Relevant bibliographies by topics / School climate and culture

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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 and culture'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

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Journal articles on the topic "School climate and culture"

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Roach, Andrew T., and Thomas R. Kratochwill. "Evaluating School Climate and School Culture." TEACHING Exceptional Children 37, no. 1 (September 2004): 10–17. http://dx.doi.org/10.1177/004005990403700101.

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Dogani, Besa. "SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL." Knowledge International Journal 28, no. 3 (December 10, 2018): 757–60. http://dx.doi.org/10.35120/kij2803757b.

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The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.
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Abdullah, Mohamad Syarief, Wan Khairul Aiman Wan Mokhtar, and Chasan Ma’ruf. "Pengaruh Budaya Dan Iklim Sekolah Terhadap Efektivitas Sekolah." Thawalib: Jurnal Kependidikan Islam 5, no. 1 (April 5, 2024): 15–28. http://dx.doi.org/10.54150/thawalib.v5i1.302.

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The aim of this research was to determine the influence of culture and school climate, either partially or simultaneously, on the effectiveness of State Elementary Schools in the Sukawangi District, Bekasi Regency. The research was conducted quantitatively with a correlational design. Data collection techniques involved questionnaires administered to a population and sample of 146 teachers. Data analysis included descriptive, linearity, and multicollinearity analyses. Hypothesis testing was conducted using F and t tests. The results of the study indicate that there is a significant influence of school culture on school effectiveness, followed by a significant influence of school climate on school effectiveness, and there is also a significant combined influence of school culture and climate on school performance effectiveness. Conclusion: effective schools are influenced by many aspects, one of which is the culture and climate of the school, which significantly affect school performance effectiveness.
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Astuti, ASTUTI. "PENGEMBANGAN BUDAYA DAN IKLIM SEKOLAH." Adaara: Jurnal Manajemen Pendidikan Islam 6, no. 1 (June 1, 2018): 467–83. http://dx.doi.org/10.35673/ajmpi.v6i1.267.

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Abstrct: This paper discusses the development of school culture and climate. Conducive school climate and culture is characterized by the creation of a safe, comfortable, and orderly learning environment so that learning can take place effectively. Conducive school climate and culture are so important that learners feel happy and positive about their schools, so that teachers feel valued, and that parents and communities feel welcome and engage. This can happen through the creation of positive norms and habits, harmonious relationships and cooperation based on mutual respect. The school climate can basically be put forward as an organizational climate that occurs in a school. School climate is the result of interaction media in school organizations. Keywords: Cultural development and school climate.
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White, Tressa L., and Linda D. Grooms. "A phenomenological study of third culture kids’ perceptions of international school climate over time." American Journal of Education and Learning 8, no. 1 (May 24, 2023): 110–26. http://dx.doi.org/10.55284/ajel.v8i1.918.

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Over the past 20 years, the demand for international schools has increased worldwide, with expectations to sustain this momentum through the next decade. While these schools struggle with many of the same issues as others in the west, the different context in which they exist brings an additional layer that needs more understanding. This interpretative phenomenological study explored the experience of school climate over time through the lenses of third culture kids who attended the school at which they are now employed. Eight employees from one international school in Malaysia were selected and interviewed to explore school climate factors that impacted their lives as students, changes in school climate over time, and ways they now perpetuate that school climate as employees. Three themes emerged as influential factors of change to the school climate over time: (a) community through relationships, (b) school connectedness, and (c) diversity. The scope of the experiences of school climate development over time adds a unique perspective not found in previous literature and provides insight into aspects of school climate that leave a lasting impact on students. International school leaders can also gain insight into the importance of continually assessing school climate and the value of providing opportunities to build community through engaging experiences.
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Knight, David S., and Julia C. Duncheon. "Broadening conceptions of a “college-going culture”: The role of high school climate factors in college enrollment and persistence." Policy Futures in Education 18, no. 2 (July 10, 2019): 314–40. http://dx.doi.org/10.1177/1478210319860987.

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As workforce participation increasingly requires a college degree, ensuring that more students from traditionally underrepresented populations have the opportunity to enter and complete college is an equity imperative. To that end, high school reforms have promoted “college-going cultures” in low-performing high schools through interventions such as rigorous course offerings and college counseling. College access research has focused on issues specific to academics and college-going processes. Yet this research has tended to ignore broader school climate factors such as school safety and extracurricular programming, which may play a critical role in postsecondary opportunity, especially for historically underserved students. The current study applies hierarchical generalized linear modeling to the Educational Longitudinal Study of 2002 to 2006 to examine the role of college-going culture and high school climate characteristics on college enrollment and persistence. We find that while some components of college-going culture are associated with the likelihood of college enrollment and persistence, that relationship is moderated by school climate factors. We conclude that efforts to implement a college-going culture may struggle if extracurricular opportunities, school safety, and overall school climate issues are ignored.
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Moore, Stephanie A., Rebecca Landa, and Gazi Azad. "Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders." Global Implementation Research and Applications 1, no. 4 (October 1, 2021): 233–45. http://dx.doi.org/10.1007/s43477-021-00023-2.

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AbstractOrganizational context (e.g., climate, culture, resources) can impede or enhance implementation of evidence-based practices in general education settings or special education settings serving students with autism spectrum disorder. We examined the relations between organizational context and individual (i.e., implementation leadership, administrator- or service provider-role) or school (i.e., enrollment size, public/nonpublic school type) characteristics. Participants were administrative or service providing leaders (n = 34) from 11 schools in one state on the East Coast of the United States. School leaders’ average ratings of the organizational context were generally more positive for special education than general education; however, greater culture stress was reported for special education. Correlation analyses indicated being an administrator and implementation leadership were positively associated with implementation climate in both education settings. Being an administrator was also positively associated with cultural effort (i.e., how hard people work towards achieving goals) in special education, but negatively associated with culture stress in general education. In special education, nonpublic schools had better climates (both learning and implementation), but more culture stress. Additionally, school enrollment size was negatively related to available resources and implementation climate in special education. Investigating the similarities and differences in organizational context across educational settings is needed in future research.
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Nikolaros, John. "Strategies for Effective School Leadership." Global Journal of Educational Studies 1, no. 1 (May 25, 2015): 45. http://dx.doi.org/10.5296/gjes.v1i1.7557.

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<p>To many, effective leadership is continently appropriate as conscience. The paper identifies strategies that assists schools facilitate a warmer and healthier school environment. The author provides a review of delineated leadership strategies with a narrative for each type. Highlighting different cultures and assumptive impact on school culture and climate is offered.</p>
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Megowanto, Kikis. "Transformational Leadership and Professionalism to Create an Excellent School Culture and Climate." International Journal of Science and Research (IJSR) 12, no. 6 (June 5, 2023): 2693–97. http://dx.doi.org/10.21275/sr23620144407.

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Madarang, Junel. "Culture and Climate of Public Secondary School in Isabela in the New Normal." Studies in Technology and Education 1, no. 2 (August 3, 2023): 71–86. http://dx.doi.org/10.55687/ste.v2i1.33.

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This study described the present status of the climate and school culture of the public secondary schools in Isabela in this new normal as perceived by the school heads and the teacher, and its interaction between the profile of the school administrators, teachers, and the schools. Descriptive-correlational research was used to give information about the extent of practice of the existence of the school culture and climate. The respondents were the 49 school heads and 323 teachers from the four Schools Division Offices in the Province namely Isabela, Cauayan City, Ilagan City, and Santiago City. Results showed that the culture and climate of secondary schools in Isabela has been assessed to be “very good” even in the new normal. Affiliative collegiality. professional collaboration, and self-determination or efficacy as well as the psychological environment of the schools in terms safety, environment, assessment and learning, interpersonal relationship, and leadership and decisions were always observed. However, it has been determined that there is no conclusive evidence linking school SBM levels to their present culture and climate. Meanwhile, the school size was found to have a significant bearing on some aspects. Bigger schools tend to initiate more involvement of teachers and staff in the decision-making process and chances are, staff receives more training on school safety policies and procedures. Contrarily, bigger schools will likely have their students a lesser initiative to be part of the school community and less care on the aspects of grading for assessment and learning. It has also been observed that there are shared vision and mission among all staff members in the schools, however, bigger schools tend give less emphasis about it. More so, they tend to have lesser focus on parents and students' concerns, in sending out regular communication to stakeholders, on how parents and other stakeholders work in the best interests of schools, such as Brigada Eskwela and others. Lastly, they also tend to give less attention on the differences in terms of gender, race, culture and the interpersonal relationship among teachers and students.
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Dissertations / Theses on the topic "School climate and culture"

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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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La, Salle Tamika. "Cultural and Ecological Considerations within the Context of School Climate." Digital Archive @ GSU, 2013. http://digitalarchive.gsu.edu/cps_diss/92.

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School climate has been established as an important construct to measure because of its connections to student psychological, social, and academic outcomes. Existing research has examined school climate in relation to individual (i.e., race and gender) and school level (i.e., teacher characteristics or school size) variables. The current paper presents a cultural-ecological model for research on school climate. The cultural-ecological model of school climate supports future research incorporating a broadened view of culture, extending beyond race and ethnicity, and a more comprehensive examination of ecological contexts such as the family and community in understanding student perceptions of school climate. Within this model, individual, family, school, and community variables that may influence student perceptions of school climate are described and a research agenda is presented for utilizing the cultural-ecological model of school climate in future school climate research and for developing, implementing and evaluating strategies designed to enhance school climate and school performance based on prevention and intervention. The current study examined the relationship between cultural and ecological variables at the individual, school, and community levels and student perceptions of school climate. A multi-level (HLM) model examining the relationships between individual, cultural, and ecological variables and school climate was evaluated. Results of the current study indicated that for the relationship between student and school characteristics and school climate remain relatively consistent for both groups. Specifically, both individual and school variables influenced student perceptions of school climate. However, this data also confirms the need to further examine additional cultural and ecological variables in order to increase our understanding of how such variables are related to perceptions of climate.
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Paynter, Michael L. "Exploring a School Culture and Climate Where Students Can Flourish| Using Focus Group Methodology to Capture Key Stakeholder Perceptions About School Culture and Climate in an Alternative Education High School." Thesis, San Jose State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10635374.

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This study was a qualitative action research project that involved focus groups of key stakeholders at an alternative education high school including: students, teaching staff, classified staff, supervisors, families, and collaborative partners. A semi-structured interview guide was used to discover their perceptions of a school culture and climate where students FLOURISH. The word FLOURISH is used in this research to describe the optimal experience of thriving and growing as well as an acronym that contains the elements that a literature review found to be important for such environments serving the most vulnerable student populations. This type of research is especially important in light of the recent transformation to educational planning and finance in California called LCFF (Local Control Funding Formula) and its creation of the Local Control Accountability Plans (LCAPs) with their mandate for stakeholder input. Finally, and most importantly, emerging research shows schools that improve their culture and climate can counter the “school to prison pipeline” effect so often experienced by vulnerable youth in the alternative education system. Both systematic analysis and a constructivist approach were used in coding and memoing to track the presence of existing themes from the literature review and to capture new ones emerging from the transcripts. Leadership, systems, equity and implementation implications were explored as secondary questions. Findings included the generation of a new model, coined The 5Rs Cycle – Resources, Regulation, Relationships, Relevance & Rigor, which captured the essential elements found in the literature review along with the myriad themes produced by the focus groups.

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Swanepoel, Louis Hendrik. "Bestuurstrategieë vir vestiging van 'n effektiewe organisasiekultuur in sekondêre skole vir oorwegend swart leerders / Louis Hendrik Swanepoel." Thesis, Potchefstroom University for Christian Higher Education, 2003. http://hdl.handle.net/10394/8779.

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Research on the development of management strategies for the establishment of an effective organizational culture in schools was conducted in the following phases. In the first place, an. attempt is made to determine the nature of organizational culture, the context in which organizational culture functions, and the transformation and establishment of an effective organizational culture. as well as to describe the characteristics and advantages of an effective organizational culture. Secondly the aspects of organizational culture are discussed on the basis of a theoretical model that has been developed from literature. In so doing, every aspect of organizational culture is spell out, the role and place of each aspect of the culture is explained, as is the contribution of every aspect of organizational culture to the efficacy of such a culture. In the third place, the degree to which aspects of the organizational culture are emphasized in schools has been empirically determined by means of quantitative and qualitative research methods. Fourthly, research results have indicated that the intangible fundamentals and the concrete manifestations of organizational culture are emphasized at good schools while this happens to a lesser degree at average and poor schools. It becomes clear that certain basic aspects are present in the intangible fundamentals and the concrete manifestations of the organizational culture of schools. The successful functioning of these aspects Is essential for the establishment of an efficient organizational culture In schools. Finally these primary aspects of organizational culture form the basis for the development of management strategies which can be used to establish an effective culture of organization in schools. Special mention is made of general points of departure and guidelines for developing action plans and putting them to effect. The actual plans of action are not addressed, as schools should develop their own plans according to their unique composition, requirements and environment.
Thesis (Ph.D. (Education))--Potchefstroom University for Christian Higher Education, 2003
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Mertzig, Heidi K. "Organizational culture and climate survey development and evaluation model for an elementary school /." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008mertzigh.pdf.

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Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.

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Murray, Robyn. "Teacher Perception Concerning the Role of Elementary Principals in School Culture and Climate." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/etd/3887.

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A phenomenological research study was conducted to examine teacher perceptions of elementary principals’ behaviors affecting school culture and climate. The researcher gathered data from participant interviews. Participants were selected using purposeful sampling of teachers identified by their principals as meeting study criteria. The schools in which teachers were selected were also chosen using purposeful sampling based on superintendents’ perceptions of positive principal influence on school culture and climate. Data analysis provided insight to the researcher into the phenomenon being explored in this study. Teachers were asked to participate in an individual interview with the researcher and provide answers to open ended questions regarding their perceptions of their principals’ influence on culture and climate in the school. The findings of the study were aligned with the literature regarding principal influence on school culture and climate. There was a clear relationship between principal behaviors and positive school culture and climate based on teacher perceptions. Three themes emerged as common in the data including relationships, communication, and shared leadership.
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Paul, Cathy L. "The relationship between the principles of total quality management and school climate, school culture, and teacher empowerment /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901304.

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Buening, Jonathan Gregory. "Non-Academic Differences Between Public and Private High Schools: The Importance of School Climate." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1407431953.

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Dezenberg, Maria E. "Inclusive Leadership's Evolving Context: Organizational Climate and Culture Connect." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1510729562168206.

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Books on the topic "School climate and culture"

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

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Films for the Humanities & Sciences (Firm). Productive climate & culture. Princeton, NJ: Films for the Humanities & Sciences, 1999.

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Whyte, Paul Andrew. Turnaround as an Experience: Using School Culture and Climate as the Driver for School Turnaround. [New York, N.Y.?]: [publisher not identified], 2018.

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Boehnke, Klaus. Is intelligence negligible?: The relationship of family climate and school behavior in a cross-cultural perspective. Münster: Waxmann, 1996.

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W, Barber Larry, and Phi Delta Kappa. Center on Evaluation, Development, and Research., eds. School climate. Bloomington, IN: Phi Delta Kappa, Center on Evaluation, Development and Research, 1987.

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Strauss, Sarah, and Ben Orlove. Weather, Climate, Culture. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003103264.

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Sarah, Strauss, and Orlove Benjamin S, eds. Weather, climate, culture. Oxford: Berg, 2003.

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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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Martinez, Grit, ed. Culture and Climate Resilience. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58403-0.

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Benjamin, Schneider, ed. Organizational climate and culture. San Francisco: Jossey-Bass, 1990.

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Book chapters on the topic "School climate and culture"

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Jones, Leslie, and Eugene Kennedy. "Organizational Culture and Climate." In Effective Technology Tools for School Leadership, 143–72. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003269472-6.

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Fletcher, Adam. "School Culture and Classroom Climate." In Prevention Science in School Settings, 273–85. New York, NY: Springer New York, 2015. http://dx.doi.org/10.1007/978-1-4939-3155-2_13.

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Kruse, Sharon D., and Julie A. Gray. "School Climate, Culture, and Professional Community." In A Case Study Approach to Educational Leadership, 104–25. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315108308-5.

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Berta, Steve, Howard Blonsky, and James Wogan. "The Importance of School Climate and Culture." In Developing Your School's Student Support Teams, 83–86. New York: Eye on Education, 2022. http://dx.doi.org/10.4324/9781003240266-8.

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Lopez Lalinde, Lina, and Carrie Maierhofer. "Creating a Culture of Shared Responsibility for Climate Action in Guatemala Through Education." In Education and Climate Change, 85–112. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_3.

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AbstractGuatemala is a country particularly susceptible to the effects of climate change. Residents of the country are increasingly experiencing frequent natural hazards, witnessing rising temperatures, and grappling with maintaining sources of income and nutrition. For these and other reasons, it is crucial that Guatemalans have access to effective climate change education in order to be equipped with the skills and knowledge necessary to appropriately adapt to and mitigate the effects of climate change in their communities. With Atitlán Multicultural Academy, a K-12 school located in Guatemala’s Western Highlands, as our pilot school, we have created the blueprint for a region-specific guidebook focused on incorporating the spirit of climate action into the areas of leadership, curriculum, community partnerships, and professional development within the school. It is our hope that this guidebook can continually be adjusted and made relevant for schools around the globe as they work to create a culture of shared responsibility for climate action.
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Onaga, Florina Magdalena. "Organizational Culture and Climate as Opportunities to Develop School Organization." In Challenges and Opportunities to Develop Organizations Through Creativity, Technology and Ethics, 269–85. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43449-6_15.

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Rose, Chad A., Stephanie Hopkins, Gloria McGillen, and Jessica Simpson. "Current Trends in Bully Prevention : Maintaining a Positive School Climate and Culture." In Current Trends and Legal Issues in Special Education, 155–73. 2455 Teller Road, Thousand Oaks California: Corwin, 2019. http://dx.doi.org/10.4135/9781071800539.n11.

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Reimers, Fernando M. "The Role of Universities Building an Ecosystem of Climate Change Education." In Education and Climate Change, 1–44. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57927-2_1.

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AbstractThis chapter introduces the field of climate change education, noting the paradox that in spite of many efforts at incorporating climate change in education policy and curriculum frameworks, and a diversity of practices in schools, there is little evidence that such efforts are contributing to adaptation, mitigation or reversal of climate change. The chapter reviews the role of international development organizations advocating for and developing frameworks in support of climate change education. This is followed by an analysis of ongoing efforts of climate change education.The chapter argues that more effective education for climate change at the primary and secondary education levels around the world requires context specific strategies that align the specific learning outcomes with the impacts of climate change in that context. Implementing those strategies requires the development of institutional capacity in schools that is aligned to the stage of institutional development of the school. The chapter explains how a multidisciplinary framework that accounts for the cultural, psychological, professional, institutional and political dimensions of the change process can support the development of collaboration and coherence in implementing those climate change education strategies. Those strategies need to also specify the particular populations that need to develop such competencies and the optimal means of delivery. The chapter also situates the literature on climate change education within the larger context of the literature on deeper learning, twenty first century skills and education system change, explaining how deeper learning in climate change education might influence attitudes and behaviors in ways that prevailing didactic approaches focused principally on the transmission of scientific knowledge do not.To develop such context specific climate change education strategies and to build the institutional capacity to implement them, the chapter makes the case for more intentional engagement of universities, in partnership with schools and non-formal education organizations. This would serve the dual role of providing support for schools in advancing climate change education, while also educating higher education students on climate change through problem based, participatory and contextually situated approaches.
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Mathie, Rosalie Gwen. "A Whole School Approach: A Synthesis of Interconnected Policy, Practice, and Research Conceptualisations." In Sustainable Development Goals Series, 9–33. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-56172-6_2.

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AbstractThis explorative study examines the principles, problematics, and prospects of a Whole School Approach (WSA) by comparing 27 distinct, but inter-connected, WSA conceptualisations purposively selected from curriculum frameworks, policy documents, and academic literature. A WSA from an Education for Sustainable Development perspective forms the departure point of the study, conceptualisations from Education for Health and Wellbeing and Global Citizenship Education are then introduced. The chapter concludes that if a WSA is adopted to integrate individual education initiatives, such as reducing bullying, or a whole school climate action, it still runs the risk of further fostering siloed thinking and creating competition over what is prioritised. Instead, an inclusive understanding of the role of a WSA is essential, to ensure synergies between different but interconnected educational innovations are made: By framing a WSA as a reflexive thinking tool for general quality educational change processes, grounded in holistic, systemic, and sustainable perspectives, a WSA has potential to support the integration of continual educational innovation processes and foster a proactive ‘culture of change and reflexivity’ within schools.
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Mykrä, Niina. "Ecological Sustainability and Steering of Finnish Comprehensive Schools." In Finland’s Famous Education System, 87–104. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8241-5_6.

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AbstractWith the climate catastrophe and biodiversity loss, our globe is facing enormous challenges: the basis of life on Earth is in danger. Eco-anxiety and global eco-social crises are also driving education to search for solutions to build a sustainable future, for instance the United Nations Agenda 2030 for Sustainable Development views education as a key instrument for change. One of the key promises of the Finnish Ministry of Education is to commit to sustainable development, and the Finnish National Forum for Skills Anticipation states that important future skills should include knowledge of sustainable development. In national reports on how to carry out Agenda 2030, Finland has highlighted education as a key strength in meeting the sustainability goals. Yet the global goals of sustainability education fail to translate into concrete actions by the time they reach everyday life in Finnish schools. The 2014 Finnish national core curriculum for basic education is also insufficiently clear in the area of sustainability even though it expects sustainability to be included in school culture and teaching. In addition to this, the enactment of the curriculum in Finnish comprehensive schools meets various hindering and promoting cultural elements, which are interconnected. Change towards sustainability across levels of activity from high-level policy to everyday life within schools in Finland is complicated.
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Conference papers on the topic "School climate and culture"

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LeClair, Caitlin. "We Are Crew : School Climate and Culture at an Expeditionary Learning Education School." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1894000.

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Osses-Vargas, Alejandra, Ursula Schwantner, Raymond J. Adams, and Nicole Wernert. "Relationship between students’ economic, cultural, and social status, school climate and student achievement in Indonesia." In International Conference on Assessment and Learning. ACER Indonesia, 2022. http://dx.doi.org/10.37517/978-1-74286-697-0-02.

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PISA 2018 data shows that, in Indonesia, the relationship between students’ economic, cultural, and social status and their scores on reading achievement is weak. However, there is great variation between schools in average reading achievement with over 40% of the explainable variation in reading achievement being between-schools. In addition, in Indonesia, there is low social diversity across schools (students within schools are likely to be of similar economic, cultural, and social background). These conditions raise the question of whether school factors play a role – specifically whether school climate has a compensating, mediating or moderating effect on the relationship between students’ and schools’ economic, cultural, and social status and achievement. Using regression analysis, it was found that, in Indonesian schools, the composition of student body in terms of economic, cultural, and social status plays a significant role in explaining differences in reading achievement between schools. School climate was found to compensate and mediate the relationship between school economic, cultural, and social status and school reading achievement, particularly those dimensions related to classroom climate, student respect for diversity, school discrimination climate, student sense of belonging and teacher support and directed instruction practices. Only student sense of belonging was found to play moderating role in the relationship between school economic, cultural, and social status and school reading achievement, a finding that requires further investigation.
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Boal, Ashley. "Exploring the Impact of the Primary Years Programme on School Climate and Culture." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1579523.

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Tinus, Agus. "Building Organizational Culture And Climate as A Strategy for Character Development in School." In International Conference on Community Development (ICCD 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201017.009.

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Kaminskiene, Lina, and Virginija Bortkevičienė. "Strengthening and Supporting the School Communities: A Case of Regional Schools in Lithuania." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.19.

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The paper discusses how the school microclimate could be improved within the school community, based on the results of a research carried out in 15 regional schools in Lithuania. The analysis is specifically focused on how the school community could be strengthened by improving the relationship between teachers and schools’ administration. Following the methodology of the thematic analysis, the paper highlights key issues which might be important to reconsider the formation of a positive relationship, internal communication, democratization of governance, reduction of competition between teachers, strengthening the confidence in the teacher, respect for each other as well as fostering an open, tolerant culture. The results of the research indicate the need to strengthen collaboration and engagement-based community: a need to develop a participatory culture, to develop teachers’ support systems, to rethink how to involve parents more actively into the school life, to ensure more effective feedback system (teachers-administration-parents). The paper also highlights a need to improve the emotional climate of schools, to develop clear guidelines for evaluating teachers’ activities, to ensure smooth internal communication, informing and involving teachers about planned changes, and allowing all members of the community to feel part of the organization, not only by informing about the activities being carried out, but also by enabling critical opinions to be expressed; to form different working groups involving different educators (e. g. primary school and subject teachers) on different issues of school performance development.
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Benlloch-Dualde, Jose V., and Sara Blanc. "eSGarden: a European initiative to incorporate ICT in schools." In CARPE Conference 2019: Horizon Europe and beyond. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10209.

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Knowledge transfer to the society is undoubtedly one of the main objectives of Universities. However, it is important that these advances reach the youngest, many of them, future university students. Having this in mind, a European project around how incorporating ICT in school gardens was proposed (SCHOOL GARDENS FOR FUTURE CITIZENS, 2018-1-ES01-KA201-050599). In this project, both universities and schools, belonging to five European countries, are collaborating with public and private organizations with social concerns, environmental responsibility and sustainability. School gardens is a broad topic that combine technological needs for managing and control with education in values of environmental sustainability, social inclusion and citizenship, transmission of tradition, and the promotion of digital culture in both girls and boys from the early school stages. These last aspects are aligned with some sustainable development targets (SDGs), such as ensuring healthy lives and promote well-being for all at all ages, inclusive and equitable quality education, gender equality or responsible consumption. A further challenge of the consortium is to extend the proposed approach to other schools throughout Europe with the same interests and impact, considering cultural diversity and climate differences.
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Oktafia, Renny. "Poverty Alleviation: An Economic Practice Study of Islam in Culture." In 1st International Conference Postgraduate School Universitas Airlangga : "Implementation of Climate Change Agreement to Meet Sustainable Development Goals" (ICPSUAS 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icpsuas-17.2018.74.

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Giraldo-Garcia, Regina. "A Middle-Town Urban School District’s Experience of School Climate and Cultural Competence." In 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2109781.

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Almurbati, Nehal, and Shaikha Almalood. "Hybrid school as means to spread cultural awareness of developed educational systems." In 2021 Third International Sustainability and Resilience Conference: Climate Change. IEEE, 2021. http://dx.doi.org/10.1109/ieeeconf53624.2021.9668123.

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Holmberg, Jorunn Jo, Lilly Augustine, Sahil Datta, and Toshie Imada. "Expatriate Adolescents’ Resilience: Risk and Protective Factors in the Third Culture Context." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2022. http://dx.doi.org/10.4087/hmtk2108.

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Expatriate children and adolescents typically spend several of their formative years moving from country to country, frequently having to adapt to new cultures, making new friends, and fit into new school systems. It has been established in literature that such frequent changes may cause increased and prolonged risk of developing internalizing behavior problems such as depression and anxiety. However, little is still known regarding which protective factors serve as buffer towards the increased risk within the expatriate demographic. This study examined risk and protective factors among a group of expatriates, adolescents, and their parents, originating from 21 countries on five continents. Adolescent resilience was established through measuring risk and protective factors within three domains (i) individual, (ii) family, and (iii) school/community. In particular, the results indicated that adolescents’ sense of coherence, positive family climate, and satisfaction with school and friends, each predicted resilience significantly above other demographic factors. Interestingly, higher number of international moves did not predict adolescents’ resilience. The results imply that a coherent identity, high self-esteem, sense of “Third Cultural” group belonging, paired with a robust family environment, would promote resilience in the expatriate population. This may in turn serve as a buffer towards the negative effects caused by a stressful, transient upbringing.
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Reports on the topic "School climate and culture"

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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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Vaughter, Philip, Ying-Syuan (Elaine) Huang, and Jonghwi Park. Climate Change Displacement and the Right to Education in Small Island Developing States. United Nations University Institute for the Advanced Study of Sustainability, July 2023. http://dx.doi.org/10.53326/lnzk2579.

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This policy brief addresses issues of education rights in the context of climate change and potential climate change displacement for SIDS residents. Challenges to adapting learning systems in the context of climate change are common to many SIDS and other countries, but SIDS also face unique challenges due to their geography, culture, and economic activities. It provides the following recommendations to build the resilience of education systems in SIDS to meet the needs of people displaced by climate change: (i) build and maintain multiple facilities that can serve as evacuation centres so schools can continue as learning facilities in the aftermath of extreme weather events; (ii) continue to develop teaching materials and pedagogies within SIDS’ education systems to be employed during times of disruption, while ensuring learners’ socialisation needs are met in the case of online or distance learning; (iii) create parallel curricular competencies between SIDS and destination countries, and advocate for access to education and training in any bilateral or multilateral arrangements for mobility and migration.
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Oyekan, Khalimath, Ayodotun Ayorinde, and Oreoluwa Adenuga. The Problem of Out-of-School Children in Nigeria. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/058.

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In 2015, all United Nations Member States adopted the 2030 Agenda for Sustainable Development which outlines a blueprint to address global challenges across a broad range of themes including poverty, health, education, inequality, climate change, environmental degradation, peace and justice. The Goal 4 of the 2030 Agenda for Sustainable Development, otherwise referred to as the United Nations Sustainable Development Goal 4, seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Unfortunately, an approximated 263 million children remain out of school around the world. This number includes children who never started formal schooling and children who started school but later dropped out (United Nations Educational, Scientific and Cultural Organization [UNESCO], 2016). Reducing the number of out-of-school children (OOSC) is a key priority for countries across Sub-Saharan Africa, including Nigeria. This is because more than half of children globally that have not enrolled in school live in Sub-Saharan Africa, and more than 85 percent of children in Sub-Saharan Africa are not learning the minimum (UNESCO Institute of Statistics, 2018). Moreover, education is a fundamental human right, a critical driver for economic advancement and a powerful tool for poverty reduction. Hence, no child of school age should be denied access to quality and equitable education, and an opportunity to acquire skills that guarantee future employability and long-term earning. In the Nigerian context, OOSC are prevalent in both rural and urban settings, but rural areas, and isolated or deprived areas in general, consistently show higher numbers of out-of-school children (World Bank, 2019). These children are spread across the country in varying proportions. This situation is of concern to the Federal Government of Nigeria as noted in the Nigeria Education Ministerial Plan (2018-2022) which outlines several strategies targeted at bringing children back to school. In spite of these strategies, the number of OOSC remains significantly high. This insight note aims to provide an overview of the most recent data on out-of-school children in Nigeria, including breakdowns by socioeconomic and other demographic indicators. This will be followed by suggestions of possible interventions, prime of which is the Accelerated Education Programme (AEP), and other interventions which could serve to strengthen the existing laid out strategies by the government in addressing the OOSC problem in Nigeria.
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Reimer, David, Emil Smith, Ida Gran Andersen, and Bent Sortkær. Forskningsprojekt Exploring School Culture. Afslutningsrapport. DPU, Aarhus Universitet, 2023. http://dx.doi.org/10.7146/aul.506.

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Denne rapport har til formål at afdække resultaterne af forskningsprojektet Exploring School Culture (ESCU). ESCU er ledet af professor David Reimer og placeret på Danmarks Institut for Pædagogik og Uddannelse, Aarhus Universitet. Projektet er støttet af Velux Fonden [Bevillingsnummer 00017032] og strakte sig fra marts 2018 til december 2022.
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Villavicencio, Xuzel, and Bjoern Hassler. Climate resilient school buildings. Open Development & Education, November 2023. http://dx.doi.org/10.53832/opendeved.1031.

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Smith, Emil, David Reimer, Ida Gran Andersen, and Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Stanley, Louise, and Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, July 2022. http://dx.doi.org/10.20933/100001258.

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We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high­ performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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Smith, Emil. Exploring School Culture: Technical report for data collection. Aarhus University, 2021. http://dx.doi.org/10.7146/aul.507.

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The following is a description of the process of selecting and recruiting schools, classrooms and teachers for the completion of the Exploring School Culture (ESCU) survey. The ESCU-survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was collected among Danish 6th and 9th students and their respective mathematics and Danish teachers, during the first half of 2019. The following topics will be addressed: Survey development and validation Sampling process Recruitment Non-response Comparison of respondents to full population of students The full questionnaires are specified in the appendix.
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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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Fearns, Joshua, and Lydia Harriss. Data science skills in the UK workforce. Parliamentary Office of Science and Technology, June 2023. http://dx.doi.org/10.58248/pn697.

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This POSTnote looks at specialist data skills in the UK, including for artificial intelligence. It considers demand and supply, workforce demographics, challenges, and initiatives to increase supply. Key points: • Collecting and analysing data offers potential economic and social benefits. Analysis by the McKinsey Global Institute estimated that, by 2030, UK GDP could increase by up to 22% as a result of AI. • Potential societal benefits could range from climate change mitigation, to improving early detection and diagnosis of cancers by using AI to identify patterns from imaging (MRI) scans that are not readily detected by humans. • Evidence suggests that the availability of people with specialist data skills in the UK is not sufficient to meet demand. • A 2021 study estimated that the supply of data scientists from UK universities was unlikely to exceed 10,000 per year, yet there were potentially at least 178,000 data specialist roles vacant in the UK. • Research finds that certain groups (such as women, those from minority ethnic backgrounds and people with disabilities) are underrepresented in the data workforce. A lack of workforce diversity has the potential to amplify existing inequalities and prejudices. • Initiatives to increase the number of people with data skills include degree conversion courses, doctoral training centres for PhD students, online up-skilling platforms, apprenticeships, and visas to attract international talent. • Efforts to reduce the skills gap can be hindered by the inconsistent definition of data skills, organisational culture, the availability of specialist primary and secondary school teachers, and barriers to people moving between sectors. • A 2022 inquiry by the Lords Science and Technology Committee concluded that a mismatch exists between the scale of the UK’s STEM skills gap and the solutions proposed by the UK Government, “especially given the UK’s ambition to be a science and technology superpower”. It described the Government’s policies as “inadequate and piecemeal”.
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