Jämför metoder
Granska de valda metoderna sida vid sida; rader som skiljer sig är markerade.
| Classroom Environment Scale× | Peer Learning Scale× | |
|---|---|---|
| Ämnesområde | Pedagogisk psykologi | Pedagogisk psykologi |
| Familj | Process / pipeline | Process / pipeline |
| Ursprungsår≠ | 1974 | 2000s |
| Upphovsperson≠ | Moos, R. H.; Trickett, E. J. | Various; based on collaborative learning theory |
| Typ≠ | Student or teacher survey (True/False) | Self-report questionnaire or observation |
| Ursprungskälla≠ | Moos, R. H., & Trickett, E. J. (1974). Classroom Environment Scale: A method for assessing the social climate of classrooms. Consulting Psychologists Press. link ↗ | Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27. DOI ↗ |
| Alias | CES | PLS |
| Närliggande | 5 | 5 |
| Sammanfattning≠ | The Classroom Environment Scale is a comprehensive instrument measuring the social, emotional, and organizational climate of educational settings. Developed by Moos and Trickett in 1974, the CES assesses students' or teachers' perceptions of classroom relationships, instructional climate, and classroom management. By providing a multidimensional profile of classroom environment, the CES enables educators to identify strengths and opportunities for improvement in classroom culture, directly informing interventions to enhance student engagement, achievement, and well-being. | The Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition. |
| ScholarGateDatamängd ↗ |
|
|