Although students make some epistemological progress during college, most graduate without developing meaning-making strategies that reflect an understanding that knowledge is socially constructed. Using a pre-test-post-test design and a within-subjects 2 × 2 mixed-design ANOVA, this study reports on empirical findings which support the Socratic…

This paper reviews the impact high-inference measures had on studying classroom climates in research from the late 20s through early 60s. Several high-inference measures developed in the last 30 years are discussed. Pertinent classroom climate literature, incorporating specific high-inference measures, is also reviewed. (Author/BS)

Research on three classroom environment instruments is discussed, including predictive validity studies and criterion validity studies. A heuristic model involving curriculum, aptitude, environment, and learning is used to conceptualize the variables' roles in curriculum evaluation research. Evidence suggests that curriculum influences classroom…

An analytical, integrating perspective on much of the classroom environment research conducted in the 1970s is provided. The initial development of the Learning Environment Inventory and original research programs are described. (RL)

Employing the Robustness Semantic Differential, the Learning Environment Inventory, and the Principal Performance Description Survey with fourth- and eleventh-graders, robustness of school climate was found to be positively related to perceptions of clear goal direction, cohesiveness, lack of academic competitiveness, diversity, and an involved…

Correlation of the Learning Environment Inventory with a semantic differential attitude test indicated that three learning environment variables (goal direction, satisfaction, and classroom organization) fostered positive attitudes toward chemistry. Course difficulty, interpersonal tension, and course speed were related to negative attitudes. (CP)