Aspects of Homophobia in Italian High Schools: Students' Attitudes and Perceptions of School Climate

2011 ◽  
Vol 41 (11) ◽  
pp. 2600-2620 ◽  
Author(s):  
GABRIELE PRATI ◽  
LUCA PIETRANTONI ◽  
ANTHONY R. D'AUGELLI
Keyword(s):  
High Schools ◽  
School Climate ◽  
Attitudes And Perceptions ◽  
Students Attitudes ◽  
Perceptions Of School

Unified Extracurricular Activities as a Pathway to Social Inclusion in High Schools

2019 ◽  
Vol 124 (6) ◽  
pp. 568-582 ◽  
Author(s):  
Gary N. Siperstein ◽  
Emily D. McDowell ◽  
Holly E. Jacobs ◽  
Jeffrey E. Stokes ◽  
Andrea L. Cahn
Keyword(s):  
High Schools ◽  
Extracurricular Activities ◽  
Social Inclusion ◽  
Survey Design ◽  
Special Olympics ◽  
Sports Clubs ◽  
Inclusive School ◽  
Lagged Dependent Variable ◽  
Students Attitudes ◽  
Perceptions Of School

Abstract The present study examined how a multicomponent intervention embedded in a high school's extracurricular framework impacts students' acceptance of peers with intellectual disability (ID). Data were collected from eight high schools, three of which implemented the Special Olympics Unified Champion Schools (UCS) program involving inclusive sports, clubs, and schoolwide events, and five of which did not. A pretest-posttest survey design was used to measure students' attitudes, perceptions, and interactions (n = 1,230). Lagged dependent variable modeling revealed that UCS participation significantly predicted improved attitudes toward peers with ID and perceptions of school social inclusion, as well as increased social interactions with peers with ID. Unified extracurricular activities may be the next step forward in promoting an inclusive school culture.

Manual Training Teachers and other Teachers—A Comparison of Their Perceptions and Satisfactions and a Commentary

1973 ◽  
Vol 17 (2) ◽  
pp. 192-197 ◽  
Author(s):  
McCrae C. Grassie
Keyword(s):  
Decision Making ◽  
High Schools ◽  
School Climate ◽  
Factor Scores ◽  
Relative Lack ◽  
Participation In Decision Making ◽  
Perceptions Of School

This paper reports on an investigation into fourteen Queensland high schools with instruments measuring perceptions of school climate, bureaucratization, satisfaction and professionalism. The factor scores of manual training teachers and those of teachers of general subjects are compared and five significant differences found. Manual training teachers believe less in the importance of autonomy and more in the importance of service. They perceive in their schools more evidence of leadership and more opportunities for participation in decision-making and they are more satisfied with their colleagues than are other teachers in the schools. The relative lack of supervision they experience appears to be “a healthy neglect”.

scholarly journals Revisiting Brown Versus Board of Education: Differences in School Context and the influence of Racial Attitudes on Academic Attainment and Civic Engagement among Black Americans across the Lifespan

2020 ◽  
Vol 2 (3) ◽  
pp. p47
Author(s):  
Kristen Bell ◽  
Mikerobert Joseph ◽  
Rune Simeonson, Ph. D ◽  
Jonathan N Livingston ◽  
Maia Crumbie ◽  
...  
Keyword(s):  
High Schools ◽  
School Climate ◽  
Civic Engagement ◽  
Historically Black ◽  
Racial Attitudes ◽  
School Context ◽  
Black Americans ◽  
Board Of Education ◽  
Historically White ◽  
Perceptions Of School

Since Brown versus the Board of Education 60 years ago, educators and social and behavioral scientists have tried to identify factors related to better achievement for Black Americans. Since the desegregation of schools in the U.S., Black American students have reported lower grade point averages, standardized test scores, and graduation rates (Allen, 1992). Previous research has investigated school context and climate as well as the influence of racial attitudes on academic achievement. Findings suggest that positive student perceptions of school climate and context (e.g., pride, social support, relationships with a teacher, access to resources) were related to better academic outcomes (Hurley & Lustbader, 1997). However, the research on the influence of racial attitudes have been inconclusive (Chavous et al., 2003; Fordham & Ogbu 1986). Thus, the purpose of this study is two-fold. First, to explore whether racial attitudes were related to academic attainment and civic engagement, and second, to examine whether there are differences in perceptions in school pride and school climate for students in historically black high schools and historically white high schools. To assess the aforementioned research questions, thirty-three Black American high school graduates from a historically white high school and eighty-two Black Americans from historically black high schools were sampled. Spearman Rho correlations and Independent sample T-tests were run to assess the relationship between the following. 1) Racial attitudes, educational attainment, and civic engagement. 2) Differences in perceptions of school climate for Blacks at historically White and Black high schools. Findings reveal statistically significant associations between racial attitudes and educational attainment as well as civic engagement. Moreover, differences were also found in perceptions of climate across school types. Given these results, further research is needed to explore the influence of students’ perception of their school experience and racial attitudes upon educational and life outcomes.

scholarly journals Teachers’ multicultural attitudes and perceptions of school policy and school climate in relation to burnout

2019 ◽  
Vol 30 (6) ◽  
pp. 599-617 ◽  
Author(s):  
Anneke Dubbeld ◽  
Natascha de Hoog ◽  
Perry den Brok ◽  
Maarten de Laat
Keyword(s):  
School Climate ◽  
School Policy ◽  
Attitudes And Perceptions ◽  
Perceptions Of School

scholarly journals Teachers' perceptions of school climate in inclusive schools

2019 ◽  
Vol 4 (1) ◽  
pp. 27
Author(s):  
Weny Savitry Sembiring Pandia ◽  
Margaretha Purwanti
Keyword(s):  
High Schools ◽  
School Climate ◽  
Inclusive Education ◽  
Low Vision ◽  
Sampling Technique ◽  
Vocational Schools ◽  
Students With Special Needs ◽  
Teachers Perceptions ◽  
Inclusive Schools ◽  
Perceptions Of School

Teachers are important figures in forming the school climate, including in inclusive schools. Their perception will influence the learning process and indirectly affect students’ achievements. This study aimed to identify teachers’ perceptions of school climate in inclusive schools. Mixed method was used in this study. Quantitatively, questionnaires were given to 127 teachers from 2 inclusive vocational schools and 4 inclusive high schools in Jakarta, Bandung, and Surakarta, using accidental sampling technique. In each class, there were 2 – 3 students with special needs, which encompassed different types of disability such as physically disabled, low vision, slow learner, Attention Deficit Hyperactivity Disorder (ADHD) and autism. Qualitatively, school observations and interviews were conducted with 10 teachers. The results showed that their perceptions of the school climate in high schools and vocational schools tended to be positive although the knowledge and application of inclusive education still needed to be improved. There were differences in several perceptual aspects due to the duration of teaching and the type of school.

scholarly journals A Practical Guide to Improving School Climate in High Schools

2019 ◽  
Vol 55 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Janet VanLone ◽  
Jennifer Freeman ◽  
Tamika LaSalle ◽  
Lola Gordon ◽  
Tiffany Polk ◽  
...  
Keyword(s):  
High Schools ◽  
School Climate ◽  
Secondary Schools ◽  
Secondary Students ◽  
Academic Outcomes ◽  
Evidence Based ◽  
School Environments ◽  
Effective Implementation ◽  
Data Practices ◽  
Perceptions Of School

Research focusing on school climate has shown that healthy, safe, and positive school environments are associated with improved psychological, social, behavioral, and academic outcomes for secondary students. For this reason, it is important for schools to understand how to improve perceptions of school climate through effective, evidence-based interventions. Despite the importance of school climate, secondary schools continue to struggle to implement evidence-based interventions that may improve school climate in these settings. The purpose of this guide is to provide a practical step-by-step guide for improving school climates in high schools within a multitiered system of support (MTSS) framework, specifically focusing on how to use the critical features of MTSS (i.e., outcomes, data, practices, systems) to support effective implementation.

Student Perceptions of School Climate and Safety

2008 ◽  
Author(s):  
Aisha Thompson ◽  
Talisha Lee ◽  
Dewey G. Cornell
Keyword(s):  
School Climate ◽  
Student Perceptions ◽  
Perceptions Of School

scholarly journals The Relationship between Physical Education Teachers’ Perceptions of Principals’ Transformational Leadership and Creative Teaching Behavior at Junior and Senior High Schools: A Cross-Level Moderating Effect on Innovative School Climates

2021 ◽  
Vol 13 (15) ◽  
pp. 8184
Author(s):  
Chia-Ming Chang ◽  
Huey-Hong Hsieh ◽  
Yu-Hui Chou ◽  
Hsiu-Chin Huang
Keyword(s):  
Transformational Leadership ◽  
High Schools ◽  
School Climate ◽  
Physical Education ◽  
Positive Impact ◽  
School Level ◽  
Physical Education Teachers ◽  
Teaching Behaviors ◽  
Creative Teaching ◽  
The Relationship

The purpose of this study was to examine the relationship between a principal’s transformational leadership and creative teaching behavior of physical education teachers at junior and senior high schools in Taiwan (at the individual level) and the cross-level effect on creative teaching behaviors of physical education teachers in an innovative school climate (at the school level) and the moderator effect of an innovative school climate on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. A total of 800 questionnaires were distributed to physical education teachers at 59 junior and senior high schools and 477 valid surveys were collected for data analysis. Using hierarchical linear modeling, we found that at the individual level, a principal’s transformational leadership has a positive impact on creative teaching behaviors of physical education teachers, and at the school level, an innovative school climate has a positive impact on creative teaching behaviors (at the person level) of physical education teachers. An innovative school climate at the school level has no moderating effects on the relationship between a principal’s transformational leadership and creative teaching behaviors of physical education teachers. This study provides implications and applications for cross-level studies, and builds the foundation for future multilevel research.

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