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Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School
dc.contributor.authorFeldlaufer, Harrieten_US
dc.contributor.authorMidgley, Carolen_US
dc.contributor.authorEccles, Jacquelynne S.en_US
dc.date.accessioned2010-04-13T19:16:58Z
dc.date.available2010-04-13T19:16:58Z
dc.date.issued1988en_US
dc.identifier.citationFeldlaufer, Harriet; Midgley, Carol; Eccles, Jacquelynne (1988). "Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School." The Journal of Early Adolescence 8(2): 133-156. <http://hdl.handle.net/2027.42/67243>en_US
dc.identifier.issn0272-4316en_US
dc.identifier.urihttps://hdl.handle.net/2027.42/67243
dc.description.abstractStudent and teacher perceptions of the classroom environment were assessed during mathematics instruction in 117 sixth grade elementary school classrooms and the following year in 138 seventh grade junior high school classrooms. Observer perceptions were collected in a subset of these classrooms. As hypothesized, after the transition students were given fewer opportunities for input, interaction and cooperation; whole class task organization and the use of social comparison increased; and student/teacher relationships deteriorated. Contrary to predictions, competition was more prevalent before than after the transition and the frequency of grading did not change. It is suggested that a "developmental mismatch" may exist between maturing children and the classroom environments they experience before and after the transition to junior high school.en_US
dc.format.extent3108 bytes
dc.format.extent2437708 bytes
dc.format.mimetypetext/plain
dc.format.mimetypeapplication/pdf
dc.publisherSage Publicationsen_US
dc.titleStudent, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High Schoolen_US
dc.typeArticleen_US
dc.subject.hlbsecondlevelPsychologyen_US
dc.subject.hlbsecondlevelSocial Worken_US
dc.subject.hlbtoplevelSocial Sciencesen_US
dc.description.peerreviewedPeer Revieweden_US
dc.contributor.affiliationumThe University of Michiganen_US
dc.contributor.affiliationumThe University of Michiganen_US
dc.contributor.affiliationumThe University of Michiganen_US
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/67243/2/10.1177_0272431688082003.pdf
dc.identifier.doi10.1177/0272431688082003en_US
dc.identifier.sourceThe Journal of Early Adolescenceen_US
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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