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Using students' assessment of classroom environment to develop a typology of secondary school classrooms

Jeffrey P. Dorman 
Australian Catholic University 
j.dorman@mcauley.acu.edu.au

Jill M. Aldridge 
Curtin University of Technology 
j.aldridge@curtin.edu.au 

Barry J. Fraser 
Curtin University of Technology 
b.fraser@curtin.edu.au

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Abstract

Research employing the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was conducted in Australian secondary schools. A sample of 4,146 students from 286 classes responded to the TROFLEI which assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation, cooperation, equity, differentiation, computer usage and young adult ethos. Validation data attested to the sound structural characteristics of the TROFLEI. Cluster analysis was used to develop a classroom typology of five relatively homogeneous groups of classes which were described as exemplary; safe and conservative; non-technological teacher-centred; contested technological and contested non-technological. 

Classroom environment, classroom typology, cluster analysis, technology-rich learning, outcomes-focused learning