Download or read book Educator s Perceptions of the Effect of School Uniforms on School Climate in a Selected Metropolitan Disciplinary Alternative Education Program written by Emmanuel Onoh Chime and published by . This book was released on 2010 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of School Uniforms on School Climate in Elementary School written by Alexis Marie McGloin and published by . This book was released on 2009 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.

Download or read book How Student Uniforms Impact Teacher Perceptions of Climate in Urban Public Middle Schools written by Winston Harris Tucker and published by . This book was released on 1999 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of the Perceptions of Teachers and Students on Indicators of School Climate in Selected Middle Schools in the Atlanta Metropolitan School Systems written by Bertha Phillips Furcron and published by . This book was released on 1996 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Impact of Teacher Attitude and Urbanicity Through the Implementation of Positive Behavior Support Programming written by Theodore Caleris and published by . This book was released on 2014 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: One of the major questions that both urban and non-urban public school districts are faced with is the relationship between the predictors of school climate, student behavior, staff perceptions and the influence these variables have on school climate. School districts are under public scrutiny to produce positive achievement results for all students. Much research suggests that schools that are considered urban are generally considered unsafe, unproductive and unable to produce students that are competitive in a 21st century global economy. In the major urban centers, student populations are decreasing, flooding the first-ring school districts. First-ring school districts are the individual school districts that immediately border major urban school centers. What are left in the major urban districts are families that are unable to improve their situation and move out of the school districts that are generally considered a failure. One area that has been generally targeted as a method to improve student achievement is the area of school climate. Various programs in the public school setting have been instituted to positively influence school climate. Inside the school setting, there are diverse variables that can affect the efficient running of a school building: school climate, student population, discipline occurrences in a school, specific positive behavior support programs (PBS), at risk behavior intervention programs for students, academic intervention programs, staff morale and standardized testing results for a specific school district. These predictors, along with individual human development and behavior, influence school climate. It is essential to understand how these characteristics can impact school climate in an urban and non-urban setting; what policies or procedures can positively impact climate at the building level; and how can these factors can influence staff perceptions towards student achievement. Educators have yet to determine the exact interplay of the factors that predict school climate and their influence upon student achievement. Among other variables, the topic of school climate has had profound implications upon staff retention, school discipline and student academic achievement. The purpose of this study is to assess the impact of positive behavior supports on school climate, specifically in relation to teacher perceptions and feelings towards positive behavior support programming; to identify the awareness of specific positive behavior supports used within a school setting; to determine the impact of these supports on school climate by measuring teacher attitude and perception about student achievement; and ultimately, to determine is there a statistical significance in staff perception of school climate elative to the school setting of an urban and non-urban school. Two-hundred and six educators were surveyed from four school district in Northeast and Northwest Ohio. Results demonstrated that working in a urban setting or non-urban setting was statistically significant in terms of the impact on teacher attitude, collegiality, achievement perceptions and awareness with regards to the tested factors that influence school climate. It was found that there were statistically significant differences between teachers working in either an urban or a non-urban setting in relation to teacher attitude, collegiality, achievement perceptions and awareness, as related to school climate. However, the effect sizes were low demonstrating that the differences were not large enough to be of a practical concern.

Download or read book Teacher Perceptions of School Climate when Using the Love and Logic Discipline Approach written by Mary Kay Kelly and published by . This book was released on 2011 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined teachers' perceptions of school climate when using the Love and Logic discipline approach. Forty-nine participants from three elementary schools completed the School Discipline Climate Survey to assess school climate while using the Love and Logic discipline approach. Seven selected participants were interviewed to support perceptual data from the survey. A comparison was then made to determine if any relationship existed between the School Discipline Climate Survey results and the interview responses. Discipline data provided additional information for two of the three participating schools, with one school providing both pre-and post-implementation data. Responses from participants were tabulated and analyzed. According to this study, discipline offenses decreased annually in schools using the Love and Logic discipline approach with the largest impact being identified after the fifth year of implementation. Both survey and interview data suggested that consistent use of the principles of Love and Logic was an effective discipline approach in school settings. As evidenced by the fact that all school climate survey categories scored 70% or better, with the one exception of the teacher training category only scoring 46%, participants suggested that the Love and Logic discipline approach resulted in a positive school climate.

Download or read book Opinions of Teachers and Students on the Effect of School Uniforms on School Climate and Student Behavior written by Ijen Chang and published by . This book was released on 2001 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book School Climate written by H. Jerome Freiberg and published by Routledge. This book was released on 2005-08-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.

Download or read book Teacher Student and Administrator Perceptions written by Jessica Elyse Sanborn and published by . This book was released on 2020 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: School discipline has been a widely discussed topic in American education for decades. Many programs have been instituted as a solution to the discipline needs; however, they fall short of addressing the root cause of the problem and historically have simply punished students through exclusionary discipline methods (Adams, 2000; Allman & Slate, 2011; Gonzalez 2012; Kupchik & Catlaw, 2015). Restorative practices, a system that is built on relationships and community, strives to target the same behaviors through a different approach. Instead of relying on punishments (such as detention, suspension, or expulsion) restorative practices brings both victim and offender together to share their perspective, repair harm, and move forward (McCluskey, Lloyd, Stead, et al., 2008; Morrison, 2007; Vaandering, 2014; Wachtel, 2016). This mixed methods historical case study investigated how one school district in the state of Connecticut implemented restorative practices and the administrator, and student perceptions on the impact, if any, restorative practices had on school climate. Interviews and focus groups were conducted with 20 participants. In addition, independent samples t-tests were performed using district Comprehensive School Climate Inventory data over the 3 years post implementation of restorative practices to identify any statistically significant indicators of school climate as a potential result of implementing restorative practices. Interviews and focus groups revealed a strong sense of belonging and connection to the school and increased relationships, in addition to building student leadership in implementing restorative practices and a reduction in behavioral incidences that warrant exclusionary discipline measures; however, only one indicator for staff indicated statistical significance on the independent samples t-test. This research suggests that if schools begin to implement restorative practices, they can create a strong school climate and reduce the amount of ineffective exclusionary discipline consequences by shaping student behavior though connection to the school community and relationships.

Download or read book Teacher Perceptions Towards the Impact of Uniforms on School Climate written by Kelly A. Zeller and published by . This book was released on 2007 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Perceptions of School Climate in Low Income Schools written by Bethany Nicole Straub and published by . This book was released on 2020 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this applied study was to further understand the problem of teachers’ perceptions of school climate in low income schools and to formulate a solution to address the problem using both qualitative and quantitative data gathered from teachers. The problem was that factors outside of the scope of control of teachers and administrators have the potential to affect school climate because teachers use multiple factors to gather and make a decision on their perception of their building’s school climate, and educators and researchers must understand these multiple facets in order to suggest improvement. In Chapter One, the researcher provided the reader with a background of school climate, the relevance of the study, proposed research questions, and important definitions to understand when working with school climate. This research aimed to answer the central question of how to improve school climate at Yellow Lane Elementary School, a low income school. Sub-questions included factors that teachers use to determine school climate, proposed solutions by the teachers, and the teachers’ perception of the impact of the student population has on the school climate. Chapter Two provided a theoretical framework for the research and summarized and analyzed the current literature. Chapter Three proposed the research design for this applied study that includes quantitative survey administration and qualitative data collection of interviews and focus groups. Chapter Four analyzed and described the results of the data gathered from the qualitative and quantitative methods. Chapter Five presented a solution to address the problem of low school climate at low income schools.

Download or read book Students and Teachers Perceptions of School Climate and Behavior when a Dress Code is Implemented written by Laurie P. Gallagher and published by . This book was released on 2003 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of School Uniforms on Student Perceptions of School Climate and Student Behavior written by Richard Kent Murray and published by . This book was released on 1996 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The School Uniform Movement and what it Tells Us about American Education written by David L. Brunsma and published by R&L Education. This book was released on 2004 with total page 306 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book represents the most thorough exposition on our present understanding of the impetuses, debates, legalities, and effectiveness of school uniform policies that have rapidly entered the discourse of school reform in the United States. In it, David Brunsma provides an antidote to the ungrounded, anecdotal components that define the contemporary conversation regarding policies of standardized dress in American K-12 districts and schools.

Download or read book Rural Teachers and School Leaders Perceptions of School Climate and Student Achievement in Math and Reading written by Matthew James Dolefowski and published by . This book was released on 2022 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple case study was to investigate teachers’ and school leaders’ perceptions of how school climate affects student achievement in math and reading at rural schools. The conceptual framework guiding this study was Bronfenbrenner’s (1979) ecological systems theory intertwined with the U.S. Department of Education’s School Climate Surveys (EDSCLS) (2019) school climate model to influence student academic achievement. Purposeful criterion sampling was used to select 13 teachers and school leaders from two rural schools in Western New York. Data was collected through a survey, teacher interviews, and school leader interviews. The data was triangulated and analyzed using open coding, categorical aggregation, and a cross-case synthesis to identify five themes relating to the research questions across multiple sources. The five themes included building strong relationships, social-emotional learning, empowering leadership, differentiation, and positive reinforcement. The results of the study revealed teachers and school leaders perceived school climate domains (engagement, safety, environment) affect student achievement in math and reading at rural schools.

Download or read book Assessing the Impact of School Discipline on School Climate in New York City Public Schools written by Andrew Scott Maisel and published by . This book was released on 2017 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This proposed research will seek to understand the relationship between zero-tolerance school discipline policies, specifically out-of-school suspensions, and student perceptions of school climate in New York City (NYC) public schools. School climate is defined as the perceptions of students, teachers, and administrators of their school environment and is considered one of the key determinants of academic, social, and emotional success within a school. Using data from the NYC Annual School Survey and U.S. Department of Education Civil Rights and Ordinal Logit modeling, this paper will analyze the relationship between high discipline rates and the key school climate measures -- safety, communications, engagement, and academic expectations -- understood through student-level survey data. This proposed research will build off previous, less quantitatively rigorous analysis which found a negative relationship between suspensions and expulsions and perceptions of school climate.

Download or read book A Causal Comparative Study of Teacher and Administrator Perceptions of School Climate Within Elementary Schools in a School District written by Clyde Reginald Alston and published by . This book was released on 2017 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: A school's climate either positively or negatively affects teaching and learning within the school. School administrators have the responsibility to ensure the school climate supports both. This responsibility can only be met when school leaders have an accurate understanding of climate in the schools they serve. This causal-comparative study examines administrators' and teachers' perceptions of school climate among the academic, social, affective, and physical domains of school climate, as measured by the revised School Level Environment Questionnaire (r-SLEQ). Data were examined using an independent samples t-test to determine whether statistically significant differences in school climate perceptions exist between administrators and teachers on school climate overall and also uses an independent samples t-test to determine if differences exist on individual climate domains. Independent samples t-tests indicated significant differences (p