Although learning environments research has thrived for decades in many countries and school subjects, English classroom environment research is still in its infancy. This article paves the way for expanding research on English classroom environments by (1) reviewing the limited past research in English classrooms and (2) reporting the first study…

Describes analysis of data obtained from junior science classes studying the Australian Science Education Project in Tasmania (Australia) in 1973. Test scores were obtained on the TOES and the TOUS. Results of the analysis are reported and interpreted. (RH)

This paper describes a recently developed test battery which measures inquiry skills relevant to social studies teaching. The test is used to assess entry-level inquiry skills and to monitor student achievement progress. Field tested among Australian junior high school students, the test was shown to be reliable and valid. (BC)

Reports on a study investigating changes in the relative emphasis given to different stated science aims during the period 1932-1974. (SL)

A study of the physicist's image revealed that school students held a more favorable image of the physicist than did university students or school teachers. The image of the physicist remained remarkably stable when information about the nature of the physicists's work was provided. (BB)

Discusses results of a study which found that attitudes toward school social studies declined with grade level among a random sample of 1,600 students in sixth through ninth grades in schools in a north central state in the United States and compares results with a survey of attitudes of 1,817 students in 17 schools in Melbourne, Australia. (DB)

Compares 1,547 aims of science education culled from the literature to the 33 aims of the Australian Science Education Project (ASEP). Places aims into 11 categories, then calculates proportion of total aims fafalling into each category. Rank correlation of literature aims and ASEP aims was 0.90. (MLH)

Uses design effect and hierarchical linear modeling to explore whether there were significant gender differences in science achievements in Australian schools (grades 5-12). Results indicate that school level differences were more significant in explaining student differences (9-19%) when compared with gender (3%). (ZWH)

Describes an instrument developed to assess students' or teachers' perceptions of five dimensions of actual or preferred classroom environment: student cohesiveness, open-endedness, integration, rule clarity, and material environment. Instrument is included in the appendix. (ZWH)

Explores the relationship between a set of science-related attitudinal outcomes and student perceptions of the classroom learning environment. The attitudinal outcomes investigated were student attitude to four sources of information: experiments, experts, books, and teachers. (Author/GA)

From a set of history of mathematics materials, a play and an article were selected for evaluation through opinions of experts, survey of teachers, and changes in students' affective and cognitive outcomes. (MP)

Uses four measures of attitude towards different sources of scientific information, namely experiments, experts, books and teachers, to investigate the relative preferences for the different sources among a sample of 7th grade students in Melbourne. Also explores relationships between student changes in attitude to these sources and a number of…

Defines educational importance, multidimensionality, and economy to be essential criteria in the selection of attitude scales for curriculum evaluation. Five scales meeting the requirements are selected and tested with 1,158 Australian seventh-grade students. Scores on the attitude scales and correlations of scores with socioeconomic status,…

This study investigated the differences between elementary school pupils' and teachers' perceptions of the actual classroom environment and of discrepancies between preferred and actual environment. Teachers and students preferred more favorable classroom environment than was perceived as being present, and teachers perceived the actual classroom…

Relationships between socioeconomic status and proficiency at enquiry skills important in science education are explored. The relationships are found to be sufficiently strong to cause concern among science teachers. It is noted enquiry skills can be taught and suggests that teachers do so for pupils with low proficiency. (MP)