Connectedness Study
Communication and Connectedness in the High School Classroom
Authors:
John R. Fisher
Assistant professor of Communication, Theatre and Languages
Northwest Missouri State University
Maryville, Missouri
Darwin Eckstrom
Superintendent
Peace Wapiti School Board #33
Grande Prairie, Alberta
Proposed presentation for the Canadian Association for Study of Educational Administration (CASEA) Conference
May 28-31, 2005 at the University of Western Ontario
Abstract
This study replicates previous work by Dwyer, Bingham and Carlson (2003) where they use an instrument called the Connected Classroom Climate Inventory (CCCI) to measure connectedness among students in the university classroom. This study applies the CCCI to high school classrooms at various sizes of schools in rural communities in Northern Alberta. A comparison of means between the university and high school students showed high school students’ results were overall lower than those of the university students. Understanding the factors that influence student connectedness can assist school administrators and teachers to improve the climate and learning environment in classrooms.
(Draft summary)
Communication and Connectedness in the High School Classroom
Background
A positive climate and sense of belonging have been linked with retention and academic success. Students who report “feelings of community” have greater academic motivation, affinity for school, willingness to help others, better conflict resolution skills, greater enjoyment and liking for school. Research has examined the teacher-to-student behaviors, which create a communication climate. However, little research has looked at the relationship between students as a means of creating communication climate.
Dwyer, Bingham and Carlson (2003) have developed an instrument called the Connected Classroom Climate Inventory (CCCI) to measure connectedness among students in the university classroom. With the instrument
Authors:
John R. Fisher
Assistant professor of Communication, Theatre and Languages
Northwest Missouri State University
Maryville, Missouri
Darwin Eckstrom
Superintendent
Peace Wapiti School Board #33
Grande Prairie, Alberta
Proposed presentation for the Canadian Association for Study of Educational Administration (CASEA) Conference
May 28-31, 2005 at the University of Western Ontario
Abstract
This study replicates previous work by Dwyer, Bingham and Carlson (2003) where they use an instrument called the Connected Classroom Climate Inventory (CCCI) to measure connectedness among students in the university classroom. This study applies the CCCI to high school classrooms at various sizes of schools in rural communities in Northern Alberta. A comparison of means between the university and high school students showed high school students’ results were overall lower than those of the university students. Understanding the factors that influence student connectedness can assist school administrators and teachers to improve the climate and learning environment in classrooms.
(Draft summary)
Communication and Connectedness in the High School Classroom
Background
A positive climate and sense of belonging have been linked with retention and academic success. Students who report “feelings of community” have greater academic motivation, affinity for school, willingness to help others, better conflict resolution skills, greater enjoyment and liking for school. Research has examined the teacher-to-student behaviors, which create a communication climate. However, little research has looked at the relationship between students as a means of creating communication climate.
Dwyer, Bingham and Carlson (2003) have developed an instrument called the Connected Classroom Climate Inventory (CCCI) to measure connectedness among students in the university classroom. With the instrument