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Application of Structural Equation Modeling in Educational Research and Practice pp 55–74Cite as

Teachers’ Perceptions of the School as a Learning Environment for Practice-Based Research

Testing a Model that Describes Relations Between Input, Process and Outcome Variables

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Abstract

Learning environments research has a long tradition in investigating perceptions of students and teachers of all kinds of in-school and out-of-school learning environments (Fraser, 1998, 2002, 2007). Interestingly, the vast majority of these studies has investigated student perceptions of teacher behavior or the learning environment, and related such perceptions to student outcomes, either via traditional analyses of variance, multilevel analyses, and, in exceptional cases, structural models.

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Author information

Authors and Affiliations

  1. Fontys University of Applied Science, The Netherlands

    Marjan Vrijnsen-de Corte

  2. Eindhoven University of Technology, The Netherlands

    Perry den Brok

  3. Eindhoven University of Technology, The Netherlands

    Theo Bergen

  4. Radboud University Nijmegen, The Netherlands

    Marcel Kamp

Authors
  1. Marjan Vrijnsen-de Corte
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  2. Perry den Brok
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  3. Theo Bergen
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  4. Marcel Kamp
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Editor information

Editors and Affiliations

  1. Science and Mathematics Education Centre, Curtin University, Perth, Australia

    Myint Swe Khine

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Corte, M.Vd., Brok, P.d., Bergen, T., Kamp, M. (2013). Teachers’ Perceptions of the School as a Learning Environment for Practice-Based Research. In: Khine, M.S. (eds) Application of Structural Equation Modeling in Educational Research and Practice. Contemporary Approaches to Research in Learning Innovations. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-332-4_3

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