This article reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students' perceptions, about their classroom environments. The instrument was developed to provide teachers with feedback that they could use to reflect on their teaching practices and, in turn, guide the…

Background information about the importance of improving educational productivity, Walberg's nine-factor model of educational productivity, and the general approach followed in educational productivity research are outlined. The approach is aimed at identifying factors linked to the achievement and attitude scores of students. (TJH)

This monograph includes chapters on: (1) The Need for Educational Productivity Research; (2) Syntheses of Research on Factors Influencing Learning; (3) Contextual and Transactional Influences on Science Outcomes; (4) Identifying the Salient Facets of a Model of Student Learning: A Synthesis of Meta-Analysis; and (5) Use of National Survey Data in…

Research on three classroom environment instruments is discussed, including predictive validity studies and criterion validity studies. A heuristic model involving curriculum, aptitude, environment, and learning is used to conceptualize the variables' roles in curriculum evaluation research. Evidence suggests that curriculum influences classroom…

Describes the development of a questionnaire that measures teachers' perceptions of eight aspects of a school environment. Discusses the theory base and predecessors of this instrument, the criteria and process used to develop it, its validation, and its application so far. The 56 questionnaire items are appended. (MCG)

Research syntheses of individual bivariate studies of the effects of specific predictor variables on student outcomes are considered. Walberg's nine-factor model of educational productivity is used to organize the syntheses and to identify aptitudinal, instructional, and environmental variables linked with student achievement and learning. (TJH)

Meta-analyses of past studies in numerous countries on factors influencing student outcomes are synthesized to examine educational productivity in the learning of science. A systems approach and Walberg's productivity model are used to perform the analyses. (TJH)

Major issues in models of student learning (Carroll's, Bloom's, and Glaser's models) are discussed, and a model that retains the salient features of these models (time, prior learning, and learning processes) is outlined. The final model also addresses other facets having unique effects on achievement and interactions among facets. (TJH)