The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of the teachers to receive student feedback following the first data collection. Student responses in the classrooms of teachers who received feedback were more positive in the second round of data collection compared with the teachers who did not receive feedback. Students’ initial REACT scores, gender, and self-reported trouble in class were also significant predictors of REACT scores at the second data collection. Finally, teachers reported the REACT to be feasible for use in practice.
AdamsG. L.EngelmannS. (1996). Research on direct instruction: 25 years beyond DISTAR. Seattle, WA: Educational Achievement System.
2.
ArlinM. (1979). Teacher transitions can disrupt time flow in classrooms. American Educational Research Journal, 16, 42–56. doi:10.3102/00028312016001042
3.
BandalosD. L.FinneyS. J. (2010). Exploratory and confirmatory factor analysis. In HancockG. R.MuellerR. O. (Ed.), The reviewer’s guide to quantitative methods in the social sciences (pp. 93–114). New York, NY: Taylor & Francis.
4.
BernausM.GardnerR. C. (2008). Teacher motivation strategies, student perceptions, student motivation, and English achievement. The Modern Language Journal, 92, 387–401. doi:10.1111/j.1540-4781.2008.00753.x
5.
BlackP.WiliamD. (1998). Inside the black box: Raising standards through classroom achievement. Phi Delta Kappan, 72, 1–13.
6.
BloomB. S. (1968). Learning for mastery. (UCLA-CSEIP) Evaluation Comment, 1(2).
7.
BloomB. S. (1971). Mastery learning and its implications for curriculum development. In EisnerE. W. (Ed.), Confronting curriculum reform. Boston, MA: Little, Brown.
8.
BrophyJ. (1986). Teacher influences on student achievement. American Psychologist, 41, 1069–1077. doi:10.1037/0003-066X.41.10.1069
9.
BurnettP. C. (2002). Teacher praise and feedback and students’ perceptions of the classroom environment. Educational Psychology, 22, 5–16.
10.
BurnsM. K.CoddingR. S.BoiceC. H.LukitoG. (2010). Meta-analysis of acquisition and fluency math interventions with instructional and frustration level skills: Evidence for a skill-by-treatment interaction. School Psychology Review, 39, 69–83.
11.
CarnineD. W.SilbertJ.Kame’enuiE. J.TarverS. G. (2010). Direct instruction reading (5th ed.). Upper Saddle River, NJ: Pearson.
12.
ChesebroJ. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52, 135–147. doi:10.1080/03634520302471
13.
ChristT. J.NelsonP. M.DemersJ. A. (2012). The Responsive Environmental Assessment for Classroom Teaching (REACT). Unpublished instrument.
14.
CoddingR. S.ShiykoM.RussoM.BirchS.FanningE.JaspenD. (2007). Comparing mathematics interventions: Does initial fluency predict intervention effectiveness?Journal of School Psychology, 45, 603–617.
15.
ConnorC. M.PiastaS. B.FishmanB.GlasneyS.SchatschneiderC.CroweE.. . . MorrisonF. J. (2009). Individualizing student instruction precisely: Effects of child × instruction interactions on first graders’ literacy development. Child Development, 80, 77–100. doi:10.1111/j.1467-8624.2008.01247.x
16.
DalyE. J.MartensB. K. (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of Applied Behavior Analysis, 27, 459–469.
17.
DesimoneL. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199.
18.
DesimoneL. M.SmithT. M.FrisvoldD. E. (2010). Survey measures of classroom instruction: Comparing student and teacher reports. Educational Policy, 24, 267–329. doi:10.1177/0895904808330173
19.
DormanJ. P. (2002). Classroom environment research: Progress and possibilities. Queensland Journal of Educational Research, 18, 112–140.
20.
EmmerE. T.EvertsonC. M.AndersonL. M. (1980). Effective classroom management at the beginning of the school year. The Elementary School Journal, 80, 219–231.
21.
FauthB.DecristanJ.RieserS.KliemeE.BüttnerG. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1–9.
22.
FoutsR. E.MeyersR. E. (1992). A cluster analysis of high school science classroom environments and attitude toward science. Journal of Research in Science Teaching, 29, 929–937. doi:10.1002/tea.3660290904
FriedelJ. M.CortinaK. S.TurnerJ. C.MidgleyC. (2010). Changes in efficacy beliefs in mathematics across the transition to middle school: Examining the effects of perceived teacher and parent goal emphases. Journal of Educational Psychology, 102, 101–114. doi:10.1037/a0017590
25.
GaretM. S.WayneA. J.StancavageF.TaylorJ.WaltersK.SongM.. . . DoolittleF. (2010). Middle school mathematics professional Development Impact Study: Findings after the first year of implementation (NCEE 2010-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
26.
GoodenowC. (1993). Classroom belonging among early adolescent students relationships to motivation and achievement. The Journal of Early Adolescence, 13, 21–43.
27.
GrahamS.PerinD. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445–476.
28.
GregoryA.AllenJ. P.MikamiA. Y.HafenC. A.PiantaR. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51, 143–163.
29.
GuskeyT. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8, 381–391.
30.
HaladynaT. M.DowningS. M.RodriguezM. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15, 309–333.
31.
HamreB. K.PiantaR. C. (2005). Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure?Child Development, 76, 949–967.
32.
HaringN. G.EatonM. D. (1978). Systematic instructional procedures: An instructional hierarchy. In HaringN. G.LovittT. C.EatonM. D.HansenC. L. (Eds.), The fourth R: Research in the classroom (pp. 23–40). Columbus, OH: Merrill.
33.
HattieJ. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Abingdon, UK: Routledge.
34.
HattieJ.TimperleyH. (2007). The power of feedback. Review of Educational Research, 77, 81–112. doi:10.3102/003465430298487
35.
JimersonS. R.BurnsM. K.VanDerHeydenA. M. (2006). Response to intervention at school: The science and practice of assessment and intervention. Handbook of Response to Intervention, 1, 3–9.
36.
LawrenzF. (1976). The stability of student perception of the classroom learning environment. Journal of Research in Science Teaching, 14, 77–81.
37.
MainhardM.BrekelmansM.BrokP. D.WubbelsT. (2011). The development of the classroom social climate during the first months of the school year. Contemporary Educational Psychology, 36, 190–200.
38.
MaruyamaG. M. (1997). Basics of structural equation modeling. Thousand Oaks, CA: SAGE.
39.
MarzanoR. J.MarzanoJ. S.PickeringD. J. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development.
40.
McCoachD. B. (2010). Hierarchical linear modeling. In HancockG. R.MuellerR. O. (Eds.), The reviewer’s guide to quantitative methods in the social sciences (pp. 123–140). New York, NY: Routledge.
41.
NelsonP. M.DemersJ.ChristT. J. (2014). The Responsive Environmental Assessment for Classroom Teaching (REACT): The dimensionality of student perceptions of the instructional environment. School Psychology Quarterly, 29, 182–197.
42.
NolenS. B. (2003). Learning environment, motivation, and achievement in high school science. Journal of Research in Science Teaching, 40, 347–368. doi:10.1002/tea.10080
43.
PatrickH.RyanA. M.KaplanA. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98.
44.
PiantaR. C.HamreB. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119. doi:10.3102/0013189X09332374
45.
RaudenbushS. W.BrykA. S. (2006). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: SAGE.
46.
RaudenbushS. W.BrykA. S.CheongY. F.CongdonR.du ToitM. (2000). Hierarchical linear and nonlinear modeling–HLM5. Lincolnwood, IL: SSI Scientific Software.
47.
ReddyL. A.FabianoG. A.JimersonS. R. (2013). Assessment of general education teachers’ Tier 1 classroom practices: Contemporary science, practice, and policy. School Psychology Quarterly, 28, 273–276.
48.
ResnickL. B.WangM. C.KaplanJ. (1973). Task analysis in curriculum design: A hierarchically sequenced introductory mathematics curriculum. Journal of Applied Behavior Analysis, 6, 679–709. doi:10.1901/jaba.1973.6-679
49.
RossJ. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education/Revue canadienne de l’education, 17, 51–65. doi:10.2307/1495395
50.
SadlerD. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144.
51.
ShuteV. J. (2008). Focus on formative feedback. Review of Educational Research, 78, 153–189.
52.
SinclairB. B.FraserB. J. (2002). Changing classroom environments in urban middle schools. Learning Environments Research, 5, 301–328.
53.
SkinnerE. A.BelmontM. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
54.
SugaiG.HornerR. H.DunlapG.HienemanM.LewisT. J.NelsonC. M.. . . RuefM. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of Positive Behavior Interventions, 2, 131–143. doi:10.1177/109830070000200302
55.
SutherlandK. S.AlderN.GunterP. L. (2003). The effect of varying rates of opportunities to respond academic requests on the classroom behavior of students with EBD. Journal of Emotional Behavioral Disorders, 11, 239–248. doi:10.1177/10634266030110040501
56.
TessmerM. (1990). Environmental analysis: A neglected stage of instructional design. Educational Technology Research & Development, 38(1), 55–64.
57.
TitsworthB. S. (2001). Immediate and delayed effects of interest cues and engagement cues on students’ affective learning. Communication Studies, 52, 169–179. doi:10.1080/10510970109388552
58.
VanTassel-BaskaJ.QuekC.FengA. X. (2007). The development and use of a structured teacher observation scale to assess differentiated best practice. Roeper Review, 29, 84–92. doi:10.1080/02783190709554391
59.
WangM.HolcombeR. (2010). Adolescents’ perceptions of school environment, engagement, and academic achievement in middle school. American Educational Research Journal, 47, 633–662.
60.
WehbyJ.LaneK. L. (2009). Classroom management. In Akin-LittleA.LittleS. G.BrayM. A.KehleT. J. (Eds.), Behavioral interventions in schools: Evidence-based positive strategies (pp. 141–156). Washington, DC: American Psychological Association.
61.
WilkersonD. J.ManattR. P.RogersM. A.MaughanR. (2000). Validation of student, principal, and self-ratings in 360° feedback® for teacher evaluation. Journal of Personnel Evaluation in Education, 14, 179–192.
