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Assessment and Effect of Some Classroom Environment Variables1

Assessment and Effect of Some Classroom Environment Variables1 ASSESSMENT AND EFFECT OF SOME CLASSROOM ENVIRONMENT VARIABLES1 Bikkar S. Randhawa and Lewis L. W. Fu 2 University of Saskatchewan For Lewin (1936), behavior is the resultant of two interdependent vectors—person and environment—operating in a dy­ namic field of "life space." Both forces have to be reduced to the same conceptual dimensions in order that they may be compared quantita­ tively and used to measure behavior with a common yardstick. Brunswik (1957) suggested that all aspects of the geographic-historic- physical environment are potentially relevant to learning. Because of the wide range and relative inaccessibility of many of these conditions, he was led to the conclusion that relations between persons and environments are probabilistic rather than nomothetic. He called for extensive intra-individual studies in order to establish what little order there might be in an otherwise chaotic universe. Walberg (1970) stated that much of the reliable variance in student performance is attributable to the aptitude of the learner and the environment of learning, leaving only a small part to be accounted for by instructional variables and perhaps by interactions between the three factors. Research on the teaching-learning process should provide for analyses of aptitude and environment and their interactions with http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Review of Educational Research SAGE

Assessment and Effect of Some Classroom Environment Variables1

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References (75)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0034-6543
eISSN
1935-1046
DOI
10.3102/00346543043003303
Publisher site
See Article on Publisher Site

Abstract

ASSESSMENT AND EFFECT OF SOME CLASSROOM ENVIRONMENT VARIABLES1 Bikkar S. Randhawa and Lewis L. W. Fu 2 University of Saskatchewan For Lewin (1936), behavior is the resultant of two interdependent vectors—person and environment—operating in a dy­ namic field of "life space." Both forces have to be reduced to the same conceptual dimensions in order that they may be compared quantita­ tively and used to measure behavior with a common yardstick. Brunswik (1957) suggested that all aspects of the geographic-historic- physical environment are potentially relevant to learning. Because of the wide range and relative inaccessibility of many of these conditions, he was led to the conclusion that relations between persons and environments are probabilistic rather than nomothetic. He called for extensive intra-individual studies in order to establish what little order there might be in an otherwise chaotic universe. Walberg (1970) stated that much of the reliable variance in student performance is attributable to the aptitude of the learner and the environment of learning, leaving only a small part to be accounted for by instructional variables and perhaps by interactions between the three factors. Research on the teaching-learning process should provide for analyses of aptitude and environment and their interactions with

Journal

Review of Educational Research – SAGE

Published: Sep 1, 1973

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