Classroom Climate

Neimarlija M. & Pehlić, I. (2013). Osobenost interakcijsko-komunikacijske dimenzije mikropedagoškog aspekta odgoja u nastavi islamske vjeronauke, u: Zbornik radova Islamskog pedagoškog fakulteta Univerziteta u Zenici, decembar 2013, Godište 11,  br. 11, ISSN 1840-4448, str. 83-104.

OSOBENOST INTERAKCIJSKO-KOMUNIKACIJSKE DIMENZIJE MIKROPEDAGOŠKOG ASPEKTA ODGOJA U NASTAVI ISLAMSKE VJERONAUKE

Sažetak
Cilj ovog istraživanja bio je da se opiše osobenost interakcijsko-komunikacijske dimenzije mikropedagoškog aspekta odgoja u nastavi islamske vjeronauke. U istraživanju je primijenjen deskriptivno-analitički survey metod. Za prikupljanje podataka korištena je tehnika anketiranja. Mjerni instrument bio je inventar za učitelje i učenike (Bratanić, 2002). Uzorak su predstavljali učenici starijih razreda 10 osnovnih i 10 razreda srednjih škola te po 20 vjeroučitelja iz osnovnih i srednjih škola na području općina Zenica, Kakanj, Zavidovići i Visoko.
Ustanovljeno je da postoji statistički značajna razlika u stavovima vjeroučitelja i njihovih učenika prema osobenosti interakcijsko-komunikacijskog segmenta mikropedagoške dimenzije odgoja u nastavi vjeronauke. Također, pokazale su se statistički značajne razlike u stavovima učenika s obzirom na „spol“ i „školski nivo na relaciji osnovna – srednja škola“.

Ključne riječi: interakcija, komunikacija, razredno-nastavna klima, osobnost nastavnika vjeronauke

PECULIARITIES OF THE INTERACTIVE-COMMUNICATIVE DIMENSION OF THE MICRO-PEDAGOGICAL ASPECT IN TEACHING ISLAMIC RELIGIOUS EDUCATION

Abstract
The aim of the research was to describe the peculiarities of the interactive-communicative dimension of the micro-pedagogical aspect in teaching Islamic religious education. A descriptive-analytical survey method was used. A survey technique was used for gathering data. The measuring instrument was the inventory for teachers and students (Bratanic, 2002). The respondents were older students from 10 primary and 10 secondary schools, and 20 teachers from primary and secondary schools in the municipality of Zenica, Kakanj Zavidovici and Visoko.
It was found that there was a statistically significant difference in teachers’ attitudes and their students’ attitudes towards the peculiarities of the interactive-communicative dimension of the micro-pedagogical aspect in teaching Islamic religious education. Furthermore, there were statistically significant differences in students’ attitudes with regard to ‘gender’ and a ‘primary-secondary school level’.

Keywords: interaction, communication, classroom teaching climate, personality of teacher of religion

Background and aims: Creativity research and theory traditionally focus on the individual, personal characteristics of creativity: creative thinking skills, personality or the creative process. However, in the past few decades this person-centered spectrum of creativity has been broadened, and today we encounter several theories that emphasize the importance and the facilitative role of environmental factors. In school context one of the most important factors that facilitate creativity is classroom climate.
Methods: Assessment of the creative climate is the first step to build a creativity-friendly classroom atmosphere, and the School Creative Climate Questionnaire for high-schools can be a tool for it. This study introduces the first steps of working out the questionnaire, from the theoretical overview to the final version and presents the
results of three empirical studies of high-school students (N=234 and N=160, N=174). Results: At present, the questionnaire contains 47 items in 5 dimensions: Group climate, Openness, Tolerance and encouragement of diversity and autonomy, Challenge and interest and Barriers and pressure (Cronbach α: 0.66-0.79).
Discussion: After setting the standard values in the near future, the tool allows for formulating intervention strategies to promote a creative classroom climate.
Keywords: creativity, environmental factors, creative climate, assessment, School Creative Climate Questionnaire

The overall objective of this study was to examine the links between teacher–student relationship quality and student engagement, delimited to affective and behavioural engagement. We used a sequential explanatory mixed methods research approach that consisted of a quantitative phase, in which survey data were col- lected and analysed within a short-term longitudinal design, followed by a qualitative phase, in which focus group interviews and con- structed grounded theory analysis were conducted. Participants included 234 students from two Swedish compulsory schools in the quantitative phase, and 120 in the qualitative phase. The quantitative findings revealed that teacher–student relationship quality predicted student engagement one year later, even when controlling for sex, age, and prior student engagement. The longitudinal association between teacher–student relationship quality and student engage- ment was unidirectional. The qualitative findings reported students’ own perspectives on what they considered to be a good teacher and their ideas of how their teachers and classroom setting influence their affective and behavioural engagement at school. Two signifi- cant categories emerged: ‘teacher being’ and ‘teacher doing’.

Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate. Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists. In this study, we assessed the validity and measurement invariance of the Turkish adaptation of the Student Personal Perception of Classroom Climate Scale (SPPCC) developed in English (US). Confirmatory factor analyses (CFA) and measurement invariance (MI) analyses by sex were performed on 629 students' data. CFA results confirmed the factorial structure of the SPPCC. Results of the MI analyses showed that the SPPCC measures the same construct for females and males in a non-English context. Latent mean comparisons revealed girls perceived the classroom climate more positively than boys. We concluded that this study in the Turkish context is a further step in developing evidence of the extent to which SPCC provides psychometrically sound scores.

Understanding how to maximize classroom climate factors that may positively affect student achievement scores in mathematics is vital to school improvement efforts. This study examines the impact teacher trust in clients and classroom friction have on elementary math achievement. Both student and teacher perceptions are explored. Surveys were collected from 482 students and their teachers from 26 math classrooms across ten elementary schools in Texas. Intraclass correlations were calculated to identify the level of variation in math achievement between classrooms. Next, a random coefficient HLM model was employed to identify the specific impacts that teacher trust in students and parents and classroom friction have on elementary math achievement. Finally, an intercepts as slope HLM model was created to isolate potential interaction effects between Level 1 (classroom) and the Level 2 (school) variables. The results of the analyses indicate that both teacher trust in clients and classroom friction make statistically significant impacts on the variance in elementary math achievement. Teacher years of experience on campus and socioeconomic status are also examined. Implications are discussed.

Este estudio explora la relación existente entre las competencias sociales y emocionales autopercibidas en docentes de segundo ciclo de Educación Infantil, medidas a través del cuestionario EQ-i, con
su habilidad para gestionar el clima socioemocional en el aula en el que realizan su labor profesional principal, medida mediante observación sistemática con el CLASS-Pre-K. Se ha contado con una muestra de
68 aulas del segundo ciclo de la etapa de Educación Infantil, con un total de 1.493 alumnos con sus 68 respectivos docentes, pertenecientes al Área Territorial Oeste de la Comunidad de Madrid (España). Los
resultados muestran cómo la autopercepción en inteligencia emocional de los docentes se relaciona directamente con un clima de aula positivo. Asimismo, se observa cómo el clima de aula es significativamente más positivo en centros concertados y privados que en públicos, y cómo es signifi cativamente más positivo en aulas con menos alumnos.

The purpose of this investigation was to identify the types of citizenship behavior students use in the college classroom, and to examine the link between their use of citizenship behavior and their perceptions of classroom climate, interest, and selfreports of learning outcomes. Participants were 416 undergraduate students enrolled at a large Mid-Atlantic university. Three findings were obtained. First, participants use three types of citizenship behavior: involvement, affiliation, and courtesy. Second, involvement and courtesy are related positively to classroom climate, classroom connectedness, instructor rapport, emotional interest, and cognitive interest, whereas affiliation is related positively to classroom climate, classroom connectedness, instructor rapport, and emotional interest. Third, involvement and courtesy are related positively to three dimensions of affective learning, perceived cognitive learning, state motivation, and communication satisfaction, whereas affiliation is related positively to one dimension of affective learning, perceived cognitive learning, state motivation, and communication satisfaction.

Worldwide, misconceptions and non-scientific notions about evolution are prevalent within academic circles. As online learning gains popularity because of the COVID-19 pandemic, it is crucial to identify practices that support learning in these contexts. Using the ADDIE instructional model, this study developed and evaluated a nature of science-based online course in evolution for tenth-grade junior high school students. Results revealed that the biology teachers considered the quality of pedagogies, resources, and delivery strategies in the online course excellent. Correspondingly, the students deemed the classroom climate in the online course exceptional in terms of instructor behaviors, course structure, course clarity, and student connectedness. The online course also helped them understand how evolution works through the videos and informative content and accept evolution by considering that several pieces of evidence and information support it and science and religion are not contradictory. Although the online course is good the way it is for most students, some of them provided recommendations for improvement. Overall, the students regarded the online course as recommendable because it is educational and manageable.

Understanding how to maximize classroom climate factors that may positively affect student achievement scores in mathematics is vital to school improvement efforts. This study examines the impact teacher trust in clients and classroom friction have on elementary math achievement. Both student and teacher perceptions are explored. Surveys were collected from 482 students and their teachers from 26 math classrooms across ten elementary schools in Texas. Intraclass correlations were calculated to identify the level of variation in math achievement between classrooms. Next, a random coefficient HLM model was employed to identify the specific impacts that teacher trust in students and parents and classroom friction have on elementary math achievement. Finally, an intercepts as slope HLM model was created to isolate potential interaction effects between Level 1 (classroom) and the Level 2 (school) variables. The results of the analyses indicate that both teacher trust in clients and classroom friction make statistically significant impacts on the variance in elementary math achievement. Teacher years of experience on campus and socioeconomic status are also examined. Implications are discussed.