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Charting of: Allodi, M. W. (2007). Assessing the quality of learning environments in Swedish

Allodi, M. W. (2007). Assessing the quality of learning environments in Swedish
schools: Development and analysis of a theory-based instrument. Learning Environment Research. 10:157 – 175.

Purpose was to:
1) To illustrate from the students` perspectives, the development of a theory based instrument for assessing goals, values and attitudes as perceived in educational settings.
The Goals, Attitudes and Values in School (GAVIS) instrument
2) To analyse the results of a questionnaire in order to test how the data fitted the hypothesized model and other alternative models.

Sampling:
686 students in 42 classes in 17 schools in 7 Swedish municipalities predominantly in Greater Stockholm County. %61 were attending compulsory school and 125 secondary schools. Among the former, there were 72 students in 10 special –education set-up

Methodology/data collection procedure
The Goals, Attitudes, Values in School (GAVIS) Questionnaires were administered, data was analysed using confirmatory factor analysis, an application of structural equation modeling. Confirmatory factor analysis was used to confirm relationship between the items in the questionnaire as observed variables and the latent variables hypothesized: 1.Creativity, 2.Stimulation 3.Achievement, 4. Efficacy, 5. Safety, 6. Control, 7.Helpfulness, 8.Participation, 9.Responsibility, 10.Influence.

Findings
The reliability coefficients were good or satisfactory for all the scales, except for the factor Creativity, which had a lower measure than the other scales. Achievement, Stimulation and Participation had the highest mean scores, while Creativity, and Safety had the lowest means.
The variables hypothesized were confirmed by the analysis presented in this study, However, the existence of a circumplex structure between the variables was not confirmed.


Implications
The constructs 2-10 can be considered to describe related but distinct features of the educational learning environment as perceived by students.
The construct Creativity needs to be improved.
Even though the circumplex structure was not confirmed, the factors showed relatively goodness of fit and were statistically significant, therefore they can be used to assess learning environments.
The GAVIS questionnaire can be useful to teachers and special educators wishing to assess and evaluate the quality of their educational environments as perceived by their students and to identify strengths and weaknesses in their classroom climates.


Reflections
This study described the theoretical framework of the GAVIS questionnaire well. The GAVIS questionnaire was a combination of theories on learning environments, universal values and students` experiences with learning environments.

What is the theoretical framework of Walberg`s Learning Environment Inventory?

In our last session, I was wondering about the theoretical framework that supported both the instruments (CES and LEI) in the journal articles presented by MEM 858 (Groups 1 and 2). In Walker`s (2004) article, Walker quotes Moos (1979, p.138), that the early classroom learning inventories, before the Classroom Environmental Scale (CES) was introduced, “lacked the guidance of theoretical frameworks producing isolated findings that are difficult to organize into a coherent body of knowledge about classroom functioning”. According to Walker, after the introduction of the CES, and all the other classroom environment instruments thereafter, the framework used was of the common beta press and alpha press along with Moos` framework (1974) of dimensions of environment of Systems Maintenance and Change, Relationship, Personal Relevance. This provided the framework when studying the psychosocial environment in the educational set-up.

Grade-Level, Gender and Ethnic Differences in Attitudes and Learning Environment in High School Mathematics by Castillo, G.E., Peiro, M.M., & Fraser,

Reflections:
The objectives of the study presented were very clear. There seemed to be three studies all in one research. Although the sample was relatively small (600 participants), the study was a starting point in helping one look into “gender and ethnic differences in attitudes and learning environments in high school mathematics”. I reflect upon how this affects me in three ways: as a filipino, as an educator and as a parent. At this point, our university president (himself a mathematics person), has been expending much effort in making our university (in the Philippines-the Ateneo de Manila University), very much globally competitive especially in terms of mathematics and science. The Filipinos, worldwide are usually known to be talented especially in the arts. However, although we have had great inventors and mathematicians, that is not what we are known for globally. The possibilities of replicating this study with the end goal in mind of helping students have better attitudes towards mathematics and science in my school, country are there. As an educator, knowing the relationship between student outcomes, attitudes and learning environments is a responsibility and a challenge I have to meet.

Reflection:Adaptation of the Questionnaire on Teacher Interaction (QTI) for Elementary Grades by Goh, S.W. & Fraser, B.J. (1997)

This was the study we presented in class. The aim of the study was to find out if an adapted form of the QTI would yield “internal consistency reliability, ability to check student achievement, and ability to differentiate between the perceptions of students in different classrooms.” Data showed that the mentioned criteria was supported. As a practitioner, just solely by reading the eight dimensions measured by the QTI, as well as descriptions of these, I can be more effective by showing better “Leadership” in class, being “Helpful/Friendly”. show more “Understanding” for students, give more “Student Responsibility/Freedom”. I find this study significant also because I am a primary school teacher. This means that the environment is very important for the little ones I teach. I would think more so than the older students. Having an instrument for basic education, where the foundation is laid is helpful in making an impact so that a learner`s attitude towards school is positive.

Reflection: Learning environment research: a review of the literature by Scott L. Walker (2004)

Researcher Helping Practitioner
As a teacher, we are many times immersed in the daily tasks of teaching and sometimes do things mostly based on how we ourselves were taught. Sometimes, we don’t have time for reflecting on our teaching. This is where researchers come in. One of the many things teachers/the practitioner fail to reflect on is the learning environments. Reading Walker’s article, which explains the “evolution of psychosocial learning environment” (from the “history of psychosocial environment research” p. 3, to “contemporary researches on psychosocial environments” p. 5 , to “evolution of learning environments research” p. 6, to “learning environments and its influence on student outcome ” p. 7), it is amazing that there has been so much work done to study the learning environments, environment meaning the “psychosocial environment”. Underlying these researches is after all the goal of helping the child become better learners, learn more, like learning. And, as a student teacher, it is my mission then to use this knowledge to help improve the situation in my environment where I can effect change.

Murray Group

The personality theorist, Murray, I would describe as a seed in the study of learning environment.

I find it interesting that the Hitler profiler would have an influnece on learning environments.

When one looks through his works, he has influenced so many areas of psychology and not just learning environments.

As an educator, knowledge of the needs-press theory will help me to see myself as part of my students`presses. Hopefully, I meet their psychogenic needs enough to help them achieve and become better persons.

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