School Climate

2018 ◽  
pp. 182-208 ◽  
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
School Violence ◽  
School Level ◽  
Multiple Perspectives ◽  
Representative Study ◽  
Improvement Programs ◽  
The Individual ◽  
Over Time

This chapter reviews the conceptualization and definitions of school climate and examines evidence regarding its correlates and consequences. The review indicates that there are multiple ambiguities in current conceptualizations of climate. The roles of school violence, bullying, and safety are not consistent across definitions. Most definitions focus on climate as it relates to individuals. Far less attention has focused on the school as whole, overlooking to a large extent school level issues, including school subcontexts that have particular subclimates (e.g. “unowned spaces”). The role of the district is also sorely missing. It discusses the importance of conceptualizing and measuring multiple perspectives on school climate, both on the individual and school level. The chapter presents a cross-lagged study of the relationships between school climate, violence, and academic achievement over time in a large and representative study of all schools in California. Finally, the chapter discusses climate improvement programs, interventions, and practices.

Introduction

2018 ◽  
pp. 1-13
Author(s):  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
School Violence ◽  
School Level ◽  
Cultural Groups ◽  
Traditional Bullying ◽  
Base Rates ◽  
Similarities And Differences ◽  
Definition Of ◽  
The Individual ◽  
Level Analysis ◽  
Over Time

This introduction chapter presents the historical, personal, and academic background that led to this book that examines a model of school violence in context. The chapter presents the book chapters: a revised model of school violence in evolving contexts; the definition of bullying and school violence; exploring similarities and differences between groups in base rates of victimization and in the structures of victimization types; the multiple ways of exposure to a range of weapons on school grounds, focusing on school-level analysis; sexual victimization and its association with cultural groups; suicide and its relations with bullying both on the individual and school levels; the victimization of teachers by students and of students by their teachers and their interrelationships on a student and school-level; multiple forms of cyberbullying and their relationships with “traditional” bullying; school climate, its definitions, and relationships with victimization and academic achievement over time; policy and intervention implications.

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement

2018 ◽  
Vol 61 (3-4) ◽  
pp. 296-309 ◽  
Author(s):  
Linda D. Ruiz ◽  
Susan D. McMahon ◽  
Leonard A. Jason
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Neighborhood Context ◽  
School Level

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

Confession, conscience, and selfhood on trial

2018 ◽  
pp. 124-177
Author(s):  
Laura Kounine
Keyword(s):  
Case Studies ◽  
The Self ◽  
Change Over Time ◽  
Linear Pattern ◽  
Moral Question ◽  
Modern Self ◽  
The Individual ◽  
Individual Self ◽  
Over Time

This chapter deals with the role of the self and conscience in defending oneself against the charge of witchcraft. To add depth to intellectual concepts—and teleologies—of the self, we must understand how the individual self was understood, felt, and experienced. Particularly for the crime of witchcraft, the crux of the trial was premised on the moral question of what kind of person would commit such a crime. Those on trial for witchcraft in the Lutheran duchy of Württemberg invoked the idioms of ‘mind’, ‘conscience’, ‘heart’, or ‘self’ in constructing their defence. Through four case studies, ranging from 1565 to 1678, this chapter examines the different ways in which people could conceptualize their person, and shows that change over time in the ‘development’ of the modern self was not a uniform or directly linear pattern.

Does School Matter?

2008 ◽  
Vol 13 (1) ◽  
pp. 12-23 ◽  
Author(s):  
Katariina Salmela-Aro ◽  
Noona Kiuru ◽  
Minna Pietikäinen ◽  
Jukka Jokela
Keyword(s):  
School Climate ◽  
Secondary School ◽  
Secondary School Students ◽  
School Level ◽  
School Students ◽  
Individual Level ◽  
Upper Secondary ◽  
School Burnout ◽  
The Individual ◽  
Positive Motivation

School burnout can be defined as consisting of exhaustion due to school demands, cynical, and detached attitude toward one’s school, and feelings of inadequacy as a student ( Kiuru, Aunola, Nurmi, Leskinen, & Salmela-Aro, 2008 ; Salmela-Aro & Näätänen, 2005 ; Schaufeli, Martínez, Pinto, Salanova, & Bakker, 2002 ). The first aim of the present study was to examine the extent to which schools differ in school-related burnout. Moreover, the aim was to examine the extent to which school-related and background factors are associated with school burnout at the school level and at the individual level. The participants were 58,657 students from 431 comprehensive schools and 29,515 students from 228 upper secondary schools who filled in a questionnaire measuring their school burnout, school-related variables (i.e., negative school climate, positive motivation received from teachers, support from the school), and background variables (i.e., gender, grade-point average, socio-economic status, and family structure). The results revealed only small differences between schools in school burnout. Among the comprehensive school students the results at the school-level showed that negative school climate typical of the school was positively related, while support from school shared among school members was negatively related to school-related burnout. Among upper secondary school students, in turn, positive motivation received from teachers typical of the school was negatively related to school-related burnout. At the individual level, negative school climate was positively related, and support from school and positive motivation received from teachers were negatively related to burnout among both the comprehensive and upper secondary school students. In addition, girls and those with lower GPA experienced higher levels of school burnout compared to boys and those with higher GPA.

The Role of Individuals and Social Capital in POSIX Standardization

2011 ◽  
pp. 66-85
Author(s):  
Jim Isaak
Keyword(s):  
Social Capital ◽  
Relative Importance ◽  
Related Research ◽  
Common Values ◽  
Corporate Influence ◽  
The Individual ◽  
Over Time ◽  
The Way

While standards are issued by organizations, individuals do the actual work, with significant collaboration required to agree on a common standard. This article explores the role of individuals in standards setting as well as the way these individuals are connected to one another through trusting networks and common values. This issue is studied in the context of the IEEE POSIX set of standards, for which the author was actively involved for more than 15 years. This case study demonstrates that the goals and influence of individual participants are not just that of their respective employers but may follow the individual through changes of employment. It also highlights changes in the relative importance of individual and corporate influence in UNIX-related standardization over time. Better understanding of the interaction between individuals and organizations in the context of social capital and standardization can provide both a foundation for related research and more productive participation in these types of forums.

scholarly journals Schools With Fitter Children Achieve Better Literacy and Numeracy Results: Evidence of a School Cultural Effect

2012 ◽  
Vol 24 (1) ◽  
pp. 45-57 ◽  
Author(s):  
Richard D. Telford ◽  
Ross B. Cunningham ◽  
Rohan M. Telford ◽  
Walter P. Abhayaratna
Keyword(s):  
Physical Activity ◽  
Academic Achievement ◽  
Body Fat ◽  
Dominant Role ◽  
School Level ◽  
Percent Body Fat ◽  
Dual Emission ◽  
School Cultures ◽  
Using Data ◽  
The Individual

Relationships of academic achievement (government tests) with physical fitness (multistage run), physical activity (pedometers) and percent body fat (dual emission X-ray absorptiometry) were examined at both the aggregate school level and the individual child level using data collected from 757 children in 29 elementary schools. Statistical adjustments included gender, grade and socioeconomic status. Between-school relationships of the academic scores with fitness and physical activity were strong and positive, with some evidence of (negative) relationships with percent body fat. The between-child relationships were weaker, and nonexistent with percent body fat. Stronger between-school than between-child relationships favor the argument that variation in school cultures, characterized by concurrent attention to fitness and academic achievement, might play a more dominant role in explaining these relationships than any direct effect of fitness on academic achievement.

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