Classroom Environments and Student Views of Social Studies
The Middle Grades
Bibliographic Data
| ID | 11071120 |
|---|---|
| Authors | Jeffrey T Fouts (Seattle Pacific University, corresponding author) |
| Year | 1989 |
| Volume | 17 |
| Issue | 2 |
| Pages | 136-147 |
| Publication date | 1989-03-01 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory & Research in Social Education (JOURNAL) |
| Journal identifiers | ISSN: 0093-3104 • E-ISSN: 2163-1654 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00933104.1989.10505585 |
| OpenAlex | W2091127620 |
| Language | EN |
| Citations received | 3 |
| References cited | 5 |
This research conducted at the junior high school replicated a research methodology used to study high school social studies classrooms. Its purpose was to examine the theory of a causal relationship between classroom environments and student attitudes toward the subject of social studies. As in the high school study, students in certain classroom environments exhibited more positive views toward the subject of social studies. In both the senior high study and in this study the classroom environmental dimensions of Teacher Support, Affiliation, Innovation, and Involvement, emerged as distinguishing characteristics of classrooms where students exhibited more positive views toward social studies. However unlike in the original research, at the junior high level classroom management dimensions also emerged as very important. These results support the causal theory, and the implications and need for further research are discussed
Mathematics education · Pedagogy · Social studies · Subject (documents · Animal and Plant Science Education · Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Psychology
| Citations per year | 0.09 |
|---|---|
| Citation span | 1991 - 1994 (4) |
| Highly cited | No |