Download or read book School Size and Its Relationship to Student Outcomes and School Climate written by Kenneth R. Stevenson and published by . This book was released on 2006 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The author reviews eight school size studies performed by doctoral students and graduate faculty at the University of South Carolina. These studies examine the relationship of South Carolina school size to academic achievement and to costs per student at all grade span groupings, including elementary, middle, and high school. The studies are categorized by grade span covered, and their methodology and findings summarized. Results of the studies are varied and sometimes contradictory, and additional issues arise such as poverty, differing results in grade spans, cost versus outcomes, middle and elementary school climate factors, and variance of the South Carolina findings from those in other states. Smaller middle schools appeared to produce better student outcomes, and where larger elementary and high schools appear to perform better, there is evidence that results vary dramatically depending on the children served.
Download or read book How the Relationship Between High School Size and Student Outcomes is Explained by Dimensions of School Climate written by Jacob Werblow and published by . This book was released on 2007 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 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 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 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 School Climate in Urban Elementary Schools written by Amy E. Lowenstein and published by . This book was released on 2011 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Past research on school-level factors that predict children's development has focused largely on associations between a limited number of characteristics, such as school size and school resources, and children's academic achievement. Few studies take a more comprehensive look at the measurement of school climate or examine its relationship to children's social-emotional competence. Studies that aim to link features of schools with student outcomes typically necessitate a multilevel approach because students are nested in schools. Unlike many other studies of early elementary school, this study includes reliable measures of children's social-emotional competence. In the current paper, the authors capitalize on these strengths and the measurement capabilities of structural equation modeling to develop a new, multidimensional model of school climate, which they use to predict low-income children's social-emotional development during the transition to kindergarten. They use follow-up data from a cluster-randomized controlled trial of a classroom-based intervention in Head Start classrooms. The purposes of this study were to: (1) Identify a multidimensional model of school climate and (2) use it to predict low-income children's social-emotional outcomes during the transition to kindergarten. The research setting consisted of kindergarten classrooms located in the Chicago public schools (CPS). Descriptive statistics revealed substantial variation in children's social-emotional functioning and school characteristics at kindergarten. Preliminary results from 2-level unconditional hierarchical linear models (HLM) models suggest that a small but significant portion of the variance in children's social-emotional functioning was attributable to between-school differences (ICCs ranged from 0.09 to 0.25). Additional 2-level HLM analyses in which children's conflict with the teacher, closeness with the teacher, and social competence in kindergarten were predicted from a set of school characteristics and child-level controls indicated that a large school size was associated with a small but significant increase in teacher-child conflict (B = 0.003, p less than 0.05) and a small but significant decrease in children's social competence (B = -0.004, p less than 0.01) between preschool and kindergarten. In contrast, a large percentage of children with an Individualized Education Plan (IEP) was associated with a marginally significant decrease in teacher-child conflict and a marginally significant increase in children's social competence. The inclusion of controls for children's social-emotional functioning in Head Start makes these models rigorous and conservatively specified, allowing for greater precision in the authors' estimates. (Contains 2 tables.).
Download or read book School Size and Its Effect on School Climate and Academic Achievement in Rural South Georgia High Schools written by James Benjamin Lawhorn and published by . This book was released on 2009 with total page 73 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: While leaders in rural South Georgia have continued to debate the notion of school size as it applies to high schools, limited research was available to support staying small or continued growth through consolidation. In this study, schools from rural South Georgia were examined in order to collect data that could provide communities with the resources available to either advocate for large or small rural high schools. Moreover, it could also provide the rationalization necessary for some larger schools to split. The purpose was to establish the relationship between school size and academic achievement, and the relationship was between school size and school climate. For the study, a quantitative ex post facto research design was used to determine what, if any relationships existed between academic achievement, school climate, and school size. All data regarding academic achievement, school size, and socioeconomic status were matters of public record and were collected through various online sources. In order to establish school climate, high school teachers in three of the prescribed schools examined were asked to complete a survey. In this study, the academic achievement means of the last three testing administrations of the mathematics Georgia High School Graduation Test (GHSGT) were compared between three groups of 40 high schools whereby each school was assigned to a particular group as a result of that school's enrollment. Moreover, these means were adjusted using wealth as an established covariate for each of the examined schools. Significant mean differences and adjusted mean differences were found between small schools and medium schools. Additionally, significant mean differences and adjusted mean differences were found between small schools and large schools. School climate was examined in one small school, one medium school, and one large school through the administration of a survey. Of the schools examined, small schools demonstrated the highest school climate followed by medium then large schools respectively.
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 Effective School Interventions written by Matthew K. Burns and published by Guilford Publications. This book was released on 2017-09-29 with total page 401 pages. Available in PDF, EPUB and Kindle. Book excerpt: Natalie Rathvon appears as sole author on first (1999) and second (2008) editions' title pages.
Download or read book School Size Effects Revisited written by Hans Luyten and published by Springer. This book was released on 2014-06-26 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a thorough review of the research literature on the effect of school size in primary and secondary education on three types of outcomes: student achievement, non-cognitive outcomes and costs per student. Based on 84 scientific publications and several prior reviews, the book discusses four main areas: the impact of school size on cognitive learning outcomes and non-cognitive outcomes; the "state of the art" of empirical research on economies of size; the direct and indirect impact of school size, conditioned by other school context variables on student performance and the specific position of the Netherlands in an international perspective. The book presents summaries of the results and main conclusions found and discusses these with respect to their relevance for educational policy in general and for the Netherlands in particular. The book concludes with suggestions for future research on school size.
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 Engaging Schools written by Institute of Medicine and published by National Academies Press. This book was released on 2003-12-21 with total page 303 pages. Available in PDF, EPUB and Kindle. Book excerpt: When it comes to motivating people to learn, disadvantaged urban adolescents are usually perceived as a hard sell. Yet, in a recent MetLife survey, 89 percent of the low-income students claimed "I really want to learn" applied to them. What is it about the school environmentâ€"pedagogy, curriculum, climate, organizationâ€"that encourages or discourages engagement in school activities? How do peers, family, and community affect adolescents' attitudes towards learning? Engaging Schools reviews current research on what shapes adolescents' school engagement and motivation to learnâ€"including new findings on students' sense of belongingâ€"and looks at ways these can be used to reform urban high schools. This book discusses what changes hold the greatest promise for increasing students' motivation to learn in these schools. It looks at various approaches to reform through different methods of instruction and assessment, adjustments in school size, vocational teaching, and other key areas. Examples of innovative schools, classrooms, and out-of-school programs that have proved successful in getting high school kids excited about learning are also included.
Download or read book Bullying School Violence and Climate in Evolving Contexts written by Ron Avi Astor and published by Oxford University Press. This book was released on 2018-12-03 with total page 288 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since 2005, bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, despite this massive expansion of research, there has also been a surprising lack of theoretical and empirical direction to guide efforts on how to advance basic science and practical applications of this growing scientific area of interest. Bullying, School Violence, and Climate in Evolving Contexts outlines a novel unifying model that brings together previously distinct literatures on a wide range of issues (e.g., the structure of school violence and bullying, similarities and differences across cultural groups, weapons in schools, student suicidal ideation and behaviors, teacher-student and student-teacher victimization, sexual harassment, cyberbullying, school climate, etc.). Drawing from numerous large-scale research studies from around the globe, the authors examine the theoretical foundations of school safety and bullying and propose a series of groundbreaking new theoretical and practice proposals. This is a perfect book for doctoral candidates, young academics hoping to forge into new areas of bullying research, and seasoned scholars who delve into the conceptual areas of school violence and bullying.
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 Trust in Schools written by Anthony Bryk and published by Russell Sage Foundation. This book was released on 2002-09-05 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: Most Americans agree on the necessity of education reform, but there is little consensus about how this goal might be achieved. The rhetoric of standards and vouchers has occupied center stage, polarizing public opinion and affording little room for reflection on the intangible conditions that make for good schools. Trust in Schools engages this debate with a compelling examination of the importance of social relationships in the successful implementation of school reform. Over the course of three years, Bryk and Schneider, together with a diverse team of other researchers and school practitioners, studied reform in twelve Chicago elementary schools. Each school was undergoing extensive reorganization in response to the Chicago School Reform Act of 1988, which called for greater involvement of parents and local community leaders in their neighborhood schools. Drawing on years longitudinal survey and achievement data, as well as in-depth interviews with principals, teachers, parents, and local community leaders, the authors develop a thorough account of how effective social relationships—which they term relational trust—can serve as a prime resource for school improvement. Using case studies of the network of relationships that make up the school community, Bryk and Schneider examine how the myriad social exchanges that make up daily life in a school community generate, or fail to generate, a successful educational environment. The personal dynamics among teachers, students, and their parents, for example, influence whether students regularly attend school and sustain their efforts in the difficult task of learning. In schools characterized by high relational trust, educators were more likely to experiment with new practices and work together with parents to advance improvements. As a result, these schools were also more likely to demonstrate marked gains in student learning. In contrast, schools with weak trust relations saw virtually no improvement in their reading or mathematics scores. Trust in Schools demonstrates convincingly that the quality of social relationships operating in and around schools is central to their functioning, and strongly predicts positive student outcomes. This book offer insights into how trust can be built and sustained in school communities, and identifies some features of public school systems that can impede such development. Bryk and Schneider show how a broad base of trust across a school community can provide a critical resource as education professional and parents embark on major school reforms. A Volume in the American Sociological Association's Rose Series in Sociology
Download or read book The Impact of School Infrastructure on Learning written by Peter Barrett and published by World Bank Publications. This book was released on 2019-02-04 with total page 71 pages. Available in PDF, EPUB and Kindle. Book excerpt: 'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)
