Download or read book The Relationship Between School Climate and Academic Achievement of Elementary School Children in South Carolina written by Patricia Diane Stewart and published by . This book was released on 2007 with total page 11 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Psychology of School Climate written by Garry Wade McGiboney and published by Cambridge Scholars Publishing. This book was released on 2016-06-22 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
Download or read book The Relationship of School Size and School Climate in Public Elementary Schools in South Carolina written by Sharon Marie Till White and published by . This book was released on 2005 with total page 372 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between Elementary School Climate and Student Achievement in Mathematics written by Lorraine S. Young and published by . This book was released on 1991 with total page 374 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationship Between School Climate and Student Achievement at the Middle School Level in Georgia written by Curtis Brett Wallace and published by . This book was released on 2020 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt: School leaders from all over our nation are under scrutiny and pressure to raise their students’ academic achievement. Good standards-based classroom teaching, supportive teachers, administrators, and parents, and a motivated student all make for a high achieving student. But what is the relationship of the school’s climate to the achievement level? Does the student’s socioeconomic status affect academic achievement? This study collected data from 431 traditional public middle schools in the state of Georgia serving students in Grade 6 through Grade 8 exclusively during the 2017-18 school year. A stepwise multiple regression was used to examine the relationships in both research questions. The stepwise process allowed for the researcher to increase accuracy of results by prioritizing predicting variables of Free/Reduced rate, Climate score, and Administrator Attendance entered by correlation rate with the outcome variables of Mathematics Mean Scale Score and English/Language Arts Mean Scale Score. The purpose of this study is to examine the relationship of school climate and student achievement at the middle school level in Georgia. A quantitative predictive research design was used to measure the relationship between the variables. A multiple regression analysis in this study will provide information for school principals as to the significance of the relationship and of the climate of the school on student achievement. The results of the study will be a valuable resource for Georgia school leaders who must respond to the demands for increased student achievement while attracting and retaining teachers. If school climate has a significant impact on student achievement, then Georgia school leaders may develop plans to improve school climate (Fuller, Young, & Baker, 2010) and simultaneously create and sustain high-quality teams in response to increasing teacher vacancies and decreasing teacher applicants as reported by the Georgia Department of Education (Owens, 2015).
Download or read book A Study of the Relationship Between Elementary School Climate and Student Achievement written by Dominick F. Famularo and published by . This book was released on 1995 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Relationships Among School Size School Climate Variables and Achievement Ratings in South Carolina High Schools written by Melinda D. Crenshaw and published by . This book was released on 2003 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Is There a Relationship Between Academic Achievement and School Climate at the Elementary Middle Or High School Grade Level written by Thomas Stacy Doyal and published by . This book was released on 2009 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers have determined that many factors, including school climate, may be contributing to the lack of academic achievement of many of our students. In an effort to better understand this issue, this study tested for possible relationships between the school climate of multiple schools in Palm Beach County, Florida, and their students' academic achievement. Separate analyses were done at the elementary, middle, and high school levels. For the purpose of this study, academic achievement (criterion variable) was measure by the Florida Comprehensive Assessment Test, Math and Reading sections. School climate (predictor variable) was measured by the school district's yearly climate survey. In order to test the study's hypotheses, a linear multiple regression model using SPSS software was run to measure for any relationship between the criterion and predictor variables at the elementary, middle, and high school levels. The relationships of individual predictors with the criterion were tested with correlations and the model including all seven predictors was tested with multiple regressions.
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 The Relationship Between School Climate and Academic Achievement written by Constance Ann Ryan and published by . This book was released on 2001 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Role of School Climate in Mitigating the Effects of Neighborhood Socio economic Status and Violence on Academic Achievement written by Linda Diana Ruiz and published by . This book was released on 2016 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years the quality of education available to children has become increasingly dependent on the social and economic demographics of neighborhoods in which the children live. This study assesses the role of community violence in explaining the relation between SES and academic outcomes and the potential of positive school climate to promote academic achievement. With a sample of 297 Chicago public elementary schools, we test the hypotheses that violent crime mediates the relation between SES and academic achievement, and school climate has a direct effect on achievement and moderates the relation between SES and academic achievement. Results support the hypothesized mediation such that lower SES was associated with lower academic achievement and violent crime partially mediated this relation. School climate was positively associated with academic achievement but did not significantly moderate the relation between SES and academic achievement. Implications for theory, research, and interventions are discussed.
Download or read book The Impact of School Climate on Student Achievement in an Affluent Maryland Suburb written by Genee A. Varlack and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the comparative differences that exist in Title I and non-Title I schools as it pertains to student achievement levels and school climate perceptions. The study sought to examine the differences in achievement levels, as measured by students' MSA scores and school climate measures in Title I and non-Title I schools. Survey research methodology was used to identify school climate. The school environment survey was administered to students in the 20 elementary schools in grades three and five. The survey measured 5 dimensions of climate: welcoming environment; physical environment; discipline; nurturing learning environment; and diversity and commonality. In a setting where the median household income is above {dollar}90,000, where resources are abundant in the schools, and where 90% of the students who graduate continue with their education, the findings of this research showed support for the following conclusions. Despite the affluence in this school system: (1) There is a difference in the academic achievement of students, as measured by the state criterion-referenced reading and/or math sections of the MSA test in Title I elementary schools in comparison to non-Title I elementary schools, (2) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on gender, (3) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on ethnicity, (4) There are differences in the perceptions of school climate among students in Title I elementary schools versus non-Title elementary schools, (5) There are differences in the perceptions of school climate among students based on gender, and (6) There are differences in the perceptions of school climate among students based on ethnicity. -- Abstract.
Download or read book The Relationship Between School Climate and Student Achievement written by Michele A. Cone and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine if a significant relationship exists between school climate and student achievement. Research shows aspects of school climate impact students, parents, teachers and administrators. Climate is global to the school yet exists as a microclimate in the classroom. The influencers of climate and reaction to climate are intertwined; as one influences the others, a variety of perspectives contribute to the overall picture. This study considers the teacher perspective as an indicator of climate as part of overall organizational health. As one must consider organizational health as a pertinent part of overall school climate, this research study utilized a reduced form of the Purdue Teacher Opinionaire designed by Bentley and Rempel to measure teacher morale (1980). Teachers from two schools within one district voluntarily and anonymously answered questions on ten subtopics reflecting their experiences as a teacher in the school environment. This organizational health inventory provided feedback from participants on 10 factors indicating levels of agreement or disagreement on a four point Likert scale (from 4 = strongly agree to 1= strongly disagree). Teachers were also asked to indicate years of experience on the presurvey question, as this study also considered if factors such as teacher years of experience had any impact on teacher perspective of climate. School climate data and data from the averages of standardized PARCC test scores per school and subject area were analyzed using Bivariate Correlation tests, revealing no significant relationship between school climate and student achievement. Although survey data provided potential consideration for areas of improvement for the district in the study, recommendations by the researcher are for further study in a wider scope to increase generalizability. (ProQuest abstract).
Download or read book The Relationship Between School Climate and Student Outcome for Diverse Student Groups written by Sarah Miyako Munton and published by . This book was released on 2002 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of School Climate and School Social Structure on Student Academic Achievement in Urban Elementary Schools written by Carol Ann West and published by . This book was released on 1984 with total page 326 pages. Available in PDF, EPUB and Kindle. Book excerpt:
