The increasing impact of performance based judgments on schools and
teachers in the classroom has its critics and supporters. Some
oppose the trend and seek to deny the importance of quantitative
measures. Others have sought to find ways of implementing
educational measurement constructively and with understanding of
the concerns. Classrooms are where the operational business of
learning takes place and it is on the quality of life within the
classroom that the broader process of learning, concerns for the
wider community and others, is nurtured. The climate of the
classroom has a large impact on the final outcome measure to which
so much interest is directed. To help our understanding of the
dynamics involved much work has been done in the development and
refinement of quantitative studies to this area by studying
essential information about how teachers and students perceive the
environments in which the work. Research on classroom climates has
reached a practical and theoretical maturity and this volume offers
an account of the developments that have taken place and the
potential for understanding the classroom as a vital component of
the curriculum. This book will also be an essential resource tool
for anyone engaged in classroom research.
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