Pathways to Belonging


Book Description

School belonging should be a priority across every facet of education. The research on school belonging for positive student outcomes has been widely accepted and findings demonstrating its role as a protective factor against mental ill health and youth suicide are too compelling to ignore. In an age where it has been argued that academic achievement is prioritised over wellbeing, the editors bring the importance of school belonging back to the fore in educational policy and planning. This book is the most comprehensive compendium of its kind on the topic of school belonging. A foreword by Professor John Hattie of The University of Melbourne sets the scene for an engaging look at how school belonging is quintessential in contemporary schooling. Contributors are: Kelly-Ann Allen, Christopher Boyle, Jonathan Cohen, Crystal Coker, Erin Dowdy, Clemence Due, Jonathan K. Ferguson, Sebastian Franke, Michael Furlong, Annie Gowing, Alun Jackson, Divya Jindal-Snape, Andrew Martinez, Daniel Mays, Vicki McKenzie, Susan Dvorak McMahon, Franka Metzner, Kathryn Moffa, Silke Pawils, Damien W. Riggs, Sue Roffey, Lisa Schneider, Bini Sebastian, Christopher D. Slaten, Jessica Smead, Amrit Thapa, Dianne Vella-Brodrick, Lea Waters, Michelle Wichmann, and Holger Zielemanns.




Rallying the Whole Village


Book Description

This volume presents specifics of the School Development Program holistic model in action, a plan that received the 1996 Heinz Award for improving the quality of American education. Topics discussed include children’s psychosocial development, group dynamics of effective school communities, teacher preparation and school/university partnerships, appropriate alignment of classroom content to standardized tests, increased student engagement and learning time, research and evaluation, community health, government initiatives, and school/business partnerships.







School Climate


Book Description

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.




School Discipline and Self-Discipline


Book Description

How can schools create safe, well-supervised classroom environments while also teaching students skills for managing their behavior on their own? This invaluable guide presents a framework for achieving both of these crucial goals. It shows how to balance external reinforcements such as positive behavior supports with social-emotional learning interventions. Evidence-based techniques are provided for targeting the cognitive and emotional processes that underlie self-discipline, both in classroom instruction and when correcting problem behavior. Describing how to weave the techniques together into a comprehensive schoolwide disciplinary approach, the book includes over a dozen reproducible forms, checklists, and assessment tools. The large-size format facilitates photocopying. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.







Staff and Student Perceptions of School Climate


Book Description

Positive school climates have been found to promote pro-social behaviors and increase students' academic achievement. School-wide Positive Behavior Interventions and Supports provides a framework and set of ideals for educators to create a positive school culture. The current study examined differences in staff and student perceptions, as well as perceptions in primary versus secondary buildings, related to several factors of school climate (rules and expectations, safety, student relationships, teacher-student relationships). Data was collected through staff and student ratings on the Delaware School Climate Surveys and the results were compared using a MANOVA. A significant interaction was found on the Rules and Expectations and the School Safety Scales. Ideas for teaching students appropriate behavior, using data to make decisions about building practices, and matching the level of support with the needs of the students were discussed.







Breakthrough Principals


Book Description

Bridge the achievement gap with proven strategies for student success Breakthrough Principals debunks the myth of the 'superhero' principal by detailing the common actions and practices of leaders at our nation's fastest-gaining public schools. Based on the authors' Transformational Leadership Framework, which they developed through in-depth study of more than 100 high-gaining, high-poverty schools, the book distills findings into a practical, action-focused plan for diagnosing school needs and implementing structures, systems and practices that accelerate student achievement. Brought to life by case studies of principals who have led dramatic gains in student achievement, the book is a how-to guide for increasing the quality of teaching and learning; improving school culture; attracting and supporting high-performing teachers; and involving parents and community to help students achieve. You'll learn how breakthrough principals make the school's mission a real part of both strategy and practice, and set up sustainable systems that support consistent, ongoing improvement. High-impact practices are organized into five broad categories: learning and teaching, school-wide culture, aligned staff, operations and systems, and personal leadership. The primary job of school leadership is to help students succeed. It begins with first recognizing and prioritizing areas of need, then finding and implementing the most effective solutions. Whether you work in a turn around environment, or want to make a good school better, this book will give you a set of concrete practices—illustrated through examples of real principals in real schools—that have been proven to work. Discover the primary drivers of student achievement Work toward the school's vision in staffing, operations, and systems Set the tone for all relationships and practices with good leadership Closing the achievement gap is a major goal of educational leadership, and principals are forever searching for viable methods that help them better serve their students. Breakthrough Principals unveils the details behind the success stories from across the nation to provide a roadmap to transformative gains.




The Relationship Between Student Perceptions of School Climate Domains and Academic Achievement in Rural Schools


Book Description

The purpose of this study was to determine how accurately student achievement in reading could be predicted by student perceptions of certain school climate domains (student support, disciplinary structure, academic expectations, student engagement, and the prevalence of teasing and bullying). Research demonstrated a predictive relationship between school climate domains and student academic achievement. This study applied a quantitative, correlational design to determine the predictive ability of school climate domains on student achievement in reading in rural schools. Rural school outcomes were measured by student responses for each climate domain on the 2018 Virginia School Climate Survey while academic achievement in reading was measured by school pass rates on the 2018 Virginia reading end-of-course standards-of-learning assessment. All 102 rural Virginia high schools were included in this study. Results indicated that while a weak association existed between student perceptions of school climate domains and student achievement in rural schools, a linear combination of student perceptions of school climate domains was not significantly predictive of student achievement in rural schools.