Perceptions of Teachers, Support Staff and Parents Regarding the School Climate of Deming/Miller Elementary School PDF Download

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

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Author: Maurice Ramone'. Jones
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 218

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Author: Susan M. Broussard Alfred
Publisher:
ISBN:
Category : Home and school
Languages : en
Pages : 336

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Author: Chantavit Chaemchaeng
Publisher:
ISBN:
Category : Middle schools
Languages : en
Pages : 266

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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.

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: David L. Ginder
Publisher:
ISBN:
Category : Elementary schools
Languages : en
Pages : 117

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Book Description
This case study was designed to investigate the factors of school climate and how they influence an elementary school. The elementary school that participated in the study is located in South Central Pennsylvania. The school is comprised of diverse populations and varied socio-economic background. The research project focused on responses from 21 teachers and staff who completed The School Culture Inventory. This inventory analyzed school climate characteristics and examined the perceptions of teachers and staff on those characteristics. An additional four teachers and one staff member participated in an individual interview. Observations in classroom settings from the researcher provided triangulation of the data. Results of this study revealed that factors such as leadership, problem solving support, role clarity, personal and professional self-worth, student behavior, recognition of success, and faculty-student expectations all affect the school climate. All of these factors have an impact, positively or negatively, on school climate. From the data collected teachers and staff believed that these factors had the most impact on school climate. It was also determined, through the interviews, that outside variables could affect the climate of the school. These factors include parent involvement in their child's education, family socio-economic conditions, district and state financial status, and the family structure of the home.

Author: Ellen DeeAnn Powell
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 264

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Book Description
Since the passage of the No Child Left Behind (NCLB) Act of 2001, the demand for accountability in schools across America has put a spotlight on teacher quality. As part of the focus on school improvement, one area that is sometimes overlooked is teacher evaluation (Varlas, 2009). Within the research, studies can be found that show a relationship between school climate and the effectiveness of teacher evaluation systems (King, 2003: Stronge, 2006; Wilson & Natriello, 1987). It has also been found that effective teacher evaluation can improve school climate (Colby, Bradshaw, & Joyner, 2002). Learning how the overall climate of a school relates to the evaluation process could be beneficial to school administrators and teachers alike. The purpose of this study was to investigate elementary school teachers' perceptions of their school climate and determine if a relationship existed between those perceptions and the perceptions they have of their formative and summative evaluations. This quantitative study was conducted in 35 public elementary schools within a southeast urban area of Houston, Texas. The Organizational Climate Description Questionnaire for Elementary Schools (Hoy, Tarter, & Kottkamp, 1991) was administered to the schools' teaching staff to determine teacher perceptions of their school climate. Additionally, the Teacher Evaluation Profile (Stiggins & Duke, 1988) was given to determine the perceptions of teachers related to their most recent evaluation experiences. Data from the 746 participating teachers was analyzed using a Spearman Rank Correlation Coefficient and Partial Least Squares (PLS) Modeling to assess the relationship between school climate and the teachers perceptions of evaluation effectiveness. The findings indicated that correlations of scores for the various subtests on the Organizational Climate Description Questionnaire Elementary version (OCDQ-RE) with the scores for the various subtests on the Teacher Evaluation Profile (TEP) existed in the direction that supports the stated hypotheses. The six PLS path models defined in this study have practical and/or theoretical significance to predict the relationships between elementary school climate and teacher perceptions regarding evaluation. By understanding the relationship between school climate and teacher evaluation, principals will be better equipped to improve their schools and meet the challenges of NCLB.

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

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Book Description
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: Ann Elizabeth Kastler
Publisher:
ISBN:
Category :
Languages : en
Pages : 514

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