Author : Dan Vandiver
Publisher :
Page : 176 pages
File Size : 41,62 MB
Release : 2005
Category : Academic achievement
ISBN :
Author : Robbie W. Mason
Publisher :
Page : 108 pages
File Size : 22,80 MB
Release : 2021
Category : Academic achievement
ISBN :
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.
Author : Jean Desravines
Publisher : John Wiley & Sons
Page : 359 pages
File Size : 47,45 MB
Release : 2016-04-18
Category : Education
ISBN : 1118801172
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.
Author : H. Jerome Freiberg
Publisher : Routledge
Page : 240 pages
File Size : 50,64 MB
Release : 2005-08-02
Category : Education
ISBN : 1135714517
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.
Author : Amber D'nay Simpson
Publisher :
Page : 73 pages
File Size : 42,13 MB
Release : 2014
Category : Classrooms
ISBN :
Education reformers have long sought to apply scientific framework analysis to engineer the ideal system in which both students and teachers are highly successful. Grounded in the evidence based theoretical framework of Social and Emotional Learning (SEL), many academicians and practitioners are now focusing on determinants of school structure and supportive learning environments to bolster students' enjoyment of school, which supports increased positive outcomes. The Abbreviated School Climate Survey (Student Version) (Ding, Liu and Berkowitz, 2011) instrument was designed to explore student perspective of school climate as an indicator of student outcomes based on seven variables. The purpose of this study was to determine how the construct of "Structured Supportive Environment" correlates to students' enjoyment of school, using the seven-factor variables of the Abbreviated School Climate Survey, in a sample of two (2) traditional and two (2) charter public middle schools in Missouri (N=729). Using Structured Equation Modeling, the analysis demonstrated a strong positive correlation of the measured factors on enjoyment of school, thus supporting the reliability and validity of the Abbreviated School Climate Survey in measuring and predicting the effect of students' perceptions of school climate factors on outcomes. Given the strong correlation of these school climate factors--both organizational and socioemotional--on student outcomes, it should be these factors, rather than discrete standardized test scores, that should drive education policy and assessment of school quality. Future studies could use this instrument to measure the effect of school climate factors on student outcomes, including academic, social and economic aspects.
Author : Lawrence W. Lezotte
Publisher :
Page : 100 pages
File Size : 34,26 MB
Release : 1997
Category : Education
ISBN :
A school improvement process that is data-based and data-driven, with effectiveness measured in terms of both quality and equity.
Author : Chelsea McColley
Publisher :
Page : 106 pages
File Size : 34,27 MB
Release : 2010
Category : School environment
ISBN :
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.
Author : Kayla R. Gordon
Publisher :
Page : pages
File Size : 14,83 MB
Release : 2018
Category :
ISBN :
High school is a unique period of time within students' educational careers where there are an increasing number of variables that can facilitate or impede their academic, social-emotional, and behavioral success. Previous research has demonstrated strong effects of school climate, or the quality of school life and experiences within the school building, on factors including students' academic performance, motivation to learn, and attendance. In addition, school climate has been negatively correlated with drop out rates as well as other short and long term negative outcomes for students. The purpose of this study was to examine student perceptions of school climate in grades 9-12 in two public school districts, and to investigate how factors including participant demographic characteristics as well as discipline history and discipline practices are able to predict perceptions of climate. Participants (N=856) completed the Delaware School Climate Survey (Bear, Yang, Mantz, et al., 2014). Discipline history was measured by asking each student to report how many times they have been sent to the office, given a detention, and the number of days that they have been suspended during one school year. Lastly, the present study assessed student perceptions of implementation of core components of Positive Behavioral Interventions and Supports (PBIS), which is an evidence-based framework to inform school discipline practices. Students were asked about their perception of whether they feel core components of PBIS are in place in their school buildings. Using linear regression, the number of times that a student reported being sent to the office, and the total number of discipline infractions reported, were shown to significantly predict perceptions of school climate. Additionally, PBIS implementation was found to be a significant moderator of both of these relationships. Thus, students who reported more frequent discipline infractions also reported more negative perceptions of school climate unless they perceived that PBIS was in place in their school. Significant differences in perceptions of school climate by gender, race, and grades received during one school year were also found. Limitations of the study, implications for the field, and future directions will also be discussed.
Author : Colin J. Smith
Publisher :
Page : 119 pages
File Size : 46,42 MB
Release : 2016
Category :
ISBN :
This study employed data from the National Longitudinal Study of Adolescent to Adult Health (Add Health) to examine the relationship between school social network variables and adolescent student perceptions of school climate. School climate is a multi-dimensional construct that represents a student’s feelings of connectedness with the school institution and social community. As a result, positive perceptions of school climate have been linked to improved outcomes across a broad spectrum of student life, including academics, social-emotional health, and pro-social behavior. While climate is frequently examined through school attributes, little research has been done to explain its relationship to the patterns of social relationships within the student population. As a student’s perception of school climate, represented by their holistic impression and relationship with the institution of school, is so greatly dependent on the social context within which they are embedded, it is imperative to understand and explain the effect of network structure at the school level. In response to this need, the purpose of this study is to explore the ways in which the structure of students’ social relationships at a school level is associated with their perceptions of school climate. In order to understand the transactional relationship between climate and network structure, a quantitative cross sectional design was used to examine data at the school level through standard and sequential predictor entry multiple linear regressions. In addition, interaction terms were created in order to understand the way that school size moderates this relationship. Significant transactional relationships with school climate were found with both school size and racial salience, while a significant interaction effect was found between school size and racial diversity. Results indicate important implications not only for school size, but the organizational makeup of social sub-divisions within the school. Recommendations for future research includes replication with a contemporary sample, alternate statistical methodology, and the design of network-based climate interventions.
Author : Engin Karadağ
Publisher : Springer
Page : 333 pages
File Size : 44,49 MB
Release : 2017-05-14
Category : Education
ISBN : 3319560832
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.
