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The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students' preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.
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The paper discusses the advantages of the use of the stakeholder framework as a basis for focusing an organization's environmental scanning effort. Arising from the discussion, a contingency model for environmental scanning is developed to relate the focus and method used for envrionmental scanning to the dynamism of the environment and the power of the stakeholder related to the organization. Steps for implementing the environmental scanning system are discussed.
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Aims to provide school psychologists, child psychologists, and other mental health professionals working with children with the theoretical and technical basis for designing interventions that enhance relationships between children and teachers. The author draws on research in social development and relationship-systems theory to describe the role of child–adult relationships in the development of social and academic competencies and the potential of child–teacher relationships to promote...
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