Relevant bibliographies by topics / School climate

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School climate'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "School climate"

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Jain, Sonia, Alison K. Cohen, Kevin Huang, Thomas L. Hanson, and Gregory Austin. "Inequalities in school climate in California." Journal of Educational Administration 53, no. 2 (April 13, 2015): 237–61. http://dx.doi.org/10.1108/jea-07-2013-0075.

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Purpose – School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/methodology/approach – The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School Climate Survey. Findings – Teachers/staff at secondary schools, schools in large cities, schools that serve low-income populations, Hispanic- and black-majority schools, and/or low-performing schools reported less positive school climates, including staff/student relationships, norms and standards, student facilitative behaviors, and perceived safety, than their counterparts, paralleling other education inequity trends. Originality/value – The authors encourage educators and school leaders to use data-driven and evidence-based strategies to overcome systematic inequities in positive school climate in order to create social contexts that nurture students’ academic progress and teacher retention particularly in historically under-resourced schools.
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Berkowitz, Ruth, Hagit Glickman, Rami Benbenishty, Elisheva Ben-Artzi, Tal Raz, Nurit Lipshtat, and Ron Avi Astor. "Compensating, Mediating, and Moderating Effects of School Climate on Academic Achievement Gaps in Israel." Teachers College Record: The Voice of Scholarship in Education 117, no. 7 (July 2015): 1–34. http://dx.doi.org/10.1177/016146811511700703.

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Background It is widely agreed among educational researchers and practitioners that schools with positive climates can effectively mitigate the influence of students’ and schools’ socioeconomic status (SES) on academic achievement. Nevertheless, the exact mechanisms by which this occurs are unclear. Objective This study aimed to fill that gap, examining student perceptions of school climate, student academic achievement, and student and school SES in Israel to develop a reliable and comprehensive assessment of the role of school climate in the relationship between student and school SES and achievement. Specifically, the study tested whether school climate has an additive contribution to academics beyond students’ and schools’ SES (compensation model), whether the school's SES influences its social climate, which in turn influences academic achievement (mediation model); or whether the relationship between SES and academics changes across schools with different climates (moderation model). Research Design Secondary analysis of a large-scale, nationally representative sample of fifth- and eighth-grade Hebrew-speaking students in public schools in Israel (N = 53,946). Data Analysis Hierarchical linear modeling (HLM) was used to examine models with variables both on the student and the school levels. Linear regressions were used to examine student level and school level only models. Results School climate had an additive compensation contribution to academic achievements, both on the student and the school levels. School climate moderated the relationship between students’ SES and academic achievements. However, findings did not support the hypothesis that school climate mediated the relationship between SES background and academic achievement, both at the student and school levels. Conclusions School climate plays an important role in accounting for achievements, beyond students’ and schools’ SES. Results highlight the need to improve school climate, especially in schools serving communities of low SES, to enhance social mobility and equality of opportunity.
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ÖZGENEL, Mustafa. "An Organizational Factor Predicting School Effectiveness: School Climate." International Journal of Psychology and Educational Studies 7, no. 1 (January 30, 2020): 38–50. http://dx.doi.org/10.17220/ijpes.2020.01.004.

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OZGENEL, Mustafa, Filiz CALISKAN YILMAZ,, and Feyza BAYDAR. "School Climate as a Predictor of Secondary School Students’ School Attachment." Eurasian Journal of Educational Research 18, no. 78 (November 29, 2018): 1–30. http://dx.doi.org/10.14689/ejer.2018.78.5.

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VanLone, Janet, Jennifer Freeman, Tamika LaSalle, Lola Gordon, Tiffany Polk, and Jesslynn Rocha Neves. "A Practical Guide to Improving School Climate in High Schools." Intervention in School and Clinic 55, no. 1 (March 18, 2019): 39–45. http://dx.doi.org/10.1177/1053451219832988.

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Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.
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Chirkina, T. A., and T. E. Khavenson. "School Climate." Russian Education & Society 60, no. 2 (February 2018): 133–60. http://dx.doi.org/10.1080/10609393.2018.1451189.

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Ali, Wahab, Hakim Ullah, and Muhammad Ayaz. "Impact of School Climate on Teachers’ Workplace Organizational Deviant Behavior at High and Higher Secondary School Level." Summer 2022 2, no. 3 (September 30, 2022): 1–14. http://dx.doi.org/10.54183/jssr.v2i3.37.

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This study aimed to investigate the impact of school climate on teachers’ workplace organizational deviant behavior. The main objectives of the study were to analyze the impact of principal behavior, teachers’ behavior towards their colleagues, school safety and school resources on teachers’ workplace organizational deviant behavior. The study was descriptive in nature. The population of this study consisted of all the teachers of government high and higher secondary boys’ schools of district Nowshera, Peshawar and Mardan. Using simple random sampling technique, 367 teachers were selected as a sample size from both urban and rural areas of the three sampled districts. Self-designed structured questionnaires were used to collect data from teachers about school climate and organizational deviant behavior of teachers. Confirmatory factor analysis technique was used and all the 5 variables were correlated with one another. Using structural equation model by AMOs, 4 null hypotheses were tested and all the null hypotheses were rejected. Data analysis revealed that school climate had significant impact on teachers’ workplace organizational deviant behavior. In general, it was concluded that those schools where school climate was positive and improved, there teachers’ behavior was less deviant. On contrary, teachers’ behavior was more deviant in those schools where climate of the school was adverse and negative. Moreover, climate of urban schools was improved as compared to climates of rural schools and teachers’ behavior was less deviant in urban schools as compared to teachers’ behavior in rural schools. Less experienced teachers were less deviant as compared to more experienced teachers. It was recommended that school climate should be improved which would minimize organizational deviance of teachers.
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Lijun, Luo, Chen Bing, Chen Shijian, and Zhao Yufang. "ASSOCIATION BETWEEN AUTHORITATIVE SCHOOL CLIMATE AND SCHOOL BULLYING: MODERATION BY SCHOOL BELONGING." Yaroslavl Pedagogical Bulletin 112, no. 1 (2020): 164–70. http://dx.doi.org/10.20323/1813-145x-2020-1-112-164-170.

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Pallas, Aaron M. "School Climate in American High Schools." Teachers College Record: The Voice of Scholarship in Education 89, no. 4 (June 1988): 541–54. http://dx.doi.org/10.1177/016146818808900405.

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Samuelson, Anne, Leslie Lytle, Keryn Pasch, Kian Farbakhsh, Stacey Moe, and John Ronald Sirard. "The Physical Activity Climate in Minnesota Middle and High Schools." Journal of Physical Activity and Health 7, no. 6 (November 2010): 811–17. http://dx.doi.org/10.1123/jpah.7.6.811.

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Background:This article describes policies, practices, and facilities that form the physical activity climate in Minneapolis/St. Paul, Minnesota metro area middle and high schools and examines how the physical activity climate varies by school characteristics, including public/private, school location and grade level.Methods:Surveys examining school physical activity practices, policies and environment were administered to principals and physical education department heads from 115 middle and high schools participating in the Transdisciplinary Research on Energetics and Cancer-Identifying Determinants of Eating and Activity (TREC-IDEA) study.Results:While some supportive practices were highly prevalent in the schools studied (such as prohibiting substitution of other classes for physical education); other practices were less common (such as providing opportunity for intramural (noncompetitive) sports). Public schools vs. private schools and schools with a larger school enrollment were more likely to have a school climate supportive of physical activity.Conclusions:Although schools reported elements of positive physical activity climates, discrepancies exist by school characteristics. Of note, public schools were more than twice as likely as private schools to have supportive physical activity environments. Establishing more consistent physical activity expectations and funding at the state and national level is necessary to increase regular school physical activity.
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Dissertations / Theses on the topic "School climate"

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Robinson, Willie. "The Importance of School Climate: How School Leaders in Inner City Middle Schools Shape Climate." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3757.

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Traditional educational reform efforts have relied on standardized testing as the primary indicator of student achievement. Current research is broadening the scope as the impact of shaping positive school climates to support the needs of students is examined (Reynolds, 2016). Positive behavior interventions and supports (PBIS) is an evidence-based system of school-wide reinforcement that provides the groundwork for supportive school climates. The purpose of this study was to determine elements of PBIS programs that facilitated positive school climates. Data collection strategies included focus individual interviews, observation, and document analysis. Triangulation was used to analyze the data. Three iterations were used to develop a process for understanding the elements that positively impact school climates. The first iteration categorized data by actions utilized by stakeholders. The second iteration grouped the actions by the school leader’s impact on school policy in relation to positive school climate. In this iteration, categories were combined from the first iteration based upon their impact on school climate. The third iteration established the role that key stakeholders must attain in order to establish a solid foundation for a positive school climate. The results revealed that in order for a school to maintain a positive school climate, key stakeholders to include the administrator, PBIS coach, community, students and teachers, must work in concert. Study participants identified facilitating teaching and learning expectations through role playing, shaping and maintaining a safe environment and establishing productive relationships as critical elements needed to shape a positive school climate. This was achieved by solidifying consistent rituals and routines grounded in the distinct needs of each site. The consensus across all three sites acknowledges the roles of the PBIS coaches and the building level administrator. As the PBIS coach and the building administrators worked together, they assumed the lead as PBIS work is facilitated, stakeholder support was strengthened. collaborative partnerships were formed to embrace a common vision and common goals
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Pang, Sun-keung Nicholas, and 彭新強. "School climate: a discipline view." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1992. http://hub.hku.hk/bib/B31956166.

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Fisher, Emily Payton. "Cyberbullying and School Climate." TopSCHOLAR®, 2018. https://digitalcommons.wku.edu/theses/3065.

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The purpose of this study was to examine the relationships between demographic variables known to predict bullying and victimization, traditional bullying victimization, cyberbullying victimization, and school climate. Participants were 214 fourth and fifth grade students from three elementary schools in Warren County, Kentucky. Students answered demographic questions and completed a series of surveys including the Positive Experience Checklist and the School Climate Survey Suite. Demographic variables and traditional bullying victimization were regressed on the students’ perception of school climate (Model 1). Additionally, cyberbullying victimization was included in a second block to estimate its explanatory value (Model 2). The present study supports previous research that found that traditional bullying is related with a lower perception of school climate and extended this research by examining the relation between cyberbullying and school climate; of interest, are the impacts of cyberbullying on meaningful outcomes (e.g., school climate) of a sufficient magnitude to warrant changes in preventative and intervention strategies? Interestingly, cyberbullying had a negligible but significant effect on school climate, only explaining an additional 3% of the variance in student perception of school climate. These data indicate that cyberbullying victimization is much less predictive of perceptions of school climate than traditional victimization.
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Dempsey, Terri L. Meece Judith L. "School disciplinary climate and student engagement in school a mediation analysis of public school social climate /." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,2247.

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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2009.
Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Master of Arts in Education in the Department of Education Educational Psychology, Measurement, and Evaluation." Discipline: Education; Department/School: Education.
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Argov, Nir. "School policy, climate and high school dropouts." Thesis, Anglia Ruskin University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.411413.

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Elfstrom, Jennifer L. "Bullying and Victimization: School Climate Matters." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1186089056.

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Pintado, Irene. "Perceptions of school climate and bullying in middle schools." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001816.

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Smith, Larry Don. "School climate and teacher commitment." Thesis, [Tuscaloosa, Ala. : University of Alabama Libraries], 2009. http://purl.lib.ua.edu/2129.

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Brookshire, Attillah N. "The Impact of School Uniforms on School Climate." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2249.

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Approximately half of the public schools in the United States require uniforms or a formal dress policy and many are intended to reduce discipline problems and improve school climate. A suburban school district in Georgia recognized that there was an increase in discipline problems in their schools that affected the school climate. In an effort to promote school safety and improve climate, stakeholders at a district campus adopted a uniform policy. The purpose of this survey study was to examine the differences in perceived school climate between a district campus with a uniform policy and a similar campus with no uniform policy. The theoretical framework of this study was based on Maslow's hierarchy of needs. The American School Climate Survey-Teacher Version was sent electronically to all teachers from the 2 study sites. The final sample included 62 respondents, 32 from the school with uniforms and 30 from the school without uniforms. Mann-Whitney tests were used to test for differences in survey responses between the 2 groups. The climate of the school that required uniforms was rated significantly higher on 14 of the 25 survey items, including safety, reduced bullying, and improved student learning. There were no differences between group scores for the remaining survey items. Implications for positive social change include providing the findings to the local site as an initial step in investigating school climate and the possible impact of school uniforms. With increased information, the study district can make more informed decisions regarding the use of school uniforms, which might improve safety, reduce bullying, and improve student learning in the district.
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Leung, Sau-kuen. "Organizational climate in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17605088.

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Books on the topic "School climate"

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Bear, George G. Improving School Climate. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482.

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Gonder, Peggy. Improving school climate & culture. Arlington, VA: American Association of School Administrators, 1994.

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Marshall, E. C. Innovation and school climate. Norwich: University of East Anglia, 1988.

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Preble, William. Transforming School Climate and Learning: Beyond bullying and compliance. Thousand Oaks, Calif: Corwin Press, 2011.

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Rick, Gordon, ed. Transforming School Climate and Learning: Beyond bullying and compliance. Thousand Oaks, Calif: Corwin Press, 2011.

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Padilla, Michael J. Weather and climate. Needham, Mass: Prentice Hall, 2000.

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Howard, Eugene R. Handbook for conducting school climate improvement projects. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1987.

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The violence continuum: Creating a safe school climate. Lanham, Md: Rowman & Littlefield Education, 2011.

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John, Tarter Clemens, and Kottkamp Robert B, eds. Open schools, healthy schools: Measuring organizational climate. Newbury Park, Calif: Sage Publications, 1991.

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Veeraraghavan, Vimala. Organisational climate and performance of schools. New Delhi: Blaze Publishers & Distributors, 1992.

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Book chapters on the topic "School climate"

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Koth, Christine W. "School Climate." In Encyclopedia of Adolescence, 2468–74. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_223.

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Zullig, Keith, and Molly R. Matthews. "School Climate." In Encyclopedia of Quality of Life and Well-Being Research, 5687–92. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2597.

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Zullig, Keith J., Molly R. Matthews-Ewald, and Kevin Petrie. "School Climate." In Encyclopedia of Quality of Life and Well-Being Research, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-69909-7_2597-2.

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Block, Michael. "School Climate." In Encyclopedia of Child Behavior and Development, 1291–93. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_2500.

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Koth, Christine W. "School Climate." In Encyclopedia of Adolescence, 3266–71. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_223.

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Chun, Julia, Tyler Tingley, and William Lidwell. "School Climate." In The Elements of Education for School Leaders, 86–87. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-43.

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Smyth, Emer. "School Climate." In Students' Experiences and Perspectives on Secondary Education, 95–114. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/978-1-137-49385-9_4.

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Bear, George G. "School Climate." In Improving School Climate, 1–20. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-1.

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Bear, George G. "School Safety." In Improving School Climate, 147–66. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781351170482-9.

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Berg, Juliette, Anne Diffenderffer, and David Osher. "School Climate Assessments." In Assessing Competencies for Social and Emotional Learning, 210–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-16.

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Conference papers on the topic "School climate"

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Sholihah, Tutut. "Building Conducive School Climate." In Borneo International Conference On Education And Social. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0009016400560060.

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Durbin, James. "Effects of Principals' Perceived School Climate and Job Satisfaction on School Climate." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578145.

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Voight, Adam. "The Racial School Climate Gap in Urban Public Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1894514.

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Pileggi Vinha, Telma, and LetÍcia Peressinoto. "School Climate: dimensions and influences." In XXIII Congresso de Iniciação Científica da Unicamp. Campinas - SP, Brazil: Galoá, 2015. http://dx.doi.org/10.19146/pibic-2015-37513.

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Terry, Hetreda, Ruth Sriana Umbase, Aldegonda Evangeline Pelealu, Yohanes Burdam, and Aksilas Dasfordate. "Teacher Creativity and School Climate." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.143.

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Čech, Tomáš, Simona Dobešová Cakirpaloglu, and Veronika Štenclová. "THE PERCEPTION OF SCHOOL CLIMATE BY ELEMENTARY SCHOOL HEADMASTERS." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1032.

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Sobandi, A., and Udin S. Saud. "Principal Leadership, School Climate, and School Productivity at Vocational School in Bandung." In 2016 Global Conference on Business, Management and Entrepreneurship. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/gcbme-16.2016.99.

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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.31519/conferencearticle_5b1b939a830007.66788692.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Bunting, Jaime, Jaime Bunting, Krysta Hougen, Krysta Hougen, Mary Helen Gillen, and Mary Helen Gillen. "WORKING COOPERATIVELY WITH SCHOOL SYSTEMS TO INTEGRATE CLIMATE CHANGE EDUCATION WITH A LOCAL CONTEXT INTO SCHOOL SYSTEM CURRICULUM." In Managing risks to coastal regions and communities in a changing world. Academus Publishing, 2017. http://dx.doi.org/10.21610/conferencearticle_58b4316d74df5.

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In the Chesapeake Bay watershed, Audubon has worked with local school systems to integrate climate science units into upper elementary and middle school curriculum. Pickering Creek Audubon Center worked closely with public schools to implement grade-wide climate programming with students in fifth and sixth grade. Through participation in the Maryland and Delaware Climate Change Education, Assessment, and Research project and the National Oceanic and Atmospheric Association’s Climate Stewards Education Project we are sharing these successes with statewide partners and working towards implementing climate change curriculum more broadly across the state. Through academic and teacher professional development programs, Pickering Creek Audubon Center educators train teachers on integrating climate science into their current lessons and review and collaborate on parts of the program teachers will lead in the classroom. Students are connected to climate change through a series of engaging in class and field activities over the course of several weeks. With the term “global climate change” making climate change seem more like a global problem and less like a local problem, Pickering Creek educators use wetlands and birds as examples of local habitats and wildlife impacted by climate change. Through these lessons led by Pickering Creek Audubon Center educators and augmented by material covered by classroom teachers, students get a thorough introduction into the mechanism of climate change, local impacts of climate change on habitats and wildlife, and actions they can take as a community to mitigate the effects of climate change.
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Graham, Marien Alet. "RELATIONSHIP BETWEEN SCHOOL CLIMATE AND SOUTH AFRICAN GRADE 9 LEARNER ACHIEVEMENT IN MATHEMATICS AND SCIENCE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end042.

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"School climate has become a staple of organisational-educational research and is considered here in relation to learner academic achievement. In South Africa, poor learner achievement in mathematics and science has occupied the centre stage with the release of the Trends in International Mathematics and Science Studies (TIMSS) 2019 results. At Grade 9 level, 39 countries participated, and South Africa was very last and second from the last in science and mathematics achievement, respectively. We used a quantitative design with a positivist philosophical stance. Maslow’s hierarchy of needs was used as theoretical framework, as learners attending a school with a negative climate cannot devote their full attention to learning. We analysed cross-sectional TIMSS 2019 South African data by considering two models: one with the dependent variable being mathematics achievement and the other with it being science achievement. For both models, gender and socio-economic status were included as control variables, the sense of belonging scale was included as a predictor at learner-level, and nine predictors relating to school climate were considered at school-level. The multi-level analysis using HLM software showed that learners with a high sense of belonging, schools with sufficient instructional materials, and technologically competent staff are significant predictors of both mathematics and science achievement. We recommend that South African schools with insufficient instructional materials be prioritised for receiving the necessary material and that all South African teachers be trained in the use of technologies, as these are significant predictors of learner achievement. This will, in turn, enhance learners’ sense of belonging, which is also a significant predictor. Another recommendation is that stakeholders invest in school climate surveys and other interventions supporting a healthy school environment, as many researchers, including this study, have shown that a healthy school climate is a significant predictor of learner achievement. Additional research is encouraged to establish the nature of the impact that a healthy school climate has on learner achievement through longitudinal studies where causation can be proven."
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Reports on the topic "School climate"

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Rodriguez, Irvin, Sarah K. Bruch, Rhea Burns, and Tessa Heeren. Iowa City Community School District Multi-Stakeholder School Climate Task Force. Iowa City, Iowa: University of Iowa Public Policy Center, 2017. http://dx.doi.org/10.17077/ud4o-97kg.

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Klevan, Sarah. Building a Positive School Climate Through Restorative Practices. Learning Policy Institute, October 2021. http://dx.doi.org/10.54300/178.861.

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Widespread efforts to curb exclusionary and discriminatory discipline in schools have led to a growing focus on restorative approaches, a set of practices aimed at building strong in-school relationships and attachments, rather than pushing students out. This brief reviews research illustrating the benefits of these practices for student behavior, achievement, and attainment, and it elevates key lessons about what is needed to successfully implement restorative practices in schools.
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Bruch, Sarah K., Tessa Heeren, Qianyi Shi, Rachel Maller, Meredith McCaffrey, Nicole Nucaro, and Irvin Rodriguez. Student Experiences of School Climate in the Iowa City Community School District 2017. Iowa City, Iowa: University of Iowa Public Policy Center, May 2017. http://dx.doi.org/10.17077/jdsp-5qo8.

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Bruch, Sarah K., Tessa Heeren, SuYeong Shin, Qianyi Shi, Lindsey Meza, Rachel Maller, Kaelynn Heiberg, and Paul Goetzmann. Student Experiences of School Climate in the Iowa City Community School District 2018. Iowa City, Iowa: University of Iowa Public Policy Center, April 2018. http://dx.doi.org/10.17077/58oi-hkbj.

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McDanel de García, Mary Anne. THE REST OF THE SCHOOL. Mission, Climate, Culture, and Leadership. Institución Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.03.

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Darling-Hammond, Linda, and Channa Cook-Harvey. Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute, September 2018. http://dx.doi.org/10.54300/145.655.

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Darling-Hammond, Linda, Marjorie E. Wechsler, Stephanie Levin, Melanie Leung-Gagne, and Steve Tozer. Developing effective principals: What kind of learning matters? Learning Policy Institute, May 2022. http://dx.doi.org/10.54300/641.201.

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This report reviews the research literature since 2000 to understand the elements of high-quality programs and learning experiences that have been associated with positive outcomes ranging from principals’ sense of preparedness, efficacy, and reported practices to staff perceptions of school climate and retention to student achievement. It also examines the extent to which principals have opportunities to participate in learning experiences with those elements and the policies that drive both the development of high-quality programs and access to them.
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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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McGee, Steven, Lucia Dettori, and Andrew Rasmussen. Impact of the CPS Computer Science Graduation Policy on Student Access and Outcomes. The Learning Partnership, December 2022. http://dx.doi.org/10.51420/report.2022.4.

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The Chicago Public Schools (CPS) leads the nation in computer science education. Each year 14,000 Chicago Public Schools students graduate with at least one year of computer science. This is the result of a graduation requirement that CPS enacted in 2016. The foundational course that most students completed to fulfill the requirement is Exploring Computer Science (ECS). This evaluation of the impact of the graduation requirement was framed around the CAPE framework. To ensure that a district supports equal outcomes in computer science, they need to develop Capacity for schools to offer computer science, increase Access to computer science, ensure equal Participation, and then examine how computer science Experiences lead to equal outcomes. The analysis was conducted through a CME-funded summer fellowship program, which included advanced graduate students and early career researchers. They found the following results. The ECS professional development program supported a rapid expansion of school Capacity after the enactment of the graduation requirement. At the time the graduation requirement was enacted, roughly half of the schools did not offer any computer science and 2/3 did not have sufficient capacity to support computer science for all students. Larger schools with fewer low-income students and a strong college going climate were more likely to offer computer science just before the enactment of the graduation requirement. Access to computer science expanded significantly after the computer science graduation requirement. Participation in computer science significantly increased across all demographic groups after the graduation requirement. By the time the 2nd cohort graduated after the requirement, the demographics of students taking computer science matched the demographics of the district. Students’ Experiences with ECS led to equivalent course performance between students taking ECS before and after the enactment of the graduation requirement. The number of students pursuing computer science pathways in CPS doubled after the enactment of the graduation requirement.
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