Using Students' Assessment of Classroom Environment to Develop a Typology of Secondary School Classrooms

Research employing the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was conducted in Australian secondary schools. A sample of 4,146 students from 286 classes responded to the TROFLEI which assesses 10 classroom environment dimensions: student cohesiveness, teacher suppo...

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Bibliographic Details
Published inInternational Education Journal Vol. 7; no. 7; pp. 906 - 915
Main Authors Dorman, Jeffrey P, Aldridge, Jill M, Fraser, Barry J
Format Journal Article
LanguageEnglish
Published Shannon Research Press 01.12.2006
Subjects
Australia
Classification
Classroom Design
Classroom Environment
Classroom Research
Foreign Countries
Homogeneous Grouping
Multivariate Analysis
Program Validation
Secondary School Students
Student Attitudes
Technology Integration
Australia
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Summary:Research employing the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was conducted in Australian secondary schools. A sample of 4,146 students from 286 classes responded to the TROFLEI which assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation, equity, differentiation, computer usage and young adult ethos. Validation data attested to the sound structural characteristics of the TROFLEI. Cluster analysis was used to develop a classroom typology of five relatively homogeneous groups of classes which were described as exemplary; safe and conservative; non-technological teacher-centred; contested technological and contested non-technological. (Contains 3 tables and 1 figure.)
ISSN:1443-1475