Download or read book School Climate Characteristics in Schools with High Populations of Historically Underperforming Students written by Matthew T. Bergey and published by . This book was released on 2020 with total page 120 pages. Available in PDF, EPUB and Kindle. Book excerpt: This sequential explanatory mixed methods study of archival data, survey and interview results from eight Pennsylvania elementary schools attempted to show a relationship between school climate and student achievement on state standardized tests. Using five years of data from Pennsylvania's state assesments for third and fourth graders in English and language arts and mathematics, a percentile ranking for all the state's elementary schools were developed. Comparing this ranking with the pertentage of each school's student population marked with a historically underperforming(HUP) designation, the study identified a list of 24 outlier schools. These schools were then selected for study because of the unique combination of high achievement and a high population of minority and low income families. Eight of these schools agreed to participate in the study. Participants were given an adapted version of the Organizational Climate Descriptive Questionnaire for Elementary Schools (OCDQ-RE) to examine the openness of each school's climate. Findings from this study showed a negative relationship between HUP populations and test scores in Pennsylvania schools. The school climate data found each of the schools which were outperforming the expectations on the standardized tests also had higher than average school climate openness scores. Limited interview data was also collected, showing an intentional and systematic approach to building and maintaining a positive school climate in some of the schools in this study.
Download or read book The Impact of School Climate on the School Performance Profile of High Schools written by Kevin A. Molin and published by . This book was released on 2015 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined principal and teacher school climate perceptions to determine if relationships existed between the perceived school climate and the school's performance on the School Performance Profile score (SPP). Principals and teachers from four south central Pennsylvania high schools were questioned using an online survey consisting of both Likert-scale statements and open-ended questions. Participants were also provided the opportunity to participate in an interview to provide more in-depth responses. Data instruments were used to access the school climate perceptions of principals and teachers to identify specific school climate characteristics that affect the SPP score. Principals and teachers identified instruction and assessment, the physical appearance of the building, and leadership and decision-making as significant school climate characteristics. Principals and teachers perceived that a positive school climate does have an impact on student achievement, however results of this survey were unable to identify a relationship between school climate and a school's SPP score. Results found evidence to support previous school climate research supporting the establishment of a positive school climate, including maintaining a safe learning environment, a focus on academics, positive student-teacher relations, and effective leadership abilities can positively impact student achievement. Study data showed school climate to be an important multidimensional concept and that study participants were leveraging school climate characteristics to affect student achievement outcomes.
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 Teachers Perceptions of School Climate in High Performing Schools and Low Performing Schools written by Briget Ethier and published by . This book was released on 2017 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative, causal comparative research study was to determine if there was a significant difference in teachers’ perceptions of school climate between high performing schools and low performing schools. The study investigated teachers' perceptions of overall school climate, collaboration, decision-making, instructional innovation, student relations, and school resources. Data was collected from 75 teachers in three high performing schools and 75 teachers in three low performing schools from one school district. The Revised School Level Environment Questionnaire (Revised SLEQ) was the instrument utilized in the study to measure teachers' perceptions of overall school climate in addition to the five aforementioned subscales. The results obtained from the 150 surveys were analyzed using a multiple independent samples t tests to identify if there was a statistical difference between group means on the Revised SLEQ. This study is significant because it provide individuals in the field of education with evidence that their perceptions might be impacted by the academic achievement in their schools. The study was also intended to provide evidence that perceptions play a very important role in the overall effectiveness of an educational institution. The study revealed that there was a significant difference between the two populations with regards to overall school climate, student relations, school resources, instructional innovation while there was not a significant difference with regards to decision making and collaboration. Future research is recommended to investigate teachers’ perceptions of school climate with the incorporation of a larger population and the incorporation of more recent data.
Download or read book The Psychology of School Climate written by Garry Wade McGiboney and published by . This book was released on 2016 with total page 258 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 The Impact of School Climate on School Success written by David L. Ginder and published by . This book was released on 2005 with total page 117 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study was designed to investigate the factors of school climate and how they influence an elementary school. The elementary school that participated in the study is located in South Central Pennsylvania. The school is comprised of diverse populations and varied socio-economic background. The research project focused on responses from 21 teachers and staff who completed The School Culture Inventory. This inventory analyzed school climate characteristics and examined the perceptions of teachers and staff on those characteristics. An additional four teachers and one staff member participated in an individual interview. Observations in classroom settings from the researcher provided triangulation of the data. Results of this study revealed that factors such as leadership, problem solving support, role clarity, personal and professional self-worth, student behavior, recognition of success, and faculty-student expectations all affect the school climate. All of these factors have an impact, positively or negatively, on school climate. From the data collected teachers and staff believed that these factors had the most impact on school climate. It was also determined, through the interviews, that outside variables could affect the climate of the school. These factors include parent involvement in their child's education, family socio-economic conditions, district and state financial status, and the family structure of the home.
Download or read book School Effects in the Era of Accountability written by Stephen Kotok and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Using data from the High School Longitudinal Study 2009 (HSLS:09), a large, nationally representative sample of U.S. high school students, this study uses structural equation modeling (SEM) to answer the following research questions: 1) To what extent does school climate vary by the compositional characteristics of schools (i.e. school SES; percentage minority)?; 2) To what extent is there an association between school structure (sector and size) and climate? 3) To what extent do different aspects of school climate affect student math achievement and attainment? ;4) To what degree does school climate mediate the relationship between compositional factors on high school students' math achievement and high school attainment?; 5) To what extent are the effects of school climate on achievement moderated by race? School climate is measured by three latent variables measuring academic climate, disciplinary climate, and school attachment. This study builds upon previous studies and improves them in several key ways. First, previous studies suffer from bias since traditional regression methods are not designed to be used with latent variables. Moreover, this is one of the first large-scale quantitative studies to capture school climate effects at the high school level for students and schools who came of age during the No Child Left Behind policy era. Specifically, this study aims to provide policy makers with a more cogent understanding of the complex relationship between school composition, school type, and climate with student expectations and math achievement. The study suggests that school attachment is the most salient school climate factor related to student attainment and it is an important factor for minority students' math learning. Additionally, this study indicates that several other school characteristics such as percent minority and school SES are associated with improved school climate and math learning. Structural elements such as school size and school type were related to climate and some academic outcomes. However, since SEM is not able to capture casual relationships, further research is required to better understand the findings on school type.
Download or read book An Exploratory Study of School Climate and Student Behavior in Thirteen Delaware Public Elementary Schools written by Jane N. Case and published by ProQuest. This book was released on 2008 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examines indicators in 13 public elementary schools throughout the state of Delaware by using a mixed methods exploratory research design, in an effort to understand the dynamic relationship between school climate and the social, behavioral, and intellectual outcomes of 5 th grade students. Research indicators are consistently categorized and discussed in terms of the study's 4 dependent variables: student safety, student risk behavior, general school characteristics, and academic performance; and the study's 2 independent variables: dimensions of school climate and approaches to discipline. Findings suggest that within the sample population, more favorable school climate schools had low student to teacher ratios, favorable school climates as perceived by students, favorable student perceptions of peer relationships, and more favorable rates of student perceptions of school rule fairness and school safety. Statistically significant, direct correlations were observed between student responses to the statement "I feel safe in my school" and perceptions of rule fairness, students' liking of school, and student relationships. Further, unexpected positive correlations between gambling and student relations as well as between gambling and teacher/staff perceptions of school climate were observed. Positive, statistically significant correlations were observed between teacher education levels and students' perceptions of school climate, students' reports of liking school, students' perceptions of school safety, students' perceptions of student-teacher-home relations, teachers'/school staffs' perceptions of school climate, and homes' perceptions of school climate. The need to reveal the intricacies of establishing a constructive school climate and nurturing positive student outcomes remains. Once specifications of this interaction are better understood, policy initiatives can be enacted to better develop healthy environments in all schools. The greatest contributions of the study include a refined approach to understanding relationships between school climate and student outcomes, as well as to highlight the need for better approaches to collecting school climate data.
Download or read book School Climate and Expectations written by and published by . This book was released on 1985 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A School Environment Study of Selected Student Characteristics and Perceptions about School Climate written by Michael James Meissen and published by . This book was released on 1990 with total page 444 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Teacher and Administrator Perceptions of School Climate Characteristics written by David R. Skocy and published by . This book was released on 2004 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Rural Turnaround Leadership Development written by Ellen H. Reames and published by IAP. This book was released on 2018-07-01 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: Rural Turnaround Leadership Development: The Power of Partnerships focuses on a three- year rural turnaround leadership project sponsored by the U.S. Department of Education. The project was designed to foster the development of a cohort of aspiring school leaders in rural high poverty/low performing K-12 school districts. The Alabama Project was selected by the U.S. Department of Education, in part, because it was the only submission which emphasized partnership between higher education institutions, school districts and the Alabama State Department of Education (ALSDE). Facets of the book include a treatment of the structures and processes each university created to develop their unique program, the distinctive turnaround curriculum used at each university, the role of mentoring in developing aspiring rural school leaders and the internship experiences and practices which supported aspiring leader development. One of the most powerful changes witnessed during the project was the development of aspiring leaders by the major and ancillary partners. The cross-connections between K-12 districts, the ALSDE, and the three university educational leadership programs was a multifaceted and multi-layered collaborative approach. The partnerships not only strengthened within each master’s program, but across agencies as a result of this project. The book will describe the value of partnership and leadership development through the eyes of the major contributors. The contributors or authors of the book will include the Alabama State Department of Education, the three educational leadership higher education institutions i.e. Auburn University, University of Alabama and Samford University, partner school district representatives and graduates of the program.
Download or read book Associations Between the School Physical Environment and Climate in Rural Schools written by Tate Castleton and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "According to the National Center for Education Statistics (2021), more than half of all public-school districts and nearly one-third of all public-school students attend rural schools in the U.S. This study identifies characteristics of the physical environment of rural schools, considers how the physical environment of rural schools compares to urban and suburban schools, and describes the associations of a school’s physical environment with perceptions of school climate among students, staff, and parents. Using the School Assessment for Environmental Typology (SAfETy; Bradshaw et al., 2015), this study objectively assessed the physical environment of 40 rural schools in Idaho. Those characteristics were compared with data collected in prior research (Bottiani et al., 2020). This study found rural and non-rural schools, and the make-up of their physical environments, are not that different. The physical environment of rural schools had low frequencies of instances of disorder, such as trash, graffiti, drugs, paraphernalia, and evidence of building decline, such as broken windows and neglected landscaping. Rural schools also produced moderate scores related to appearance, with characteristics including illumination, visibility, and ownership. Most schools in this study were found to have interior and exterior surveillance cameras in place and employed school resource officers. Rural secondary schools in this study had a higher presence of surveillance measures than non-rural high schools, whereas non-rural high schools had higher frequencies of disorder. And, although a comparison to non-rural elementary schools is not available, the rural elementary schools score in the current study show similar physical environmental characteristics as did urban secondary schools in all three factors of the SAfETy. In addition, the current work also examined aspects of the social environment, through evaluating school climate. The Maryland Safe and Supportive (MDS3) School Climate Survey Suite was administered to students, parents, and staff in all 40 schools participating in this study. Multi-variable regression analysis was used to examine the associations between the SAfETy and school climate. Several associations were found among students, with fewer associations among staff and parents. This research study concludes that a variety of important, urgent, and malleable associations exist between a rural school’s physical environment and perceptions of school climate among students, staff, and parents. This research, and future research that builds upon this work, will assist schools as they strive to transform, strengthen, and sustain positive school environments for all stakeholders."--Boise State University ScholarWorks.
Download or read book Positive School Climate written by Eileen Denise Frazier and published by . This book was released on 2004 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book A Study of the Comparison Between Teacher Perceptions of School Climate and the Existence of Professional Learning Community Dimensions written by Kathryn E. Kelton and published by . This book was released on 2010 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research study was conducted to determine whether teachers' perceptions of climate within a school had a significant influence on the dimensions that support a community of professional learners. Teachers from ten middle schools in one central Florida school district completed a combined survey design which included questions pertaining to both climate characteristics and Professional Learning Community (PLC) dimensions. Foundational theories regarding both learning organizations and organizational climate were explored. Recent research on the development of professional learning communities and school climate was also examined. Descriptive and inferential statistics were performed to investigate each research question; these statistics included Spearman rho correlations, multiple regressions, and chi-square analyses. Findings demonstrated that the null hypotheses were rejected or partially rejected for each research question. Significant relationships were found between teachers' perceptions of school climate and the dimensions of a PLC. Of the demographic variables, only years of teaching experience was found to be not significantly related to the school climate dimensions. The implications of these results validate the importance of building a climate of supportive principal behavior and committed and collegial teacher behaviors, as demonstrated by the significant relationship of these characteristics to schools exhibiting higher degrees of the dimensions that constitute a PLC. Educational stakeholders wishing to develop schools into job-embedded communities of learners with evidence of the five dimensions (shared leadership, shared vision, collective creativity, peer review and supportive conditions) must attend to developing the climate behaviors necessary for that to occur. As demonstrated by the research results, establishing an appropriate school climate that promotes professional interaction, support, and teacher commitment to students is a strong place to begin.
Download or read book A Climate for Academic Success written by Adam Voight and published by . This book was released on 2013 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Summary of Existing School Climate Instruments for Middle School written by A. Voight and published by . This book was released on 2012 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: This information memo provides an annotated list of extant surveys used to assess school climate, classroom climate, or teacher effectiveness that are designed for use in middle schools. The purpose is to assist educators to select or design surveys to assess school climate in middle schools, with a particular focus on assessing student engagement and teacher characteristics associated with higher student achievement. The search process for instruments that are designed and marketed as measures of teacher effectiveness included a review of the U.S. Department of Education's Safe and Supportive Schools compendium of school-climate measures, keyword searches (i.e., "school climate," "classroom climate," and "teacher effectiveness") of major scientific journal databases, and a "snowball" method of identifying measures via their reference in other publications and online sources. The list of 20 measures in this report includes several targeted toward classroom climate and teacher effectiveness. Regional Educational Laboratory (REL) West staff coded and grouped each instrument's subscales into 15 general categories. Readers may find the tables included in the report useful to understand the full range of concepts included in various definitions of school climate. The report includes detailed summaries of the 20 measures, as well as contact information and citations for the main references consulted. The following is appended: Coding process for instrument subscales.
