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    Secondary School Renewal: The Effect of Classroom Learning Culture on Educational Outcomes

    164238_164238-164238.pdf (109.0Kb)
    Access Status
    Open access
    Authors
    Cavanagh, Rob
    Date
    2004
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Cavanagh, Robert. 2004. Secondary School Renewal: The Effect of Classroom Learning Culture on Educational Outcomes. Learning Environments Research. 7 (3): pp. 245-269.
    Source Title
    Learning Environments Research
    DOI
    10.1007/s10984-004-3296-5
    ISSN
    13871579
    School
    Humanities-Faculty Office
    Remarks

    The original publication is available at: http://www.springerlink.com

    URI
    http://hdl.handle.net/20.500.11937/4600
    Collection
    • Curtin Research Publications
    Abstract

    The study was grounded on theoretical propositions and empirical research concerning school effectiveness, classroom effectiveness, school improvement and school renewal. In particular, improving student learning outcomes through improving and renewing schools is dependent on changing classroom cultures of learning and teaching. A model of classroom culture consisting of student educational values (dependent variable), formal learning outcomes (dependent variable), and the attitudes and behaviours of students, teachers and parents (independent variables) was proposed. Hypothesised relationships between the dependent and independent variables were tested by multiple regression analysis of data from 988 students obtained from administration of a Rasch-model instrument assessing classroom culture. The classroom learning attitudes and behaviours of students were found to relate directly to educational outcomes, as were teacher expectations and parent attitudes and behaviours. The attitudes and behaviours of students and teachers towards classroom collaboration and caring were not confirmed to relate directly to learning outcomes. The findings of the investigation are discussed in the light of the theoretical assumptions upon which the study was based, including identification of the implications of the empirical results for understanding and facilitating renewal of secondary schools with the intention of improving educational outcomes in classrooms.

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