Download or read book School Culture Survey Constructs and Student Achievement Relationships in Title I K 8 Schools written by Carrol Hammonds and published by . This book was released on 2018 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative study investigated the correlation between school culture constructs and student achievement in 160 Title I K-8 schools from four Local Education Agencies. -- Title I schools receive funds from the federal government to fund programs and provide resources to help students meet rigorous standards on state assessments. School culture is defined as the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions. -- This study aimed to determine if any relationship existed between school culture constructs and student achievement. Statistical analysis included preexisting data collected from the 2016 North Carolina Teacher Working Conditions Survey and 2014-2016 student achievement data from the North Carolina End-of-Grade tests. -- The School Culture Survey constructs developed by Gruenert and Valentine (1998) were used to conduct a multilevel random intercept model for statistical analysis. Data analysis revealed a significant relationship between 2 of the 6 constructs related to school culture. Statistical analysis results revealed that Professional Development and Learning Partnership constructs had a significant relationship to student achievement. Both constructs had a p value of 0.00, which means a significant relationship exists between them and student achievement. -- Based on the results, recommendations include (1) broadening sample to include more Title I schools; (2) conduct a study to see if non-Title I schools will have the same constructs that relate to student achievement, (3) conduct a study to evaluate Professional Development and Learning Partnership in Title I schools, (4) analyzing Title I Distinguished schools, and (5) conducting a qualitative study related to understanding Professional Development and Learning Partnership in Title I schools. Building capacity in Professional Learning and Learning Partnerships could be the key to making sustained changes.
Download or read book A Study of the Relationship Between School Culture and Standardized Test Scores written by Andrew Lee Smith and published by Universal-Publishers. This book was released on 2008-06 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to discover the perceptions of school culture and correlate those perceptions with standardized test scores in elementary and secondary schools in southwestern Arizona. The intention of this study was to contribute to the field of education leadership related to student achievement and factors contributing to student achievement including organizational culture. A survey of teachers and administrators in participating schools in southwestern Arizona was completed and correlated with existing student achievement data for those participating schools. The School Culture Survey by Leithwood, Aitken, and Jantzi (2001) was used for the survey instrument, and the Stanford Achievement Test, Ninth Edition, was used to measure student achievement. The survey results and student achievement data were correlated and revealed that a relationship does exist between perceptions of school culture and student achievement.
Download or read book The Impact of School Culture and Climate on Student Achievement at the Elementary and Secondary School Level written by Jessica McKinney and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: School climate and culture, and its relevance to student achievement has traditionally been a topic of discussion among educators. There have been many research studies dedicated to determining if a school's culture and climate had an effect on student achievement. This study sought to determine if teachers' perceptions of school culture and climate had an impact on student achievement at the elementary and secondary level. In 1963, Halpin and Croft began their research on the organizational climate of schools and suggested that further research be conducted based on their findings. This research sought to determine if there was a relationship between teachers' perceptions of school culture and climate and students' marking period/trimester 1 grades, teachers' perceptions of school culture and climate and students' Start Strong scores, and teachers' perceptions of school culture and climate and school leadership. The New Jersey School Climate Survey was distributed to teachers in four small school districts in Warren County, NJ. Survey data was collected from a total of 62 respondents, and academic data was provided to the researcher on coded spreadsheets. Data analysis was performed using Pearson correlation tests and independent sample t-tests through the use of the SPSS program in order to determine if any potential relationships existed. The data revealed that teachers' perceptions of school culture and climate did not have an impact on student achievement. Additionally, there were a number of relationships that existed with regard to teachers' perceptions of culture and climate and school leadership. The results indicated that the high school respondents answered less favorably compared to the elementary school respondents on the school leadership survey questions. This study may help school leaders have constructive conversations with their staff with regard to the school's culture and climate.(ProQuest abstract).
Download or read book Relationship of Collaborative School Culture and School Achievement written by Karen Durrence Bland and published by . This book was released on 2012 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this correlational, quantitative study was to examine the magnitude and direction of the relationship between collaborative school culture and school achievement in rural, economically disadvantaged middle schools utilizing a 6, 7, 8 grade configuration. Survey data was collected from 263 teachers representing 12 rural, economically disadvantaged middle schools in the state of Georgia. Data collection tools included the Learning Community Culture Indicator (LCCI) 4.0 survey developed by Williams, Matthews, Stewart, and Hilton (2007) and the Georgia Criterion Referenced Competency Test (GCRCT). The study generated data from 12 middle schools regarding the overall functionality level of their collaborative school culture, individual elements indicative of collaborative culture, and the presence of formal professional learning communities. Study results from Pearson's product-moment correlations revealed no statistically significant relationships between overall school scores on the LCCI 4.0 and school achievement. Additional correlational analyses examined the relationship between individual elements of collaborative culture and school achievement, and findings indicated a statistically significant relationship between school achievement in the area of mathematics and the element identified as common mission, vision, values, and goals. Analysis of Variance (ANOVA) was utilized to compare functionality levels of collaborative culture and school achievement, and findings did not reveal any statistically significant results. The study did not support the need for formal professional learning communities in schools as a prerequisite for highly functioning collaborative culture. Characteristics of highly functioning collaborative school cultures were identified within the research. While the study resulted in limited statistically significant findings, it may suggest an association between school achievement and collaborative school culture that bears future consideration.
Download or read book School Culture Rewired written by Steve Gruenert and published by ASCD. This book was released on 2015-01-16 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Your school is a lot more than a center of student learning--it also represents a self-contained culture, with traditions and expectations that reflect its unique mission and demographics. In this groundbreaking book, education experts Steve Gruenert and Todd Whitaker offer tools, strategies, and advice for defining, assessing, and ultimately transforming your school's culture into one that is positive, forward-looking, and actively working to enrich students’ lives. Drawing from decades of research on organizational cultures and school leadership, the authors provide everything you need to optimize both the culture and climate of your school, including * "Culture-busting" strategies to help teachers adopt positive attitudes, outlooks, and behaviors; * A framework for pinpointing the type of culture you have, the type that you want, and the actions you need to take to bridge the two; * Tips for hiring, training, and retaining teachers who will actively work to improve your school's culture; and * Instructions on how to create and implement a successful School Culture Rewiring Team. Though often invisible to the naked eye, a school's culture influences everything that takes place under its roof. Whether your school is urban or rural, prosperous or struggling, School Culture Rewired is the ultimate guide to making sure that the culture in your school is guided first and foremost by what's best for your students.
Download or read book Development of a School Culture Survey written by Stephen Wayne Gruenert and published by . This book was released on 1998 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: School culture and culture's relationship to school improvement are issues all schools need to address. From the school culture literature, many writers have concluded that the most effective type of school culture is a collaborative culture. School educators need a quality measure of culture to understand the culture of their school. Then, through the combination of qualitative and quantitative studies a researcher gains the necessary insights to describe a culture. The intent of this study was to create an instrument that assesses the culture of a school. An initial instrument was developed based upon a review of school culture literature. That instrument was administered to 632 teachers in Missouri. Through factor analysis, six factors were established. The factors and the factor descriptions are listed below: (1) Collaborative Leadership, describes the degree to which school leaders establish and maintain collaborative relationships with school staff. (2) Teacher Collaboration, describes the degree to which teachers engage in constructive dialogue that furthers the educational vision of the school. (3) Professional Development, describes the degree to which teachers value continuous personal development and school-wide improvement. (4) Unity of Purpose, describes the degree to which teachers work toward a common mission for the school. (5) Collegial Support, describes the degree to which teachers work together effectively. (6) Learning Partnership, describes the degree to which teachers, parents, and students work together for the common good of the student. Chronbach's Alphas were computed to establish reliability of the new instrument. Validity of the instrument was established through correlational analysis of the six factors with selected factors from the National Association of Secondary School Principals (NASSP) School Climate Survey. With the data from a culture survey, school leaders can begin to understand the present status of their school's culture, particularly the collaborative nature of their culture. Given time and concerted effort, leaders can assess changes in their school culture. This insight should be valuable as school leaders work to create a highly effective school for their students.
Download or read book A Study of School Culture Leadership Teacher Quality and Student Outcomes Via a Performance Framework in Elementary Schools Participating in a School Reform Initiative written by Matthew Ohlson and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to examine the relationships among teacher quality characteristics and school culture components and their influence upon student attendance and suspension rates. In addition, the research also examined the educational leadership practices of exemplary school principals in relation to the components of a collaborative school culture. The sample included 50 elementary schools in the state of Florida. Schools were selected based upon their partnership with the University of Florida and the Lastinger Center for Learning. The basis for the research was grounded in the educational performance framework of inputs and processes influencing outcomes. School culture surveys were administered to examine six components of collaborative culture identified as collaborative leadership, teacher collaboration, unity of purpose, professional development, collegial support, and learning partnership. Using the school as the unit of analysis, data were also collected examining student absences and suspensions as well as teacher input characteristics such as years teaching, percentage out of field, advanced degrees, and certification as reported by the Florida Department of Education's School Indicators Report.
Download or read book The Relationship Between School Culture and Professional Learning Communities in Elementary Schools written by Kendra Lynn and published by . This book was released on 2020 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the relationship between school culture, teacher perceptions of professional learning community (PLC) implementation, and student achievement in elementary schools in a large school district in South Carolina. The theoretical framework for this study (the School Culture Survey [SCS] and Professional Learning Community Assessment-Revised [PLCA-R] survey instruments) were utilized along with interviews to collect data. Two elementary schools were studied, and a total of nine survey responses were collected. In order to further describe the survey data, 11 interviews were conducted. Descriptive statistics were utilized to analyze data. Due to the limited responses, this study has no statistical significance, but trends were visible between the two schools studied. Based on the results, the researcher recommends that this study be replicated with additional schools within the district. The researcher also recommends that schools administer the SCS to schools to identify the culture of schools and areas for improvement first. Then, it is recommended that ongoing professional learning opportunities be offered on the benefits and expectations of PLCs.
Download or read book School Culture Recharged written by Steve Gruenert and published by ASCD. This book was released on 2017-02-16 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why do some schools succeed while others struggle? Why do policies and programs often fail to deliver what they promise? In this follow-up to their insightful School Culture Rewired: How to Define, Assess, and Transform It, authors Steve Gruenert and Todd Whitaker offer practical advice and strategies that help you build positive energy to reinvigorate your school’s culture and staff. Written as a standalone guide, School Culture Recharged clarifies the difference between culture and climate and zeroes in on key school improvement efforts, including * Moving from the culture you have to the culture you want; * Using the school’s culture to improve teaching, job satisfaction, and morale; * Maximizing the intentions of professional learning communities; and * Developing organizational habits--rules and rituals--that can contribute to positive change. For education leaders at all levels, this book delivers a compelling message: Understanding and harnessing the transformative power of school culture can propel your school into the kind of place where teachers want to work, administrators can focus on what matters most, and students can thrive.
Download or read book The Impact of School Culture on Student Achievement written by Kathy Dekle Nobles and published by . This book was released on 2012 with total page 334 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: The purpose of this study was to contribute to the understanding about specific school culture components relating to effective school criteria (ESC) in order to improve student achievement in Florida. The unit of analysis was at the school level, and the sample included 4 elementary and 4 middle schools from small rural school districts in the Florida Panhandle. The study investigated the presence of ESC and the assigned school grade that implies effectiveness. The Quality School Assessment Instrument (QSAI) survey measured the presence of the ESC. To investigate the relationship, the QSAI score was compared to the school accountability score that equates to the school grade. A Pearson product-moment correlation coefficient of 0.93, p = 0.001 indicates a statistically significant positive correlation. This study also investigated the organizational structures of schools related to ESC measured with the School Culture Survey (SCS). Data to support the notion of the interdependency of the ESC and the way in which the school is organized to support the criteria are key concepts in utilizing the ESC for school improvement. The QSAI data compared to the SCS data generated a significant positive correlation as evidenced by the Pearson r of 0.94, p = 0.0006. A third analysis compared the QSAI data of the 4 schools deemed high performing to the 4 low performing schools in the sample utilizing a t test. The results indicate a statistically significant difference in the mean QSAI scores of the 2 groups: t(398) = 28.27, p
Download or read book Teacher Quality Instructional Quality and Student Outcomes written by Trude Nilsen and published by Springer. This book was released on 2016-09-19 with total page 167 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume offers insights from modeling relations between teacher quality, instructional quality and student outcomes in mathematics across countries. The relations explored take the educational context, such as school climate, into account. The International Association for the Evaluation of Educational Achievement’s Trends in Mathematics and Science Study (TIMSS) is the only international large-scale study possessing a design framework that enables investigation of relations between teachers, their teaching, and student outcomes in mathematics. TIMSS provides both student achievement data and contextual background data from schools, teachers, students and parents, for over 60 countries. This book makes a major contribution to the field of educational effectiveness, especially teaching effectiveness, where cross-cultural comparisons are scarce. For readers interested in teacher quality, instructional quality, and student achievement and motivation in mathematics, the comparisons across cultures, grades, and time are insightful and thought-provoking. For readers interested in methodology, the advanced analytical methods, combined with application of methods new to educational research, illustrate interesting novel directions in methodology and the secondary analysis of international large-scale assessment (ILSA).
Download or read book Shaping School Culture written by Terrence E. Deal and published by John Wiley & Sons. This book was released on 2016-08-29 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt: The most trusted guide to school culture, updated with current challenges and new solutions Shaping School Culture is the classic guide to exceptional school leadership, featuring concrete guidance on influencing the subtle symbolic features of schools that provide meaning, belief, and faith. Written by renowned experts in the area of school culture, this book tackles the increasing challenges facing public schools and provides clear, candid suggestions for more effective symbolic leadership. This new third edition has been revised to reflect the reality of schools today, including the increased emphasis on high-stakes testing, federal reforms such as No Child Left Behind (NCLB) and Every Student Succeeds Act (ESSA), state sponsored improvement programs, and other major issues that impact organizational culture and the role of school leaders. Each chapter features new examples and cases that illustrate persistent problems, spelling out key cultural implications and offering concrete examples of overcoming the challenges while maintaining a meaningful learning environment. The chapter on toxic schools continues to provide the field's most trusted advice on navigating this rocky terrain, and the discussion's focus on how to manage negativity remains especially integral to besieged school administrators across the U.S. Recent years have jolted the nation's school system with a number of new developments that spell problems for the cultural tapestry of schools. This book provides expert perspective and sage, doable advice for administrators tending to external pressures while sustainingor evolvinga more positive school culture. Navigate new challenges including Every Student Succeeds Act (ESSA) and waning confidence and faith Turn around a toxic school culture with confidence and success Foster a culture of passion, purpose, and meaning Adopt a more active form of symbolic leadership to support students, faculty, staff, parents, and community Test scores as the primary metric, relentless reforms, waning public support, and timid initiatives wrapped in bureaucratic packaging: while among the most prominent issues administrators face are only the tip of the iceberg. Shaping School Culture charts a route through competing pressures to help educational leaders hew a positive learning environment for schools.
Download or read book What Happens In the Classroom How School Culture Influences and Impacts Professional Development and Teacher Practice written by Dawn Kasal Finley and published by . This book was released on 2016 with total page 129 pages. Available in PDF, EPUB and Kindle. Book excerpt: Schools spend a great deal of time, resources, and money seeking ways to both understand and increase student achievement on state standardized test that scores have become the customary measure of a school’s quality and success. Due to this narrow focus on standards and testing becoming more and more central in education, schools and teachers often do not implement the pedagogical strategies that work to increase student learning and thinking (Burke, 2010; Langer, 2001; Christenbury & Kelly, 1983; Nystrand, 1997; Wiggins & McTighe, 2005). In addition to a lack of focus on pedagogical practices, schools often ignore the impact culture has on both student achievement and teacher practice (Deal & Peterson, 2009). This study examines how culture and power structures within a school influence teacher practice. This year-long qualitative case study sought to answer the following questions: 1) What impact does a school’s culture have on teacher practice? 2) In what ways does classroom discourse position teachers and students as creators of knowledge? 3) How are reading and writing implemented to create environments where learning is valued? 4) How does the use of pedagogical labels allow teacher and schools to believe they are implementing effective practices? Through analysis of field notes and interviews, the research suggests that schools and teachers seeking to improve their educational outcomes examine honestly the practices in place and explore the impact that the school culture has on those practices. Findings suggest that for schools to succeed in improving their academic achievement both school and classroom culture need to value and have learning at the center.
Download or read book School Social Systems and Student Achievement written by Wilbur B. Brookover and published by New York : Praeger. This book was released on 1979 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Student Achievement written by Cornelia M. Ashby and published by DIANE Publishing. This book was released on 2010-11 with total page 42 pages. Available in PDF, EPUB and Kindle. Book excerpt: The fed. gov¿t. has invested billions of dollars to improve student academic performance, and many teachers and researchers are trying to determine the most effective instructional practices with which to accomplish this. This is a study of strategies used to prepare students to meet state academic achievement standards. This report answered: (1) What types of instructional practices are schools and teachers most frequently using to help students achieve state academic standards, and do those instructional practices differ by school characteristics? (2) What is known about how standards-based accountability systems have affected instructional practices? (3) What is known about instructional practices that are effective in improving student achievement?
Download or read book Collective Efficacy Teacher Beliefs and Socioeconomic Status in Title I and Non Title I Schools written by Betsy B. Furr and published by . This book was released on 2018 with total page 172 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to examine the association between collective efficacy, teacher beliefs, and socioeconomic status with reading and math student achievement in the Title I and Non-Title I schools of one school district. This study examined factors that influence student achievement in a district with a majority of Title I schools. Of the eight K–8 schools in the participating district, five are Title I. -- Collective efficacy and teacher beliefs were used to gather data about what teachers believe regarding student learning. The efficacy survey in this study provided data about instructional strategies and student discipline. The beliefs survey provided data on teacher beliefs about student learning, problem-solving, and instructional effectiveness. The EVAAS growth scores indicated reading and math achievement for the participating district. Socioeconomic status was determined by the number of students receiving free and reduced lunch and was collected from district reports. -- Descriptive statistics, multiple linear regression analysis, and Pearson’s product-moment correlations were used to determine the significance of the association between collective efficacy, teacher beliefs, and socioeconomic status with reading and math student achievement in the Title I and Non-Title I schools of one school district. -- The multiple linear regression model for reading produced usable models for Title I and Non-Title I schools; however, the model for math was not reliable. Teacher beliefs were not found to have a significant association of either reading or math achievement in this study. Socioeconomic status and reading indicated a statistically significant p value, but the effect size was too small to determine practical significance. Correlation values for collective efficacy overall and both the instructional strategies subscale and the student discipline subscale produced moderate associations. The pairing for socioeconomic status and student achievement did not produce significant associations.
Download or read book School Culture and Student Achievement written by Tammi Hasty Davis and published by . This book was released on 2018 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study was developed to produce qualitative data about the cultures of two high-poverty, high-achieving elementary schools in Arkansas. The research was intended to contribute to the existing information regarding professional collaboration, collegiality, and self-determination/efficacy as related to student assessment data. The focus of this study was provided by a single research question: What features characterize the cultures of low socio-economic schools in Arkansas that enjoy high student achievement? The assessment data was collected and analyzed by reviewing the ACT Aspire scores of third, fourth, and fifth grade students as reported on the My School Info website. This information is drawn from the Arkansas Department of Education. The population of this study was comprised of licensed personnel employed at the two chosen schools in Arkansas. Based on the research findings, it was determined that both schools share similar cultural trends that have led to increased student achievement among high-poverty student populations.
