Improving learning environments through whole-school collaborative action research

被引：6

作者：

Aldridge, Jill M. ^{[1
]}

Rijken, Paul E. ^{[2
]}

Fraser, Barry J. ^{[1
]}

机构：

[1] Curtin Univ, Perth, WA 6845, Australia

[2] Cardijn Coll, Adelaide, SA, Australia

来源：

LEARNING ENVIRONMENTS RESEARCH | 2021年 / 24卷 / 02期

关键词：

Collaborative action research; Learning environment; Professional development; School improvement; Self-efficacy; Whole-school approach; TEACHER PROFESSIONAL-DEVELOPMENT; ITEM REVERSALS; QUESTIONNAIRE; LEADERSHIP; VALIDITY; STUDENTS; IMPACT; PERCEPTIONS; RELIABILITY; UNIVERSITY;

D O I：

10.1007/s10984-020-09318-x

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The focus of professional learning on activities has changed to internal growth or change among teachers. Our 3-year whole-school collaborative action research was based on student feedback from a learning environment survey at a secondary school. Quantitative data were obtained by administering a survey in 2012, 2013 and 2014 to 2673 students in 171 classes to assess perceptions of the learning environment. Qualitative information, involving classroom observations and interviews with the principal and professional development coordinator, illuminated how the school incorporated this collaborative action research approach. Statistically-significant differences for numerous aspects of the learning environment were found between the 2012, 2013 and 2014 student groups.

引用

页码：183 / 205

页数：23

共 117 条

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[2]

Aldridge J.M., 2008, Outcomes-focused learning environments: Determinants and effects

[3]

Aldridge J.M., 2004, AUST J EDUC DEV PSYC, V4, P110

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