Elementary School Social Climate and School Achievement

1978 ◽  
Vol 15 (2) ◽  
pp. 301-318 ◽  
Author(s):  
Wilbur B. Brookover ◽  
John H. Schweitzer ◽  
Jeffrey M. Schneider ◽  
Charles H. Beady ◽  
Patricia K. Flood ◽  
...  
Keyword(s):  
Elementary Schools ◽  
School Climate ◽  
Observational Study ◽  
School Achievement ◽  
Social Climate ◽  
School Level ◽  
Racial Composition ◽  
Climate Variables ◽  
Climate Variable ◽  
School Social Climate

The present study investigates the relationships among a variety of school-level climate variables and mean school achievement in a random, sample of Michigan elementary schools. School-level SES, racial composition and climate were each highly related to mean school achievement; only a small proportion of the between-school variance in achievement is explained by SES and racial composition after the effect of school climate is removed. The climate variable we have called Student Sense of Academic Futility had the largest correlation with achievement. An observational study of four schools with similar SES and racial composition but different achievement tended to support the more analytical findings and suggest the processes by which climate affects achievement.

Is Less More? Subject-Area Specialization and Outcomes in Elementary Schools

2020 ◽  
Vol 15 (2) ◽  
pp. 357-382
Author(s):  
Kevin C. Bastian ◽  
C. Kevin Fortner
Keyword(s):  
Elementary Schools ◽  
Effective Teachers ◽  
School Achievement ◽  
Subject Area ◽  
School Level ◽  
Upper Elementary ◽  
Reading Teachers ◽  
Fifth Grade ◽  
Elementary Grades ◽  
Secondary Grades

Whereas subject-area specialization is common practice in secondary grades, little is known about its incidence and impact in elementary schools. In this study we use data from North Carolina elementary schools to assess which teachers specialize and estimate whether specialization is associated with teacher effectiveness and school achievement. We find that specialization is prevalent in upper-elementary grades—approximately 25 percent of fourth-grade teachers and 37 percent of fifth-grade teachers specialize—and schools assign relatively more effective teachers to specialize. Analyses indicate that specialization is not leading to its theorized benefits in mathematics and reading. Teachers are less effective than they were before specializing and school-level achievement is not associated with more specialization. However, science results suggest benefits to subject-area specialization. These findings question the use of specialization in elementary grades but invite continued research to more fully assess its impact.

scholarly journals School climate and mental health among Swedish adolescents: a multilevel longitudinal study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Krisztina D. László ◽  
Filip Andersson ◽  
Maria Rosaria Galanti
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
School Climate ◽  
School Environment ◽  
Depression Scale ◽  
Poor Mental Health ◽  
Social Climate ◽  
School Level ◽  
Increased Risk ◽  
Strengths And Difficulties

Abstract Background School is one of the most formative institutions for adolescents’ development, but whether school environment affects mental health is uncertain. We investigated the association between the school’s pedagogical and social climate and individual-level mental health in adolescence. Methods We studied 3416 adolescents from 94 schools involved in KUPOL, a longitudinal study conducted in eight regions in Sweden. School climate was reported by the school’s teaching personnel and by the final year students using the teacher and the student versions of the Pedagogical and Social Climate Questionnaire, respectively. Index persons’ mental health was assessed with the Center for Epidemiological Studies Depression Scale for Children and the Strengths and Difficulties Questionnaire. We performed multilevel logistic regression models adjusted for individual, familial and school-level confounders measured in grade 7 and exposure and outcome measured in grades 8 and 9. Results The adjusted odds ratios and 95% confidence intervals comparing the middle and the high to the lowest tertile of the total teacher school climate score were 1.47 (1.10–1.97) and 1.52 (1.11–2.09) for depressive symptoms and 1.50 (1.08–2.08) and 1.64 (1.16–2.33) for the total strengths and difficulties score. In contrast, there was no association between total student school climate score and mental health. Conclusions We found that teacher-, but not student-rated school climate was associated with an increased risk of poor mental health at the student level; the association was most pronounced for internalizing problems. Given schools’ importance for adolescents’ development, further studies are needed to clarify the mechanisms underlying the observed association.

scholarly journals PRINCIPAL'S LEADERSHIP STYLE, AS PERCEIVED BY TEACHERS, IN RELATION TO TEACHER'S EXPERIENCE FACTOR OF SCHOOL CLIMATE IN ELEMENTARY SCHOOLS

2017 ◽  
Vol 7 (2) ◽  
pp. 34-50
Author(s):  
Gabriel Pinkas ◽  
◽  
Aid Bulić ◽  
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Climate ◽  
Elementary School Principals ◽  
Leadership Style ◽  
School Principals ◽  
Ordinary Least Squares ◽  
School Level ◽  
Educational Activity ◽  
Mutual Cooperation

The experience of the environment in which the activity is performed is a significant factor of the outcome of this activity, that is, the efficiency of the work and the degree of achieving the goal. Within the work environment, physical and social conditions can be observed. The first, which includes material and technical means, are mostly static, easily perceivable and measurable. Others, which include social relations, are much more susceptible to change, more difficult to perceive and measure, and their experience with different individuals within the same group can be more distinct. Although all members of the group participate in group dynamics and relationships, not all are equally relevant to these processes. Considering the position that carries the right and responsibility of setting up a vision and mission, setting goals, creating conditions for work, making decisions and providing feedback, the leader is in most cases crucial. This paper analyzes the role of elementary school principals in creating a school climate, as a non - material environment in which educational activity is carried out, and in this sense it is a specific group / work organization. An estimate was used to measure both variables, i.e. teacher's experience. The instruments used are Multifactor Leadership Questionnaire - MLQ (Avolio and Bass) and School Level Environment Questionnaire - SLEQ (Johnson, Stevens and Zvoch). The survey was conducted in elementary schools in the wider city area of Tuzla, on a sample of 467 teachers and 25 principals. In statistical data processing, multiple regression (Ordinary least squares) and direct square discriminatory analysis were applied. The obtained results point to the connection between the perceived leadership style of elementary school principals and the school climate experienced by teachers, especially in the field of innovation in teaching and mutual cooperation.

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.

Experiences of Stereotyping and Tracking in Appalachia: A Case in Consolidation and Social Class

2021 ◽  
pp. 155545892098233
Author(s):  
Connor J. Fewell ◽  
Michael E. Hess ◽  
Charles Lowery ◽  
Madeleine Gervason ◽  
Sarah Ahrendt ◽  
...  
Keyword(s):  
Middle School ◽  
Elementary Schools ◽  
Social Class ◽  
School Districts ◽  
Critical Incident ◽  
School Setting ◽  
Social Classes ◽  
School Level ◽  
Diverse Backgrounds ◽  
First Time

This case explores the complexities of how consolidation perpetuates stereotypes among different social classes in a rural Appalachian school setting. Examined are the experiences at the intersection of social class in rural U.S. school districts when two communities—one affluent and one underresourced—are consolidated. We present a nuanced critical incident that focuses on how school leaders perceive and address students’ experiences with tracking and stereotyping—particularly at a middle school level where elementary schools from diverse backgrounds attend school together for the first time.

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.

scholarly journals Analisis Kekerasan Simbolik dalam Buku Pelajaran Pendidikan Agama Islam di Sekolah Dasar

2020 ◽  
pp. 40
Author(s):  
Nur Ika Fatmawati ◽  
Aninditya Sri Nugraheni ◽  
Ahmad Sholikin
Keyword(s):  
Elementary Schools ◽  
Religious Education ◽  
Lower Class ◽  
School Level ◽  
Symbolic Violence ◽  
Upper Class ◽  
Educational Strategy ◽  
Literature Study ◽  
The Media ◽  
Class Habitus

This research explains about symbolic violence in Islamic religious education books is rarely done. It also checks whether or not the books used so far contain symbolic violence, because there should be no difference in religious education between upper-class and lower-class. The formulation of the problems in this study are; how the mechanism of symbolic violence in Islamic religious education textbooks in elementary schools, and how the proportion of upper-class habitus and lower-class habitus in Islamic religious education textbooks in elementary schools. This research is a qualitative study with the type of literature study. The results showed that symbolic violence still occurred in elementary schools. The mechanism that runs is through an educational strategy by hiding the process of symbolic violence in the curriculum or what we know as the hidden curriculum. One of the media used to perpetrate violence is a textbook. In Islamic Religious Education textbooks for elementary school level), there is an element of upper-class domination over the lower class. The dominance of the upper-class over the lower-classes can be seen from the proportion of habitus presented in the textbook, the number of upper-class habitus presented through sentences and pictures illustrated is far greater than the lower-class habitus.

scholarly journals Strategi Pendidikan Nilai Sebagai Pembentuk Kepribadian Siswa Di Sekolah

2021 ◽  
Vol 5 (1) ◽  
pp. 9-17
Author(s):  
Rinita Rosalinda Dewi ◽  
Mufid Hidayat ◽  
Cik Suabuana
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Data Collection ◽  
Qualitative Methods ◽  
Everyday Life ◽  
Teaching And Learning ◽  
Learning Activities ◽  
School Level ◽  
Research Results ◽  
Education Strategy

Value education is a conscious and planned effort to help students recognize the values that must be used as a guide in behaving and behaving in everyday life. The purpose of this research was to determine the value education strategy as forming the personality of students in schools, especially at the elementary school level. SDN Nagreg 04 is one of the elementary schools that instill value education as a way of shaping the personality of students so that they become personal benefits for others. This research uses descriptive qualitative methods and uses data collection techniques through observation, interviews, and documentation studies. Based on research results show that the value education strategy as forming the personality of students in schools can be started from the curriculum and tools such as syllabus and lesson plans, plan various programs that can support the process of value education to students, integrated with teaching and learning activities, and through collaboration between schools, parents, and society.

scholarly journals La percepción del clima del aula después de un cambio en la evaluación en el alumnado de psicopedagogía

2014 ◽  
Vol 19 (1) ◽  
pp. 23
Author(s):  
Pilar Alonso Martín
Keyword(s):  
School Climate ◽  
Learning Process ◽  
Educational Innovation ◽  
Evaluation Process ◽  
Social Climate ◽  
Descriptive Data ◽  
The Social ◽  
Clear Idea ◽  
The University ◽  
Innovación Docente

RESUMENSe realizó un estudio con los alumnos de 1º de psicopedagogía de la Universidad de Huelva, para analizar su percepción sobre el clima social del aula como consecuencia de una innovación docente en la metodología docente y forma de evaluación. Se ha utilizado la Escala de Clima Escolar de Moos y Ticket (1995). Esta comunicación aporta datos descriptivos sobre los resultados, los cuales reflejan que los alumnos valoran de forma positiva la claridad en las normas, la afiliación, la implicación en su propio proceso de aprendizaje y el tener una idea clara de la organización y planificación de las distintas materias que componen el curso.ABSTRACTA study was carried out with students of 1st year of Psichopedagogy of the University of Huelva, to analyze their perception of the social climate of the classroom as a consequence of an educational innovation affecting the methodology and evaluation process. The Scale of School Climate of Moos and Ticket (1995) has been used. This article provides descriptive data on the results, which reflect that the students value in a positive way the clarity of the norms, the affiliation, the implication in their own learning process and having a clear idea of the organization and planning of the different subjects.

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