Classroom Environment and Teacher Interpersonal Behaviour in Secondary Science Classes in Korea

By Heui-baik Kim, D. Fisher, B. Fraser. 2000

253 citations recorded by the source corpus.

Subfields: Education, Health, Toxicology and Mutagenesis

View Paper: https://www.semanticscholar.org/paper/33e80011f6b19347a074f2a5a9e6613d17ef48e7

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Citations in the corpus

Parent and student perceptions of classroom learning environment and its association with student outcomes (2007, methodology): “For example, the WIHIC has been crossvalidated with 1,081 Australian and 1,879 Taiwanese science students at the junior highschool level (Aldridge & Fraser, 2000; Aldridge et al., 1999), 2,310 Singaporean geography and mathematics students at the senior high school level (Fraser & Chionh, 2000), 543”
Cultural Background and Students’ Perceptions of Science Classroom Learning Environment and Teacher Interpersonal Behaviour in Jammu, India (2005, methodology): “This research has shown that both teacher dominance and cooperation are positively linked to students’ affective outcomes and has included studies in countries such as The Netherlands (Amelsvoort, 1999; Brekelmans, Wubbels & Cr´ eton, 1990; den Brok, 2001), Australia (Evans, 1998; Henderson, Fisher ”
The association between teacher-student relationship and academic achievement in Chinese EFL context: a serial multiple mediation model (2018, background): “Moreover, the prior studies involved with student-reports of teacher–student relationship have been mostly performed in secondary science and math class in a western context (e.g. Kim et al., 2000; Telli, Brok, & Cakiroglu, 2010; Yıldırım, 2012).”
The importance of teacher interpersonal behaviour for student attitudes in Brunei primary science classes (2005, methodology): “This scale has been validated in Australia (Fisher et al., 1997a, 1997b) and Korea (Kim et al., 1999, 2000).”
Associations Between Classroom Environment and Academic Efficacy (2001, background): “Some areas of contemporary classroom environment research include investigating special education classrooms in England (Adams, 2000), studying science classroom environment in Korea ( Kim, Fisher & Fraser, 2000 ) and defining differences between city and country students’ perceptions of the learnin”
Development, Validation and Application of a Malay Translation of an Elementary Version of the Questionnaire on Teacher Interaction (2004, methodology): “This scale has been separately validated in Australia (Fisher, Rickards, Goh, & Wong, 1997a, b) and Korea ( Kim, Fisher, & Fraser, 1999, 2000 ).”
Californian science students' perceptions of their classroom learning environments (2006, background): “teacher behaviour were explored by Kim, Fraser, and Fisher (2000) .”
Classroom environment, achievement, attitudes and self-esteem in geography and mathematics in Singapore (2009, result): “The validity, reliability and usefulness of the WIHIC has been established internationally in studies in Australia and Taiwan (Aldridge & Fraser, 2000; Aldridge et al., 1999), Canada and Australia (Zandvliet & Fraser, 2004, 2005), Brunei (Riah & Fraser, 1998), Indonesia (Margianti, Aldridge, & Frase”