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Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions1:

Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant... Curriculum Effects Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions GARY J. ANDERSON McGill University HERBERT J. WALBERG and WAYNE W. WELCH Harvard University A primary goal of educational research has been to establish the con­ ditions for effective learning in school classes. Much of such research has focused on classroom interaction in one form or another (See reviews by Medley and Mitzel, Remmers, and Withall and Lewis in Gage, 1963). We have probed this problem further by relating the perceived social climate to cognitive, affective, and behavioral learning (Anderson, 1968; Anderson and Walberg, 1968; Walberg and Ander­ son, 1968a). The present study, however, explores some potential determinants of the social climate itself in an effort to gain insight into th e manner in which climate evolves. More specifically, the study investigates three questions in curriculum research: (1) What is the effect on the learning climate of a new physics course that provides for individual differences in learning? (2) What are the differences between the learning climates of classes of teachers with and without prior experience in teaching a new course? (3) How do the climates 1This study is a part of the http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png American Educational Research Journal SAGE

Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions1:

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References (25)

Publisher
SAGE
Copyright
Copyright © 2019 by American Educational Research Association
ISSN
0002-8312
eISSN
1935-1011
DOI
10.3102/00028312006003315
Publisher site
See Article on Publisher Site

Abstract

Curriculum Effects Curriculum Effects on the Social Climate of Learning: A New Representation of Discriminant Functions GARY J. ANDERSON McGill University HERBERT J. WALBERG and WAYNE W. WELCH Harvard University A primary goal of educational research has been to establish the con­ ditions for effective learning in school classes. Much of such research has focused on classroom interaction in one form or another (See reviews by Medley and Mitzel, Remmers, and Withall and Lewis in Gage, 1963). We have probed this problem further by relating the perceived social climate to cognitive, affective, and behavioral learning (Anderson, 1968; Anderson and Walberg, 1968; Walberg and Ander­ son, 1968a). The present study, however, explores some potential determinants of the social climate itself in an effort to gain insight into th e manner in which climate evolves. More specifically, the study investigates three questions in curriculum research: (1) What is the effect on the learning climate of a new physics course that provides for individual differences in learning? (2) What are the differences between the learning climates of classes of teachers with and without prior experience in teaching a new course? (3) How do the climates 1This study is a part of the

Journal

American Educational Research Journal – SAGE

Published: Jun 24, 2016

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