PERC 2024 Abstract Detail Page
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| Abstract Title: | Examining Communal Classroom Cultures: Comparing Physics Teachers’ and Students’ Perceptions |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Communal Classroom Cultures (CCC) are spaces that fully engage students in learning physics both cognitively and affectively through a shared sense of community. Prior research has found that classes that have communal cultures are more likely to engage and inspire student persistence, particularly for students with marginalized identities. We developed a set of items that measure aspects of CCC for physics teachers and students. This poster will present the theoretical aspects of CCC, provide reliability and validity results for the CCC measures, and compare physics teachers' and students' responses to the CCC measures. The latter findings provide insight into where disconnects may exist in the way that students and teachers perceive the classroom environment. Understanding these disconnects is important for allowing teachers to create learning environments that are meaningful for all students as a community and not just as isolated individuals. |
| Footnote: | Footnote/Acknowledgement: This work is supported by the National Science Foundation under Grant No. 2300607,1720810, 1720869, 1720917, and 1721021. And Moore Foundation under Grant ID. GBMF11451 |
| Session Time: | Poster Session 2 |
| Poster Number: | B39 |
Author/Organizer Information | |
| Primary Contact: |
Chelsea Mateu Florida International University |
| Co-Author(s) and Co-Presenter(s) |
Pooneh Sabouri, Florida International University Zahra Hazari, Florida International University |
