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

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

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

Download or read book The Effects of Parents Teachers and Students Perceptions of Dress Code Policies on the School Climate learning Environment written by Bryan Buchanan and published by . This book was released on 2006 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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

Download or read book Changes in School Performance and Teacher s Perceptions of School Climate in the Context of Implementing a School Wide Positive Behavior Support Process written by Melanie Forstall Lemoine and published by . This book was released on 2004 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Uniforms in Public Schools written by David L. Brunsma and published by R & L Education. This book was released on 2006 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contrary to some of the nation's most prominent newspapers, politicians and educational administrators, and the evening news, there is absolutely nothing simplistic and straightforward about the current movement to uniform public school students in the United States. The debate over whether to require uniforms is highly controversial, undeniably complex, and, from the analyses and arguments presented in this book, unquestionably rooted in multifaceted social, political, legal, cultural, racial material, and educational structures. Much of the empirical research on school uniform policies' effectiveness has remained in dissertation and/or policy brief formats. This book provides an antidote to the ungrounded, anecdotal components that define the contemporary conversation regarding policies of standardized dress in American K-12 districts and schools. The contributors draw upon years of educational teaching and administrative experience, as well as research directed at objectively and empirically understanding the issue of school uniform policies elementary and middle schools. Uniforms in Public Schools is of the utmost importance for those who wish to be informed and insightful participants in the contemporary debate on school uniform policies.

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 The Perceptions of School Climate School Safety and School Violence and Their Effects on Teacher Commitment written by Laura A. Brooks and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative research study was to study the perceptions of the five dimensions of school climate, the effect school safety and violence had on the teachers' perceptions of school climate, and the role school climate played on the teachers' commitment to their professional responsibilities. This research study was conducted at one high school in south central Pennsylvania and utilized the California School Climate Survey, published by WestEd, an open-ended question, and one-on-one interviews conducted by the researcher. The survey participation rate among the teachers was 77%, the open-ended question was answered by 67% of the participating teachers, and 15% of the participating teachers completed one-on-one interviews. School climate factors such as safety, relationships, teaching and learning, the institutional environment, and the school improvement process were studied in order to identify areas within the school that bolstered morale and improved the climate as well as areas that decreased the climate and need improvement. Results from the three methods of data collection indicated that a majority of teachers felt safe at this school, 56% of the participants stated that safety related issues did not affect their perceptions of school climate, and school safety either increased commitment or did not affect it at all. In addition, the teachers maintained great working relationships with one another, which increased commitment. Most teachers wanted academic success for all students, but not all teachers believed academic success to be possible. The teachers' commitment to teaching increased as a result of the need for academic improvement. The new school building and materials aided student learning, which increased commitment; and the school improvement initiatives were overwhelming, which decreased teacher commitment.

Download or read book Relations Between Teacher Perceptions of School Climate and Student Disruptive Behavior in Middle Schools in the U S Virgin Islands written by Dora S. Esquerdo and published by . This book was released on 2001 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Discipline written by Kirk Marshall Clayton and published by . This book was released on 1994 with total page 206 pages. Available in PDF, EPUB and Kindle. Book excerpt: The writer's research was implemented from 1976-1986 & revisited from 1984-1994. The writer, as an advocate, persevered for twenty years garnering, synthesizing, extrapolating, delineating & explicating the contentious question of Dress Code Legislation for the public schools. It is the writer's belief that this research study on dress codes & how they complement the public educational system played a 'pivotal' role in the newly signed S.B. 1269 Dress Code Legislation in California on August 23, 1994. If public schools are representing a 'serious place'? Then, the time is indeed 'ripe' for educators to reassess the impact our public schools are having upon the lives of students. An excellent resource & reference book explicating Mandatory Dress Codes, Standards & School Uniforms & their positive impact upon, improving cognition, self-reliance/esteem, citizenry of tomorrow, eliminate gang colors, less money on clothes & alternatives to uniforms, based on extensive research conducted in a number of U.S. cities/possessions & part of Western Europe. The conclusions can be of great value to teachers, students, parents, principals, school districts, Boards of Education, university/college teacher training programs, & all public/private sector employers interested in developing & implementing 'practical' mandatory dress codes, standards or uniforms.

Download or read book Perceptions of School Climate in the Eyes of Teachers and Students written by YIN-TING TERESA. LAM LEUNG and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

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

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