It is desirable today that school psychologists, in addition to being concerned with student achievement, give consideration to important psychosocial aspects of classroom environments. This paper makes several economical hand-scorable classroom environment instruments readily accessible to school psychologists and provides an overview of numerous past uses of these instruments including studies of the effects of classroom environment on student outcomes, use of environment variables as process criteria in evaluating educational innovations and teachers' practical attempts to use learning environment assessments to guide improvements in classrooms. Some applications of classroom environment assessments in school psychology are considered.
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