Uncertainty Avoidance, Individualism, and Masculinity/Femininity) and contained eight scales. Using a sample of over 3000 secondary science students, the reliability of the CLEQ scales ranged from 0.69 to 0.86 and showed acceptable discrimination between the scales. The mean correlation between scales ranged from 0.04 to 0.23. The reporting of the class or school mean is viewed as somewhat meaningless as this instrument was designed to measure students' personal cultural environment. An examination of the diversity of cultural environments in each classroom was indicated by examining the standard deviations of each scale for different classrooms. Relationships between students' cultural environments and attitudes was examined. Contains 22 references. (Author/PVD)

The purpose of this study was to determine associations between science and mathematics students' perceptions of their classroom learning environments, the cultural backgrounds and gender of students, and their attitudinal and achievement outcomes. The subjects were 3,994 students from 182 secondary school science and mathematics classes in 35 coeducational schools in Western Australia and Tasmania. The students completed a survey including the Questionnaire on Teacher Interaction (QTI), an attitude to class scale, and questions relating to cultural background. Statistical analyses have confirmed the reliability and validity of the QTI for secondary school science and mathematics students. Generally, the dimensions of the QTI were found to be significantly associated with student attitude scores. In particular, students' attitude scores were higher in classrooms in which students perceived greater leadership, helping/friendly, and understanding behaviors in their teachers. Females perceived their teachers in a more positive way than did males, and students from an Asian background tended to perceive their teachers more positively than those from the other cultural groups used in the study. (Contains 24 references). (Author/SPM)

This study established the Secondary Colleges Classroom Environment Inventory (SCCEI) as a reliable instrument for use in providing teachers in the postsecondary sector with information about the learning environment in their classrooms. The SCCEI was constructed for this study as a perceptual measure of classroom environment using scales from the Learning Environment Inventory and the College and University Classroom Environment Instrument. The study also demonstrated the suitability of the Myers-Briggs Type Indicator as an instrument for classroom research involving the assessment of teacher personality types. The associations between teacher personality type and perception of classroom environment showed considerable consistency between teacher and student perceptions. For example, extravert teachers were positively associated with classrooms characterized by high levels of student cohesion, while perceiving type preferences were associated with both student perceptions and teacher self-perceptions of informality and individualization of work in the classroom. The relationship between teacher personality type and classroom environment can be understood using social cognition theory as a conceptual model. (Contains 48 references.) (JLS)

A study was conducted to develop and validate an instrument to assess students' culturally sensitive environments, and to examine associations between these factors and students' attitudes. A measure of students' environment, namely the Cultural Learning Environment Questionnaire (CLEQ), was developed. The instrument was influenced by the four dimensions of culture defined by G. Hofstede (power distance, uncertainty avoidance, individualism, and masculinity/femininity) and contained eight scales. Using a sample of over 3,000 secondary students, the reliabilities of the CLEQ scales ranged from 0.69 to 0.86 and showed acceptable discrimination between the scales. The mean correlation between scales ranged from 0.04 to 0.23. Reporting the class or school mean did not appear meaningful, since the instrument was designed to measure students' personal cultural environment. An examination of the diversity of cultural environments in each classroom was indicated by examining the standard deviations of each scale for different classrooms. Relationships among students' cultural environment and attitudes were examined. (Contains 22 references.) (Author/SLD)

The development and validation of a new instrument, the School-Level Environment Questionnaire (SLEQ), are described. The SLEQ measures teachers' perceptions of psychosocial dimensions of the environment of the school. The SLEQ consists of 56 items, each scored on a five-point scale, and grouped in eight scales: (1) student support; (2) affiliation; (3) professional interest; (4) staff freedom; (5) participatory decision making; (6) innovation; (7) resource adequacy; and (8) work pressure. The SLEQ was validated with three samples from Australian schools: 83 teachers from 19 metropolitan elementary and secondary schools in Sydney; 34 secondary school beginning teachers in New South Wales; and 109 elementary and secondary teachers in Tasmania. Results indicate that each SLEQ scale displayed satisfactory internal consistency with satisfactory discriminant validity results, suggesting that distinct, but somewhat overlapping, aspects of school environment were measured. The SLEQ was used, in the Tasmanian sample, to determine differences in the climates of elementary and secondary schools. It was also used to evaluate teachers' efforts to improve school environment in a study of 15 elementary teachers in a pretest/posttest evaluation of improvement efforts. Four tables and two graphs present data from these studies; an appendix provides the SLEQ. A 33-item list of references is included. (SLD)