Classroom Climate and Controversial Issues Discussions: A Five Nation Study

Abstract

Abstract This study addresses three questions in a cross-nationl context: Are there age, gender, and country differences in adolescents' perceptions of social studies classroom climate? Are there correlations between students' political attitudes and perceived classroom climate? Does the use of a value analysis strategy in the discussion of controversial issues relate to students' political attitudes? The literature relevant to these three themes was examined, and questionnaires were administered to 1,459 students in social studies classes in the United States, the United Kingdom, West Germany, Denmark, and the Netherlands. Half of the students' classes participated in a semester-long treatment in which a value analysis treatment was used.