Teacher‐Student Incongruence in Perceptions of School Equity: Associations with Student Connectedness in Middle and High Schools

2021 ◽  
Author(s):  
Katrina J. Debnam ◽  
Adam J. Milam ◽  
Jessika H. Bottiani ◽  
Catherine P. Bradshaw
Keyword(s):  
High Schools ◽  
Teacher Student ◽  
Student Connectedness ◽  
School Equity ◽  
Perceptions Of School

scholarly journals Dampness and student-reported social climate: two multilevel mediation models

2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Eerika Finell ◽  
Asko Tolvanen ◽  
Juha Pekkanen ◽  
Timo Ståhl ◽  
Pauliina Luopa
Keyword(s):  
Indoor Air ◽  
Social Climate ◽  
School Level ◽  
Data Sets ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Mediational Models ◽  
The Relationship ◽  
Perceptions Of School

Abstract Background Little previous research has analysed the relationship between schools’ indoor air problems and schools’ social climate. In this study, we analysed a) whether observed mould and dampness in a school building relates to students’ perceptions of school climate (i.e. teacher-student relationships and class spirit) and b) whether reported subjective indoor air quality (IAQ) at the school level mediates this relationship. Methods The data analysed was created by merging two nationwide data sets: survey data from students, including information on subjective IAQ (N = 25,101 students), and data from schools, including information on mould and dampness in school buildings (N = 222). The data was analysed using multilevel mediational models. Results After the background variables were adjusted, schools’ observed mould and dampness was not significantly related to neither student-perceived teacher-student relationships nor class spirit. However, our mediational models showed that there were significant indirect effects from schools’ observed mould and dampness to outcome variables via school-level subjective IAQ: a) in schools with mould and dampness, students reported significantly poorer subjective IAQ (standardised β = 0.34, p < 0.001) than in schools without; b) the worse the subjective IAQ at school level, the worse the student-reported teacher-student relationships (β = 0.31, p = 0.001) and class spirit (β = 0.25, p = 0.006). Conclusions Problems in a school’s indoor environment may impair the school’s social climate to the degree that such problems decrease the school’s perceived IAQ.

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.

Students' Perceptions of School Climate and Trait Test Anxiety

2012 ◽  
Vol 111 (3) ◽  
pp. 761-764 ◽  
Author(s):  
Yang Yang Liu
Keyword(s):  
High School ◽  
High School Students ◽  
School Climate ◽  
Test Anxiety ◽  
School Students ◽  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese High School Students ◽  
Perceptions Of School

In a sample of 916 Chinese high school students, the relations among the students' perceptions of school climate and their trait test anxiety were examined. The results indicated that students' perceptions of teacher-student relationships and student-student relationships negatively predicted their trait test anxiety. Furthermore, girls had higher scores on trait test anxiety than boys.

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”.

Student’s Perceptions of School Safety

2018 ◽  
Vol 34 (4) ◽  
pp. 319-330 ◽  
Author(s):  
Susan Williams ◽  
Mallory Schneider ◽  
Cory Wornell ◽  
Jennifer Langhinrichsen-Rohling
Keyword(s):  
School Safety ◽  
School Belonging ◽  
Bullying Victimization ◽  
Public High School ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
School Avoidance ◽  
Safer Schools ◽  
Rule Clarity ◽  
Perceptions Of School

This study examined the relationship of students’ perceptions of school safety and school avoidance related to feeling unsafe with predictor variables: bullying victimization, student/teacher/parent/administration relations, rule clarity and consistency, school physical environment (negative and positive), and student’s belongingness. In a public high school sample ( n = 585), 24.7% of students felt unsafe and 14.4% avoided school due to feeling unsafe during the past month. Being female and experiencing bullying was associated with feeling unsafe. However, after accounting for demographics and bullying victimization, perceptions of safety increased when students reported positive student and teacher relations, consistent rules, a clean school that is also crowded/noisy, and a sense of school belonging. Avoiding school because of safety concerns was related to decreased school belonging and teacher/student relationships, but not bullying. Focusing on enhancing the school climate/environment, facilitating student belongingness, and reducing bullying are ways school nurses can help promote safer schools.

scholarly journals Associations of school tobacco policies and legislation with youth smoking: a cross-sectional study of Danish vocational high schools

BMJ Open ◽  
2019 ◽  
Vol 9 (7) ◽  
pp. e028357 ◽  
Author(s):  
Susan Andersen ◽  
Veronica Pisinger ◽  
Morten Hulvej Rod ◽  
Janne Tolstrup
Keyword(s):  
High School Students ◽  
High Schools ◽  
Regression Models ◽  
Cross Sectional ◽  
Current Smoking ◽  
Free School ◽  
Tobacco Policies ◽  
Teacher Student ◽  
Vocational High Schools ◽  
The Law

BackgroundIn vocational high schools, the prevalence of smoking is high (nearly 40% daily smoking in Danish vocational high schools). Schools are increasingly adopting school tobacco policies (STPs) and a national law on smoke-free school grounds has been implemented. Our objective was to explore the extent of STPs in vocational schools and examine the association of STPs and smoke-free school grounds legislation with student smoking.MethodsWe used data from the cross-sectional Danish National Youth Study 2014, including 5013 vocational high school students (76% male) at 40 campuses. Implementation of STPs was measured by questionnaires to principals and field observations of smoking practices were conducted. Logistic regression models assessed whether STP characteristics were associated with students’ current smoking (ie, daily and occasional) compared with non-current smoking. Negative binominal regression models assessed cigarettes per day among daily smokers.ResultsSchools covered by the national law on smoke-free school ground had more comprehensive STPs than schools not covered by the law. Student smoking was observed on 78% of campuses, with less visibility of smoking in schools covered by the national law (69% vs 83%). Current smoking was lower for students attending a school covered by the national law (OR=0.86, 95% CI 0.75 to 0.97). Students who attended schools that allowed teacher–student smoking were more likely to smoke (OR=1.13, 95% CI 1.01 to 1.27).ConclusionsA law on smoke-free school grounds was associated with less current smoking in vocational high schools, while school norms that are supportive of teacher-student smoking were associated with greater odds of current smoking. Visibility of student smoking was less prevalent at schools covered by the law on smoke-free school grounds; nevertheless, the visibility of smoking was high. Better enforcement or an extension of the current law on smoke-free school grounds is recommended.

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