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Author: Amrit Thapa Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
Over the past three decades, researchers and educators have increasingly recognized the importance of K-12 school climate. This summary report builds on previous school climate reviews and details how school climate is associated with and/or promotes safety, healthy relationships, engaged learning and teaching and school improvement efforts. In America and around the world, there is growing interest in school climate reform and appreciation that this is a viable, data driven school improvement strategy that promotes safer, more supportive and civil K-12 schools. The Centers for Disease Control and Prevention (2009) recommends school climate reform as a data driven strategy that promotes healthy relationships, school connectedness, and dropout prevention. The Institute for Educational Sciences includes school climate as a sound strategy for dropout prevention. The U. S Department of Education (2007) has invested in the Safe and Supportive Schools (S3) grant program to support state-wide school climate measurement and the study of school climate improvement efforts. A growing number of State Departments of Education are focusing on school climate reform as an essential component of school improvement and/or bully prevention. And, a growing number of educational ministries from around the world (e.g. China, France, Israel, Peru, Singapore, Spain) (Cohen, 2012), and the UN Children's Fund are invested in supporting school climate reform efforts. While early educational reformers such as Perry (1908), Dewey (1916), and Durkheim (1961) recognized that the distinctive culture of a school affects the life and learning of its students, the rise of systematic, empirical study of school climate grew out of industrial/organizational research coupled with the observation that school-specific processes accounted for a great deal of variation in student achievement. Ever since, the research in school climate has been growing systematically, and in recent years many countries are showing a keen interest in this area. Literature in this field suggests that there are empirical evidences being documented on various aspects of school climate in several languages. In this review, the authors address five essential areas of focus: (1) Safety (e.g. rules and norms; physical safety; social-emotional safety); (2) Relationships (e.g. respect for diversity; school connectedness/engagement; social support; leadership); (3) Teaching and Learning (e.g. social, emotional, ethical and civic learning; support for academic learning; support for professional relationships); (4) Institutional Environment (e.g. physical surrounding); and (5) School climate, the Processes of School Improvement. Although there is not yet a consensus about which dimensions are essential to measuring school climate validly, the authors believe that empirical reviews such as these may help to refine and focus understanding of the aspects of school climate that can and need to be assessed.
Author: Amrit Thapa Publisher: ISBN: Category : Languages : en Pages : 21
Book Description
Over the past three decades, researchers and educators have increasingly recognized the importance of K-12 school climate. This summary report builds on previous school climate reviews and details how school climate is associated with and/or promotes safety, healthy relationships, engaged learning and teaching and school improvement efforts. In America and around the world, there is growing interest in school climate reform and appreciation that this is a viable, data driven school improvement strategy that promotes safer, more supportive and civil K-12 schools. The Centers for Disease Control and Prevention (2009) recommends school climate reform as a data driven strategy that promotes healthy relationships, school connectedness, and dropout prevention. The Institute for Educational Sciences includes school climate as a sound strategy for dropout prevention. The U. S Department of Education (2007) has invested in the Safe and Supportive Schools (S3) grant program to support state-wide school climate measurement and the study of school climate improvement efforts. A growing number of State Departments of Education are focusing on school climate reform as an essential component of school improvement and/or bully prevention. And, a growing number of educational ministries from around the world (e.g. China, France, Israel, Peru, Singapore, Spain) (Cohen, 2012), and the UN Children's Fund are invested in supporting school climate reform efforts. While early educational reformers such as Perry (1908), Dewey (1916), and Durkheim (1961) recognized that the distinctive culture of a school affects the life and learning of its students, the rise of systematic, empirical study of school climate grew out of industrial/organizational research coupled with the observation that school-specific processes accounted for a great deal of variation in student achievement. Ever since, the research in school climate has been growing systematically, and in recent years many countries are showing a keen interest in this area. Literature in this field suggests that there are empirical evidences being documented on various aspects of school climate in several languages. In this review, the authors address five essential areas of focus: (1) Safety (e.g. rules and norms; physical safety; social-emotional safety); (2) Relationships (e.g. respect for diversity; school connectedness/engagement; social support; leadership); (3) Teaching and Learning (e.g. social, emotional, ethical and civic learning; support for academic learning; support for professional relationships); (4) Institutional Environment (e.g. physical surrounding); and (5) School climate, the Processes of School Improvement. Although there is not yet a consensus about which dimensions are essential to measuring school climate validly, the authors believe that empirical reviews such as these may help to refine and focus understanding of the aspects of school climate that can and need to be assessed.
Author: Bill Preble Publisher: Corwin Press ISBN: 1412992680 Category : Education Languages : en Pages : 185
Book Description
The authors provide a collaborative action research process to help all stakeholders transform both their school climate and student learning. Includes success stories, strategies, and implementation activities.
Author: Garry Wade McGiboney Publisher: Cambridge Scholars Publishing ISBN: 1443896683 Category : Psychology Languages : en Pages : 270
Book Description
Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
Author: H. Jerome Freiberg Publisher: Routledge ISBN: 1135714517 Category : Education Languages : en Pages : 240
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: National School Climate Center (NSCC) Publisher: ISBN: Category : Languages : en Pages : 39
Book Description
The majority of Americans have a shared vision that K-12 education needs to support children's ability to love, work and participate effectively in a democratic society. The National School Climate Center, a growing number of State Departments of Education and recently, the United States Department of Education believe that when school communities work to measure and improve school climate we mobilize the "whole village" to support the whole child developing these abilities that provide the foundation for school and life success. One of the most important goals that the National School Climate Council suggested in the 2007 "School Climate Challenge" was that the country needs school climate standards. When a State Department of Education develops standards, they are setting a "bar" that all schools need to achieve. In 2009, the Council was asked to develop these standards. The benchmarks provide a framework to begin to define what can be done to support children and adolescents developing in healthy ways and learning. The National School Climate Center has invited a group of building, district, State and national educational leaders to comment on the following five questions: (1) Do we need national school climate standards? Why or why not?; (2) What do you most value and agree with about these standards? Is they're something important that is, in your view, missing?; (3) What do you most dislike and disagree with about these standards?; (4) How could standards like these be used most helpfully to support student learning, positive youth development and the promotion of skills, knowledge and dispositions that support an effective and engaged citizenry?; and (5) What are the most important recommendations you would make to teacher educators, school leaders, teachers/ others who seek to implement the standards? It is the hope that these commentaries spur discussion, reflection and debate. When measuring and working to improve school climate the following can occur: (1) Recognizing the essential social, emotional, ethical and civic as well as intellectual aspects of learning and our school improvement efforts; (2) Supporting shared leadership and learning; (3) Promoting School-Family-Community Partnerships; and (4) Promoting student engagement. We hope that States and Districts will consider adopting or adapting these standards in order to narrow the socially unjust gap between school climate research, policy, practice guidelines and teacher education. Following an Overview by Jonathan Cohen, the following commentaries are included in this report: (1) National School Climate Standards: A Critique (Gene Carter); (2) Can standardizing climate insure safety? (Mary Grenz Jalloh); (3) National school climate commentary (Eileen Santiago & JoAnne Ferrara); (4) School climate standards and dialogue (John Devine); (5) Response to the National School Climate Standards (National Association of School Psychologists); (6) Reaction to National School Climate Standards (Jo Ann Freiberg); (7) National School Climate standards: New Tools for building respectful schools (Bill Preble & Rick Gordon); (8) Feedback on National School Climate Standards (John Eller); (9) Commentary on the National School Climate Standards: Using an Equity Lens to Reconsider the Standards (Randy Ross & Elizabeth A'Vant); (10) Coda: Reflections and next steps (Richard Cardillo, Jonathan Cohen & Terry Pickeral). (Individual papers contain references.).
Author: Sam Goldstein Publisher: Springer Science & Business Media ISBN: 038777579X Category : Education Languages : en Pages : 0
Book Description
This reference work breaks new ground as an electronic resource. Utterly comprehensive, it serves as a repository of knowledge in the field as well as a frequently updated conduit of new material long before it finds its way into standard textbooks.
Author: Don Morris Publisher: ISBN: Category : Languages : en Pages : 7
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: Harvey Shapiro Publisher: John Wiley & Sons ISBN: 1118966678 Category : Education Languages : en Pages : 639
Book Description
In this comprehensive, multidisciplinary volume, experts from a wide range fields explore violence in education’s different forms, contributing factors, and contextual nature. With contributions from noted experts in a wide-range of scholarly and professional fields, The Wiley Handbook on Violence in Education offers original research and essays that address the troubling issue of violence in education. The authors show the different forms that violence takes in educational contexts, explore the factors that contribute to violence, and provide innovative perspectives and approaches for prevention and response. This multidisciplinary volume presents a range of rigorous research that examines violence from both micro- and macro- approaches. In its twenty-nine chapters, this comprehensive volume’s fifty-nine contributors, representing thirty-three universities from the United States and six other countries, examines violence’s distinctive forms and contributing factors. This much-needed volume: Addresses the complexities of violence in education with essays from experts in the fields of sociology, psychology, criminology, education, disabilities studies, forensic psychology, philosophy, and critical theory Explores the many forms of school violence including physical, verbal, linguistic, social, legal, religious, political, structural, and symbolic violence Reveals violence in education’s stratified nature in order to achieve a deeper understanding of the problem Demonstrates how violence in education is deeply situated in schools, communities, and the broader society and culture Offers new perspectives and proposals for prevention and response The Wiley Handbook on Violence in Education is designed to help researchers, educators, policy makers, and community leaders understand violence in educational settings and offers innovative, effective approaches to this difficult challenge.
Author: Katie Worth Publisher: ISBN: 9781735913643 Category : Languages : en Pages : 150
Book Description
Why are so many American children learning so much misinformation about climate change? Investigative reporter Katie Worth reviewed scores of textbooks, built a 50-state database, and traveled to a dozen communities to talk to children and teachers about what is being taught, and found a red-blue divide in climate education. More than one-third of young adults believe that climate change is not man-made, and science teachers who teach global warming are being contradicted by history teachers who tell children not to worry about it. Who has tried to influence what children learn, and how successful have they been? Worth connects the dots to find out how oil corporations, state legislatures, school boards, and textbook publishers sow uncertainty, confusion, and distrust about climate science. A thoroughly researched, eye-opening look at how some states do not want children to learn the facts about climate change.
Author: National School Climate Center (NSCC) Publisher: ISBN: Category : Languages : en Pages : 4
Book Description
Student learning and development are a function of both individual and systemic factors. Individual factors include students' motivation as well as their intellectual and social abilities. Systemic factors include teacher quality, administrative leadership, community engagement, and learning environments. The increasing numbers of children living in poverty and rapidly changing ethnic demographics are critical contextual factors that must be addressed in creating positive school climates for all. The National School Climate Council defines school climate as the quality and character of school life. School climate is a multidimensional concept that reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, safety, and organizational structures of a school community. School climate improvement is an intentional, strategic, collaborative, transparent, and coordinated effort to strengthen school learning environments. Democratically informed decision-making constitutes an essential foundation for the school climate improvement process. Based on members' collective experience partnering with schools, the Council defines an effective school climate improvement process as one that engages all stakeholders in six essential practices. The six essential practices and glossary of terms are presented in this brief.
Author: Amrit Thapa
Author: Amrit Thapa
Author: Bill Preble
Author: Garry Wade McGiboney
Author: H. Jerome Freiberg
Author: National School Climate Center (NSCC)
Author: Sam Goldstein
Author: Don Morris
Author: Harvey Shapiro
Author: Katie Worth
Author: National School Climate Center (NSCC)