Perceptions of School Climate by Certified Staff, Classified Staff, Students and Parents PDF Download

Author: Andrea Caspari
Publisher:
ISBN:
Category : School discipline
Languages : en
Pages : 56

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Author: Don Morris
Publisher:
ISBN:
Category :
Languages : en
Pages : 7

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Book Description
The importance of the beliefs and attitudes of teachers and building-level administrators in achieving school reform has come to be widely acknowledged. As University of Wisconsin professor Kent Peterson put it: "You can implement a good-quality improvement plan and knowledgeable, data-driven decision making, but if the [staff] doesn't believe that things can be improved, it's not going to implement [changes] with the same depth or energy or commitment" (Stover, 2005, p. 31). The most common way of tapping into those beliefs and attitudes has traditionally been the school climate survey. The Miami-Dade County Public School District (M-DCPS) has conducted school climate surveys of staff, parents, and students since the early 1990s. In recent years, elements of these surveys have come into extensive use by the district's schools as a factor in their school improvement plans. The use of the survey results for purposes of school improvement has motivated this inquiry into discussing the relationship between M-DCPS staff survey results and student achievement, as measured by the percent of students, by school, making learning gains in reading on the Florida Comprehensive Assessment Test (FCAT). (Contains 2 tables and 2 notes.).

Author: Chelsea McColley
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 106

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

Author: Catherine S. Curione
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 80

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"The purpose of this study was to compare student and teacher perceptions of school climate. The participants included 51 junior and senior high school staff members, 256 senior high school students, and 109 junior high school students. It was found that teachers have strong positive views on the following school climate factors; school building, equity and fairness, and staff dedication to student learning. There is more disagreement among staff members on the following school climate factors; order and discipline, school/parent/community involvement, collaborative decision-making, and leadership. High School students do not take on a controlling role as far as school climate is concerned; therefore, these students had a wide variety of opinions on their view of school climate factors. The implications of this study revealed that students and teachers have different views on school climate; therefore, the overall perception of school climate cannot be limited to the view of one stakeholder "--Abstract.

Author: B. Dennis Dix
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages : 156

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Author: James Leon Pritchard
Publisher:
ISBN:
Category : School management and organization
Languages : en
Pages : 334

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Author: David Barry Stapleton
Publisher:
ISBN:
Category : School buildings
Languages : en
Pages : 194

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Author: Jonathan Dale Propper
Publisher:
ISBN:
Category : Educational evaluation
Languages : en
Pages : 598

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Although research indicates the establishment and sustainability of a positive school climate contribute to school improvement, school leaders do not always assess and properly analyze the perceptions of its stakeholders. When school districts are void of proper assessment and data analysis methods, school leaders may inadvertently ignore conflicting stakeholder perceptions. If this gap in perceptual congruence among stakeholders is not addressed, districts can make uninformed educational decisions, which can lead to a poor school climate. In contrast, if these discrepancies are properly identified through a systematic method of data collection and analysis by which all stakeholders' perceptions are accounted for and valued, school leaders can move forward with a plan of action for school improvement. The purpose of this mixed-methods study was to identify and analyze the perceptual congruence that existed among stakeholder groups when assessing dimensions of school climate, so that it could inform district leaders of next-step school improvement efforts. The researcher identified perceptual discrepancies that exist between groups of students, staff, parents, and administrators when considering certain dimensions of school climate by analyzing survey data. Once discrepancies were discovered, focus groups comprised of the various stakeholder groups were asked to reflect on the survey data results and provide further insight on the findings. Data was collected after the administration of a school climate survey and through the facilitation of several stakeholder focus groups. The participants represented four buildings within a small, rural school district in Pennsylvania. Subjects included school staff, students, parents, and administrators. By discussing and questioning the gap in perceptual congruence among stakeholder groups, the school organization could begin to acknowledge the areas for improvement in their educational climate.

Author: Nathan Florin Anderson
Publisher:
ISBN:
Category : Rural schools
Languages : en
Pages : 0

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"School climate can be complex to measure and to change, but it is clear that it is a critical component of an effective school. One practice that has been shown to positively influence school climate is Positive Behavioral Interventions and Supports (PBIS). PBIS is a framework of evidence-based practices and its power for initiating change has been shown to come from fidelity of implementation of its key components. Although there is a lot of research on PBIS implementation, not a lot is known about implementation in rural schools and the unique challenges that setting provides. This study measures baseline levels of PBIS components, assesses the perceptions of school climate, and analyzes how those two domains are associated in rural schools prior to formal PBIS training and implementation. In this quantitative study, the baseline data for a Randomized Controlled Trial with 40 rural schools across one state is utilized as the sample data. The Schoolwide Evaluation Tool (SET) is used to measure fidelity of PBIS implementation at each school and the Maryland Safe and Supportive Schools (MDS3) Climate Survey provides the perspectives of students, parents, and staff on school climate. Information on the relationship between these variables in the rural setting will contribute important information to researchers and implementers in rural schools. The analysis found that although there is generally a positive perspective on school climate in these rural schools, a lack of fidelity in PBIS implementation is evident, and is associated with climate perceptions. The only PBIS component implemented to fidelity across the schools was a strong discipline system, yet was associated with lower order and discipline. These results suggest that the punishment-heavy approaches that schools are utilizing are not producing the desired outcomes without the foundational practices of teaching and acknowledging expected behavior. In fact, clearly teaching expectations was significantly associated with improved climate perspectives of staff and parents, and having a system for acknowledging those expectations was significantly associated with improved climate perspectives of students. I recommend that future researchers and implementers build on these findings and conclusions to better understand how to implement PBIS in rural schools. Additional research that applies similar methodologies to other demographic groups and more urban settings is needed for further comparison. Additional time points and longitudinal data will also provide more insights to the causes and impacts of PBIS on school climate in small and remote schools."--Boise State University ScholarWorks.

Author: H. Jerome Freiberg
Publisher: Routledge
ISBN: 1135714517
Category : Education
Languages : en
Pages : 240

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Book Description
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.