 | Supportive classroom environment Introduction Issues of classroom environment have been of concern to a very wide variety of educators and educational researchers. From the well known effective schools research on school and classroom ethos, to a multitude of studies on the in-class behaviour of students, to more progressive concerns for the treatment of students according to the social dynamics of race, gender and class, it is clear that students require a supportive classroom environment if they are to achieve what teachers ask of them (Brophy & Good, 1986; Doyle, 1992). Unfortunately, it can not be said that this body of research indicates that schools and teachers are always able to provide such an environment. As with relevance, the SRLS focus on a supportive classroom environment is based on the hypothesis that a focus on high intellectual quality in and of itself will not be a sufficient condition for improved student outcomes, especially for students from disadvantaged backgrounds. (P. 14 QSRLS Supplementary Material) |
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