Monitoring constructivist classroom learning environments |
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| Institution: | 1. Department of Economics, Texas Lutheran University, 1000 W. Court St., Seguin, TX 78155, USA;2. Department of Chemistry, St. Edwards University, 3001 S. Congress Ave, Austin, TX 78704, USA;1. Monash University, Faculty of Medicine, Nursing & Health Sciences, Department of Rural & Indigenous Health, Australia;2. Monash University, Faculty of Medicine, Nursing & Health Sciences, School of Nursing & Midwifery, Australia;1. Department of Educational Psychology, University of Minnesota, Minneapolis, USA;2. Department of Educational and Counselling Psychology, McGill University, Montreal, Canada;3. Department of Psychology, University of Munich, Munich, Germany;4. Institute for Positive Psychology and Education, Australian Catholic University, Sydney, Australia;5. Rossier School of Education, University of Southern California, Los Angeles, CA, USA;6. Research Institute of Child Development and Education, University of Amsterdam, The Netherlands;7. Behavioural Science Institute, Radboud University Nijmegen, The Netherlands;1. Research Group Education and Labour Market, Research Institute for Work and Society (HIVA), KU Leuven, Parkstraat 47 - Box 5300, 3000 Leuven, Belgium;2. MICAS, Microelectronics and Sensors, Department of Electrical Engineering (ESAT), KU Leuven, Kasteelpark Arenberg 10 - Box 2443, 3001 Leuven, Belgium;3. Centre for Instructional Psychology and Technology, Faculty of Psychology and Educational Sciences, KU Leuven, Dekenstraat 2 - Box 3773, 3000 Leuven, Belgium;1. Department of Digital Systems, University of Piraeus, Piraeus, GR-18532, Greece;2. School of Education, Curtin University, Bentley Campus, Building 501.Level 4, Perth, Australia |
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| Abstract: | The incorporation of constructivist and critical theory perspectives on the farming of the classroom learning environment led to the development of the Constructivist Learning Environment Survey (CLES). CLES enables researchers and teacher-researchers to monitor constructivist teaching approaches and to address key restraints to the development of constructivist classroom climates. CLES assesses either student or teacher perceptions of Personal Relevance, Uncertainty, Student Negotiation, Shared Control, and Critical Voice. The p plausibility of the CLES was established in small-scale classroom-based qualitative studies and its statistical integrity and robustness were validated in large-scale studies conducted in the USA and Australia. |
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