› › School Size And Its Relationship To Student Outcomes And School Climate

School Size and Its Relationship to Student Outcomes and School Climate

Author : Kenneth R. Stevenson

Publisher :

Page : 8 pages

File Size : 25,93 MB

Release : 2006

Category :

ISBN :

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Book Description

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.





School Effects in the Era of Accountability

Author : Stephen Kotok

Publisher :

Page : pages

File Size : 27,12 MB

Release : 2015

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ISBN :

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Book Description

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.



Transformative Classroom Management

Author : John Shindler

Publisher : John Wiley & Sons

Page : 391 pages

File Size : 34,86 MB

Release : 2009-11-04

Category : Education

ISBN : 0470565500

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Book Description

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



The Factors Effecting Student Achievement

Author : Engin Karadağ

Publisher : Springer

Page : 333 pages

File Size : 25,48 MB

Release : 2017-05-14

Category : Education

ISBN : 3319560832

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Book Description

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.



Teacher Quality, Instructional Quality and Student Outcomes

Author : Trude Nilsen

Publisher : Springer

Page : 167 pages

File Size : 22,73 MB

Release : 2016-09-19

Category : Education

ISBN : 3319412523

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Book Description

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).



School Climate in Urban Elementary Schools

Author : Amy E. Lowenstein

Publisher :

Page : 8 pages

File Size : 17,53 MB

Release : 2011

Category :

ISBN :

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Book Description

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.).



School Size and Its Effect on School Climate and Academic Achievement in Rural South Georgia High Schools

Author : James Benjamin Lawhorn

Publisher :

Page : 73 pages

File Size : 34,61 MB

Release : 2009

Category : Electronic dissertations

ISBN :

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Book Description

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.



School Size Effects Revisited

Author : Hans Luyten

Publisher : Springer

Page : 233 pages

File Size : 22,35 MB

Release : 2014-06-26

Category : Education

ISBN : 3319068148

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Book Description

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.