TY - JOUR
T1 - The responsive environmental assessment for classroom teaching (REACT)
T2 - The dimensionality of student perceptions of the instructional environment
AU - Nelson, Peter M.
AU - Demers, Joseph A.
AU - Christ, Theodore J
PY - 2014/6
Y1 - 2014/6
N2 - This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures.
AB - This study details the initial development of the Responsive Environmental Assessment for Classroom Teachers (REACT). REACT was developed as a questionnaire to evaluate student perceptions of the classroom teaching environment. Researchers engaged in an iterative process to develop, field test, and analyze student responses on 100 rating-scale items. Participants included 1,465 middle school students across 48 classrooms in the Midwest. Item analysis, including exploratory and confirmatory factor analysis, was used to refine a 27-item scale with a second-order factor structure. Results support the interpretation of a single general dimension of the Classroom Teaching Environment with 6 subscale dimensions: Positive Reinforcement, Instructional Presentation, Goal Setting, Differentiated Instruction, Formative Feedback, and Instructional Enjoyment. Applications of REACT in research and practice are discussed along with implications for future research and the development of classroom environment measures.
KW - Classroom environment
KW - Factor analysis
KW - Learning environment
UR - http://www.scopus.com/inward/record.url?scp=84902517708&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84902517708&partnerID=8YFLogxK
U2 - 10.1037/spq0000049
DO - 10.1037/spq0000049
M3 - Article
C2 - 24708280
AN - SCOPUS:84902517708
SN - 1045-3830
VL - 29
SP - 182
EP - 197
JO - School Psychology Quarterly
JF - School Psychology Quarterly
IS - 2
ER -
