<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Hernan   Casakin</style></author><author><style face="normal" font="default" size="100%">Nitza Davidovitch</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SOCIAL-ACADEMIC CLIMATE AND ACADEMIC SATISFACTION IN ARCHITECTURAL DESIGN EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">academic satisfaction</style></keyword><keyword><style  face="normal" font="default" size="100%">architecture</style></keyword><keyword><style  face="normal" font="default" size="100%">classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">design studio</style></keyword><keyword><style  face="normal" font="default" size="100%">learning environment</style></keyword><keyword><style  face="normal" font="default" size="100%">social-academic climate</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420055446.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">56</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The social climate created in the classroom has been recognized to have important implications for learning. This study was motivated by the explore how design students in the design studio compared to other other architectural courses view their social-academic climate. 
 Despite the role played by social climate in classroom, some have argued that classroom climate has been largely ignored in studies of higher education and most studies on classroom climate explore the perceptions of teachers rather than views of students themselves. The present study focuses on social-academic climate and its significance in architectural studies and its effect on academic satisfaction.
 A survey was conducted of students of architecture, following an approach developed by Moos (1970), who claimed that behavior is largely affected by environmental and situational factors. The model he constructs presents social climate as a product of bilateral pressure systems - environmental pressures that affect the individual, and pressure that the individual exerts on his or her environment. This study evaluates social-academic climate and academic satisfaction in an academic architectural program, focusing on a comparison of perceptions of students in the design studio and traditional classes, based on the eight dimensions proposed by Moss (1979). 
 Findings shed light on the importance that students attribute to the measures of social-academic climate. These factors (specifically, students' involvement, competence, innovation, and teacher support) were rated higher in the design studio than in the courses. Social-academic climate measures such as involvement, order and organization, teacher's control, and orientation of the learning material were higher in the first year than in more advanced years. Academic satisfaction was higher in the first year design studio. Ratings of order, organization, and teacher support were the major predictors of students' academic satisfaction with the architectural program.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">16-31</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Carla A.  Santos</style></author><author><style face="normal" font="default" size="100%">J. Bernardino  Lopes</style></author><author><style face="normal" font="default" size="100%">J. Paulo  Cravino</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PATTERNS OF DIDACTIC DECISIONS MADE BY TEACHERS IN PHYSICAL SCIENCES CLASSROOMS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">classroom</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic decisions</style></keyword><keyword><style  face="normal" font="default" size="100%">physical sciences</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2014/457-1408435159.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">36</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The purpose of this study is to highlight didactic decisions of teachers in Physical Sciences classrooms. The framework used is teacher mediation of students’ learning.
 Research questions: (a) what aspects of teaching trigger didactics? (b) What are the relationships between the didactic decisions of teachers and their triggers? Are the responses to these questions dependent on teacher or teaching level?
 This study reports on a multi-case study of five teachers from three teaching levels (basic, secondary and higher education). Multimodal narratives (a description of what happens in the classroom, using several types of data collected inside and outside the classroom) were used to analyse the didactic decisions of teachers and to determine what causes them to take a particular decision in the classroom. It searches for categories using open code analysis, and then use cluster analysis to find patterns.
 Four patterns of decisions were found, transversing teacher and teaching levels, and relate them to their triggers.
 It is found that each teacher and each teaching level has a singular profile for decision-making (a particular combination of patterns of decision-making, what draws the teacher’s attention, and the specific decisions taken).</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">76-89</style></section></record></records></xml>