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Author: Meagan Dawn O'Malley Publisher: ISBN: 9781267020727 Category : Languages : en Pages : 103
Book Description
Public and scholarly interest in school climate is growing as research demonstrates that its constituent variables powerfully impact school community members, including students and staff members. Despite growing popularity, few school climate measures are supported by adequate psychometric evidence. What is more, little is known about the dynamics of school climate. Absent well-understood constructs and adequate measures thereof, interpretations of school climate construct validity and related outcome data are left open to criticism. In response to the need for a psychometrically sound measure of school climate, the core 41 items of the California School Climate Scale (CSCS), a statewide monitoring measure of school climate-related variables, were analyzed using exploratory and confirmatory factor analytic techniques. Respondents were 127,149 teachers, 7,838 administrators, and 31,191 other staff members working in public elementary, middle, and high schools throughout California. Results of the factor analytic analyses suggested that a solution including five first-order factors and a single second-order factor provided adequate explanation for the covariance in the CSCS data. As an initial exploration of the dynamics of school climate, additional analyses were undergone to determine if significant differences existed in the perception of school climate variables by members of different staff groups and across elementary, middle, and high school levels. Results revealed universally more positive endorsements of school climate variables by administrators than teachers. What is more, respondents endorsed elementary schools significantly more positively than middle or high schools on all school climate variables. Results and implications for practice and scholarship are discussed, with special attention paid to practical, theoretical, and methodological limitations. Recommendations for future school climate-related scholarship are also outlined.
Author: Meagan Dawn O'Malley Publisher: ISBN: 9781267020727 Category : Languages : en Pages : 103
Book Description
Public and scholarly interest in school climate is growing as research demonstrates that its constituent variables powerfully impact school community members, including students and staff members. Despite growing popularity, few school climate measures are supported by adequate psychometric evidence. What is more, little is known about the dynamics of school climate. Absent well-understood constructs and adequate measures thereof, interpretations of school climate construct validity and related outcome data are left open to criticism. In response to the need for a psychometrically sound measure of school climate, the core 41 items of the California School Climate Scale (CSCS), a statewide monitoring measure of school climate-related variables, were analyzed using exploratory and confirmatory factor analytic techniques. Respondents were 127,149 teachers, 7,838 administrators, and 31,191 other staff members working in public elementary, middle, and high schools throughout California. Results of the factor analytic analyses suggested that a solution including five first-order factors and a single second-order factor provided adequate explanation for the covariance in the CSCS data. As an initial exploration of the dynamics of school climate, additional analyses were undergone to determine if significant differences existed in the perception of school climate variables by members of different staff groups and across elementary, middle, and high school levels. Results revealed universally more positive endorsements of school climate variables by administrators than teachers. What is more, respondents endorsed elementary schools significantly more positively than middle or high schools on all school climate variables. Results and implications for practice and scholarship are discussed, with special attention paid to practical, theoretical, and methodological limitations. Recommendations for future school climate-related scholarship are also outlined.
Author: G. Austin Publisher: ISBN: Category : Languages : en Pages : 26
Book Description
No Child Left Behind (NCLB) mandates that schools receiving federal Safe and Drug-Free Schools and Community (SDFSC) funds conduct an anonymous teacher survey of the incidence of, prevalence of, and attitudes related to drug use and violence. To meet this NCLB mandate, the California Department of Education (CDE) funded the development of the School Climate Survey (SCS) for staff as a required companion to the California Healthy Kids Survey (CHKS) for students. It has been designed to help meet the data needs of not only SDFSC and health programs but also of general school planning, reform, and improvement efforts. Analysis of CHKS student data has shown that several key risk and resilience indicators are related to changes in SAT-9 test scores over time. This analysis supports the importance of promoting student well-being and positive development -- and of reducing involvement in risk behaviors -- as part of any comprehensive school improvement effort. One goal of the SCS is to provide more data that will advance awareness of these linkages between health and academic achievement. The SCS includes key questions related to academic standards, staff-student relationships, the learning environment in the school, and learning supports and barriers. This part of the CHKS Guidebook explains the SCS requirements, and describes the procedures, step-by-step, for administration. (Includes 6 Exhibits.).
Author: John Shindler Publisher: John Wiley & Sons ISBN: 0470565500 Category : Education Languages : en Pages : 391
Book Description
Transformative Classroom Management The natural condition of any classroom is harmonious, satisfying, and productive, so why do so many teachers struggle with problems of apathy, hostility, anxiety, inefficiency, and resistance? In this groundbreaking book, education expert John Shindler presents a powerful model, Transformative Classroom Management (TCM), that can be implemented by any teacher to restore the natural positive feelings in his or her classroom—the love of learning, collaboration, inspiration, and giving—and create a productive learning environment in which all students can achieve. Unlike other classroom management systems that view problems as something to be “handled,” TCM offers suggestions for creating optimal conditions for learning, performance, motivation, and growth. This practical book shows teachers how to abandon ineffective short-term gimmicks, bribes, and punishments and adopt the proven management practices and new habits of mind that will transform their classrooms. Praise for Transformative Classroom Management “Transformative Classroom Management is a practical resource that explains the how and why of classroom management for novice and veteran teachers. Dr. Shindler recognizes the importance of preserving the teacher’s sanity while ensuring the student’s development of a personal sense of responsibility and a positive self-esteem.” —Eileen Matus, principal, South Toms River Elementary School, New Jersey “I have read many other management books by other authors, but Transformative Classroom Management has been the best so far at demystifying the invisible forces in the classroom.” —WILL McELROY, 4th grade teacher, Los Angeles United School District “This book was an invaluable tool for me during my student teaching. It served as a reference book that I found myself continually drawn to while struggling to find ways to effectively manage 29 first graders. The ideas, concepts and suggestions in the book were so innovative and helpful that even my Master Teacher found herself implementing some of the ideas! A must have for all student teachers!” —Carol Gillon, student teacher, Seattle University “Insightful and thoroughly researched, Transformative Classroom Management is an invaluable tool to help teachers, newbies and veterans alike, develop fully functional and engaged learning communities.” —LISA GAMACHE RODRIGUEZ, teacher, Los Angeles Unified School District
Author: Thomas Hanson Publisher: ISBN: Category : Languages : en Pages : 74
Book Description
A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the appropriateness of the survey for identifying needs and monitoring changes in school climate. It analyzes survey response data for 730,160 grade 7 students from 2004/05 through 2010/11 in 1,117 California middle schools and 16,255 teachers from 2008/09 through 2010/11 in 812 California middle schools to examine the following research questions: (1) What school climate domains in middle school do the survey items measure?; (2) How reliably do the survey items measure school climate at the respondent and school levels?; (3) How stable are the school-level climate measures?; and (4) Are the school climate measures related to student achievement and discipline infractions? Three analytic strategies were used: exploratory/confirmatory factor analysis, estimation of respondent- and school-level reliability, and estimation of correlations of school climate measures over time and with student academic performance and suspensions. The study finds that student and staff surveys validly and reliably assess distinct school climate domains, such as safety and connectedness, meaningful participation, bullying and discrimination, and caring staff-student relationships. All school-level domain measures were associated in expected ways with school-level student academic performance and suspensions. The following are appended: (1) The link between school climate and student learning; (2) School climate items on the California School Climate, Health, and Learning Survey student and staff surveys; (3) Methodology; (4) Detailed results; (5) Sensitivity analyses; (6) Student survey exploratory factor analysis results: Factor loadings from preferred model; and (7) Staff survey exploratory factor analysis results: Factor loadings from selected model.
Author: Bonnie Benard Publisher: WestEd ISBN: 0914409182 Category : Education Languages : en Pages : 316
Book Description
A few years ago, resiliency theory was relatively new to the fields of prevention and education. Today, it is at the heart of hundreds of school and community programs that recognize in all young people the capacity to lead healthy, successful lives. The key, as Benard reports in this synthesis of a decade and more of resiliency research, is the role that families, schools, and communities play in supporting, and not undermining, this biological drive for normal human development. Of special interest is the evidence that resiliency prevails in most cases by far -- even in extreme situations, such as those caused by poverty, troubled families, and violent neighborhoods. An understanding of this developmental wisdom and the supporting research, Benard argues, must be integrated into adults' vision for the youth they work with and communicated to young people themselves. Benard's analysis of how best to incorporate research findings to support young people is both realistic and inspirational. It is an easy-to-read discussion of what the research has found along with descriptions of what application of the research looks like in our most successful efforts to support young people.
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: Meagan Dawn O'Malley
Author: Meagan Dawn O'Malley
Author: G. Austin
Author: 
Author: California. Department of Education
Author: John Shindler
Author: Thomas Hanson
Author: Bonnie Benard
Author: Joseph Kosciw
Author: Sarah Miyako Munton
Author: Garry Wade McGiboney