Download or read book Effects of School Climate on Student Achievement and Discipline Behaviors in Three Urban High School written by Diego S. Linares and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the relationship between the teachers' perceptions of the school climate in three urban high schools in a southwest district of Houston, Texas, and the TAKS test scores for 5,625 10th and 11th grade students during the 2010-2011 school year in mathematics and English. The study analyzed the relationship between the teachers' perceptions of school climate and the number and severity of students' office discipline referrals, ranging from offenses Level I such as not following the appropriate school dress code, to offenses level IV such as use or possession of drugs or alcohol, during the same school year. Three hundred and eighty four teachers in the three high schools were invited to complete the Classroom & School Climate Survey for Secondary School Teachers, developed by Freiberg and Stein (2003). Student achievement was measured by the 10th and 11th grade TAKS tests scores generated during the 2010-2011 school year. Number and type of students' office discipline referrals for the 2010-2011 school year were collected using the district's archival data. The relationship between the teachers' perceptions of the school climate and students' achievement and discipline infractions was inconclusive due to the limitations of the data and the fact that the survey results on the three campuses were similar. While not statistically significant, a negative correlation was clearly noted between achievement and the number of discipline infractions. The negative correlations indicate that as the major/minor infractions increase, the English and mathematics TAKS test performance decreases.

Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.

Download or read book An Exploration of Positive Behavior Interventions and Supports Impact on Discipline Achievement and Perceptions of School Climate in an Urban School District written by Robin A. Pettiegrew and published by . This book was released on 2021 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: As the call for reducing school suspensions and academic achievement improvement moves across the country, schools are responsible for implementing discipline restructure and academic growth programs. In various research studies, positive student and school behavior outcomes have been associated with Positive Behavior Interventions and Supports (PBIS) since its implementation in schools in the late 1990s. However, additional research in understanding the impact of PBIS practices on reported school suspension, school climate perceptions, and student academic achievement (i.e., standardized test scores) would be useful. This study could potentially contribute to the literature and fill a gap not yet explored on the relationship between PBIS implementation and discipline practices impacting African American students, school climate perceptions, and student achievement. School officials can utilize this study's findings to determine their dedication and commitment to PBIS as a behavior intervention within school systems. Utilizing data collected from a large urban school district in Ohio, this study will examine the association between PBIS implementation, the suspension rate of all students, individual student achievement, and school climate perceptions while emphasizing PBIS' impact on African American students. The research data in this study will focus on grade levels elementary through high school. The data will be analyzed using linear regressions. Limitations of this study will be discussed.

Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.

Download or read book Urban Schools written by Laura Lippman and published by Department of Education Office of Educational. This book was released on 1996 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Illuminates the condition of education in urban schools compared to schools in other locations. Also explores differences between students from urban schools and students in other locations on a broad spectrum of student and school characteristics. Contents: education outcomes (student achievement, educational attainment, economic outcomes); student background characteristics and afterschool activities; school experiences (school resources and staff, school programs and coursetaking, student behavior). Bibliography. Over 100 charts and tables.

Download or read book Transformative Classroom Management written by John Shindler and published by John Wiley & Sons. This book was released on 2009-11-04 with total page 391 pages. Available in PDF, EPUB and Kindle. Book excerpt: Transformative Classroom Management The natural condition of any classroom is harmonious, satisfying, and productive, so why do so many teachers struggle with problems of apathy, hostility, anxiety, inefficiency, and resistance? In this groundbreaking book, education expert John Shindler presents a powerful model, Transformative Classroom Management (TCM), that can be implemented by any teacher to restore the natural positive feelings in his or her classroom—the love of learning, collaboration, inspiration, and giving—and create a productive learning environment in which all students can achieve. Unlike other classroom management systems that view problems as something to be “handled,” TCM offers suggestions for creating optimal conditions for learning, performance, motivation, and growth. This practical book shows teachers how to abandon ineffective short-term gimmicks, bribes, and punishments and adopt the proven management practices and new habits of mind that will transform their classrooms. Praise for Transformative Classroom Management “Transformative Classroom Management is a practical resource that explains the how and why of classroom management for novice and veteran teachers. Dr. Shindler recognizes the importance of preserving the teacher’s sanity while ensuring the student’s development of a personal sense of responsibility and a positive self-esteem.” —Eileen Matus, principal, South Toms River Elementary School, New Jersey “I have read many other management books by other authors, but Transformative Classroom Management has been the best so far at demystifying the invisible forces in the classroom.” —WILL McELROY, 4th grade teacher, Los Angeles United School District “This book was an invaluable tool for me during my student teaching. It served as a reference book that I found myself continually drawn to while struggling to find ways to effectively manage 29 first graders. The ideas, concepts and suggestions in the book were so innovative and helpful that even my Master Teacher found herself implementing some of the ideas! A must have for all student teachers!” —Carol Gillon, student teacher, Seattle University “Insightful and thoroughly researched, Transformative Classroom Management is an invaluable tool to help teachers, newbies and veterans alike, develop fully functional and engaged learning communities.” —LISA GAMACHE RODRIGUEZ, teacher, Los Angeles Unified School District

Download or read book The Psychology of School Climate written by Garry Wade McGiboney and published by Cambridge Scholars Publishing. This book was released on 2016-06-22 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.

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 Relationship Between School Climate and Student Achievement in Middle Schools written by Brad Boykin and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: Administrators are charged with making decisions and implementing strategies to improve a school's climate and student achievement. Because school climate and student achievement are interrelated, it would benefit administrators to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and achievement with its school accountability measure, College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data from CCRPI over two years to examine the relationship between school climate and student achievement. The researcher used Pearson's r correlation and multiple regression analysis to examine the relationship between the two components and the predictive effect of each school climate domain on student achievement for traditionally structured middle schools in the State of Georgia. Findings revealed that all four components of school climate, Survey Score, Discipline Score, Safe and Substance-Free Learning Environment Score, and Attendance Score were all related to student achievement. In addition, the Survey Score and Discipline score had the strongest relationship and was the most significant predictor of student achievement. Findings align with those identified in the literature and provide administrators with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar tests may also help administrators specifically in those areas.

Download or read book High School Students Perceptions of School Climate in Relation to Discipline History and Discipline Approach written by Kayla R. Gordon and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: High school is a unique period of time within students' educational careers where there are an increasing number of variables that can facilitate or impede their academic, social-emotional, and behavioral success. Previous research has demonstrated strong effects of school climate, or the quality of school life and experiences within the school building, on factors including students' academic performance, motivation to learn, and attendance. In addition, school climate has been negatively correlated with drop out rates as well as other short and long term negative outcomes for students. The purpose of this study was to examine student perceptions of school climate in grades 9-12 in two public school districts, and to investigate how factors including participant demographic characteristics as well as discipline history and discipline practices are able to predict perceptions of climate. Participants (N=856) completed the Delaware School Climate Survey (Bear, Yang, Mantz, et al., 2014). Discipline history was measured by asking each student to report how many times they have been sent to the office, given a detention, and the number of days that they have been suspended during one school year. Lastly, the present study assessed student perceptions of implementation of core components of Positive Behavioral Interventions and Supports (PBIS), which is an evidence-based framework to inform school discipline practices. Students were asked about their perception of whether they feel core components of PBIS are in place in their school buildings. Using linear regression, the number of times that a student reported being sent to the office, and the total number of discipline infractions reported, were shown to significantly predict perceptions of school climate. Additionally, PBIS implementation was found to be a significant moderator of both of these relationships. Thus, students who reported more frequent discipline infractions also reported more negative perceptions of school climate unless they perceived that PBIS was in place in their school. Significant differences in perceptions of school climate by gender, race, and grades received during one school year were also found. Limitations of the study, implications for the field, and future directions will also be discussed.

Download or read book Transforming School Cultures written by Martin L Maehr and published by Westview Press. This book was released on 1996-07-28 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Revised from the 1993 Essentials of Pulping and Papermaking to account for the fact that it was being used as an industry reference as well as a teaching tool. Most of the chapters have been little changed, but new material is added on paper chemistry and optical properties, wood and fiber anatomy,, paper use, and processing equipment. A guide for troubleshooting pumps is also included. The first third serves as a textbook for beginning students, and the rest provides detailed information on specific topics relating to the production and use of paper. Annotation copyright by Book News, Inc., Portland, OR

Download or read book Examining the Impact of a Restorative Justice Practice Implementation on School Climate in an Urban High School in the State of California written by Oladapo Adekunle Ariyo and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite widespread acknowledgment about the viability of alternative behavioral interventions in our urban high schools across the nation, there is scarcity in research studies that specifically examine the impact of restorative justice practices on school climate. This mixed method study used a case study research design to examine the impact on school climate of the implementation of a restorative justice (RJ) practice in an urban high school in the State of California. Data were collected using interviews, survey, district documents and school site archival documents. Triangulation of data from these sources was used to validate the research findings. The high school chosen, California City High School (CCHS), a pseudonym, was a public high school located in a southeastern neighborhood of a large metropolitan city in southern California. District documents indicated that the school was in its third year of RJ implementation having completed the training necessary to facilitate the shift from traditional approaches of behavior management to a RJ approach, making this school a good fit for the study. This study highlighted the use of restorative circles and community building, and positive behavior support as the most pragmatic and effective RJ practices in the CCHS school environment. Students who have undergone restorative circles, and community building mediations, are perceived by teachers and administrator as exhibiting improved behavioral decision-making, and lower levels of recidivism when compared to similar age students before implementation of restorative circles. The school district's disciplinary data of 2007 through 2014 showed a marked decline in both instructional days lost to suspension and suspension rate following the implementation of restorative justice practices. Problems encountered during implementation at this school site involved inadequate and inconsistent training methodologies, time constraints for implementation, metrics for rating implementation success, and staff's attitude to change. This study would have benefited from the inclusion of data from additional schools and from parent and student interviews. The inclusion of additional schools would have enabled the analysis of staff perceptions at the school level. Hence, future studies should employ data from a larger number of schools to cross-validate the current findings. Some limitations should be noted when drawing conclusions from this research. The study examined staff and teacher survey and discipline referrals during three years of RJ implementation at CCHS. However, I did not have outsider observers to verify quality of RJ implementation, which many consider the "gold standard" for measuring fidelity of implementation. Also given CCHS has only been implementing its RJ program across a 3-year period, this study may not have captured the full effect of RJ implementation on school climate. Similar to most of the school climate research, this study was neither longitudinal nor experimental. This is a problem for the research because causal inferences are not possible. Future studies examining causal relationships with interventions or a longitudinal design are clearly warranted. A longitudinal design would also account for the fact that school climate perception is not static. It potentially changes and evolves during different points in the school year (e.g., proximity to holiday periods or examination periods) and corresponding with different events at the school (e.g., administrative changes or the introduction of a new initiative). Hence, longitudinal designs should be adopted in future research, as they would account for the impermanency of school climate perception.

Download or read book Improving School Climate and Discipline written by Allana Jaydon and published by Nova Science Pub Incorporated. This book was released on 2014-01-01 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving school climate and discipline policies and practices. Positive school climates enhance safety in the school and community by increasing communication among students, families, and faculty, and reducing violence and bullying. This book provides a guide of principles for improving school climate and discipline, as well as resources that can be used, and laws and regulations that apply to this topic.

Download or read book written by and published by . This book was released on 1973 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Closing the School Discipline Gap written by Daniel J. Losen and published by Teachers College Press. This book was released on 2015 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educators remove over 3.45 million students from school annually for disciplinary reasons, despite strong evidence that school suspension policies are harmful to students. The research presented in this volume demonstrates that disciplinary policies and practices that schools control directly exacerbate today's profound inequities in educational opportunity and outcomes. Part I explores how suspensions flow along the lines of race, gender, and disability status. Part II examines potential remedies that show great promise, including a district-wide approach in Cleveland, Ohio, aimed at social and emotional learning strategies. Closing the School Discipline Gap is a call for action that focuses on an area in which public schools can and should make powerful improvements, in a relatively short period of time. Contributors include Robert Balfanz, Jamilia Blake, Dewey Cornell, Jeremy D. Finn, Thalia González, Anne Gregory, Daniel J. Losen, David M. Osher, Russell J. Skiba, Ivory A. Toldson “Closing the School Discipline Gap can make an enormous difference in reducing disciplinary exclusions across the country. This book not only exposes unsound practices and their disparate impact on the historically disadvantaged, but provides educators, policymakers, and community advocates with an array of remedies that are proven effective or hold great promise. Educators, communities, and students alike can benefit from the promising interventions and well-grounded recommendations.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “For over four decades school discipline policies and practices in too many places have pushed children out of school, especially children of color. Closing the School Discipline Gap shows that adults have the power—and responsibility—to change school climates to better meet the needs of children. This volume is a call to action for policymakers, educators, parents, and students.” —Marian Wright Edelman, president, Children’s Defense Fund

Download or read book Rallying the Whole Village written by James P. Comer and published by Teachers College Press. This book was released on 1996-06-15 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents specifics of the School Development Program holistic model in action, a plan that received the 1996 Heinz Award for improving the quality of American education. Topics discussed include children’s psychosocial development, group dynamics of effective school communities, teacher preparation and school/university partnerships, appropriate alignment of classroom content to standardized tests, increased student engagement and learning time, research and evaluation, community health, government initiatives, and school/business partnerships.

Download or read book Examining the Effects of School Climate Student Background Teacher Expectations and School community Integration on Academic Achievement Among High Poverty Urban Schools written by Antwanette Norbert Hill and published by . This book was released on 1999 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: