Changing classroom environments in urban middle schools.

摘要: This study involved three phases. First, we developed and validated the Elementary Middle School Inventory of Classroom Environments (ICE) for assessing upper primary middle school (Grades 6–8) students' perceived preferred classroom environment. Second, typical environments in an urban setting were described based on quantitative qualitative data, including differences between perceptions students different genders. Finally, teachers' participation action research techniques, involving use feedback environment, was evaluated terms effectiveness promoting improvement environments. The sample consisted ten grade teachers their 43 classes North Texas setting. Perceived forms ICE, Cooperation, Teacher Empathy, Involvement Task Orientation, administered. Factor item analyses supported internal consistency reliability a four-factor version ICE both individual student class mean as units analysis. are profiles environment scores. When selected from original to participate attempt alter environments, changes climate occurred, thus supporting efficacy environmental change strategy.