Investigation of the Learning Environment in Higher and Lower Performing "Education for a New Era" Schools

Abstract

Recently, Qatar established key elements of educational reform including curriculum standards; emphasis on student-centered teaching; charter school establishment; standards-based assessment; English as the language of instruction, and extensive teacher professional development. While study of organizational structures/outcomes of this reform is ongoing (Rand, 2007), little attention has been placed on the study of classroom processes. Since the reform focuses on learning environments that foster attainment of curriculum standards, research on teaching and learning environments in schools targeted for reform is needed. The purpose of this study was to investigate differences in math/science classroom environment in higher- and lower-performing Qatari elementary schools operating for three years. Results suggest a mismatch between teacher perceptions and objective observations of learning environment in both high- and low-performing schools.