scholarly journals The School Climate - Student Achievement Connection

2016 ◽  
Vol 1 (1) ◽  
pp. 9-16 ◽  
Author(s):  
John Shindler ◽  
Albert Jones ◽  
A. Dee Williams ◽  
Clint Taylor ◽  
Hermenia Cardenas
Keyword(s):  
Student Achievement ◽  
School Climate ◽  
School Districts ◽  
Predictive Factor ◽  
Urban School ◽  
Theoretical Implication ◽  
Urban School Districts ◽  
The Relationship

This study examined the relationship between school climate and student achievement rat- ings in urban school districts in five states (N =230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the quality of the climate appears to be the single most predictive factor in any school’s capacity to promote student achievement. The findings of the study suggest a se- ries of general and theoretical implication for the field of education. It appears that the use of practices that promote a “psychology of success” lead to greater achievement and higher quality climate, and those that promote a “psychology of failure” lead to under- performance.

When is Tenure Long Enough? A Historical Analysis of Superintendent Turnover and Tenure in Urban School Districts

1996 ◽  
Vol 32 (1_suppl) ◽  
pp. 615-641 ◽  
Author(s):  
Gary Yee ◽  
Larry Cuban
Keyword(s):  
School Districts ◽  
Historical Analysis ◽  
Urban School ◽  
Urban School Districts ◽  
Turn Of The Century ◽  
Superintendent Turnover ◽  
Urban Superintendents ◽  
The Press ◽  
Relationship Of ◽  
The Relationship

The short tenure and frequent turnover of urban superintendents has been attributed to the growing unmanageability of urban school districts. This instability at the top is said to limit the prospects for sustained reform. In this article, we calculate the average tenure of urban superintendents since the turn of the century. Our research suggests that the tenure of superintendents has been decreasing, but not in a linear fashion and not as precipitously as is often reported in the press. We believe that a complex mix of environmental, local, and professional factors may help explain changes in tenure, but the causal and interactive relationships between them remains a mystery. Nevertheless, our findings suggest the longer-than-anticipated tenures raise questions about the relationship of "short tenures" and the problems facing urban school districts.

Quality of Classroom Interactions and the Demographic Divide: Evidence From the Measures of Effective Teaching Study

2019 ◽  
pp. 004208591989374
Author(s):  
Olivia Osei-Twumasi ◽  
Bernardette J. Pinetta
Keyword(s):  
Public Schools ◽  
School Districts ◽  
Black Students ◽  
White Teachers ◽  
Black Teachers ◽  
Urban School Districts ◽  
Classroom Assessment Scoring System ◽  
Using Data ◽  
The Relationship

Using data from six urban school districts, we examine the relationship between the quality of interactions in the classroom (measured by the Classroom Assessment Scoring System [CLASS] framework) and the racial match or mismatch between teachers and the students in their classes. We find that White teachers have lower scores on the CLASS framework when they teach classes with higher densities of Black students. Furthermore, in classrooms with high densities of Black students, Black teachers receive higher scores than White teachers. This finding has important implications given the demographics of our nation’s public schools and the underrepresentation of Black teachers.

scholarly journals Hubungan Antara Kualitas Guru dengan Prestasi Belajar Siswa pada Mata Pelajaran Housekeeping

Media Wisata ◽  
2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Sri Larasati
Keyword(s):  
Student Achievement ◽  
Data Analysis ◽  
Teacher Quality ◽  
Test Data ◽  
Moment Analysis ◽  
Analysis Method ◽  
Improve Performance ◽  
Employment Practices ◽  
The Relationship

Teacher Quality is one factor that determines student achievement, the research to find out the relationship and contribution to the quality of teachers to student achievement in subjects Housekeeping. This Reseach is expected to expective to be useful for teachers to improve performance. To measure student achievement are used Pearson Product Moment analysis method. Of test data analysis can be seen that there is asignificant relationship with the teacher quality anatara student achiement, which toount (7.09423) is greater than ttable (2.021). Whereas the contribution of teacher quality on student achiement is the amount of KP 46.64% while the remaining 53.36% is determinedby other variables is one of the largest employment practices in the industry.

scholarly journals Building Productive Relationships: District Leaders’ Advice to Researchers

2017 ◽  
Vol 12 (4) ◽  
Author(s):  
Christopher Harrison ◽  
Kristen Davidson ◽  
Caitlin Farrell
Keyword(s):  
School Districts ◽  
Urban School ◽  
Urban School Districts ◽  
District Leaders ◽  
Educational Improvement

Expectations for the role of research in educational improvement are high. Meeting these expectations requires productive relationships between researchers and practitioners. Few studies, however, have systematically explored the ways researchers can build stronger, more productive relationships with practitioners. This study seeks to identify such strategies by examining district leaders’ views of how researchers might work with practitioners in more effective, beneficial, and collaborative ways. Through an analysis of 147 interviews with 80 district leaders in three urban school districts, we identify several key pieces of advice highlighted by district leaders for researchers. For researchers, these findings reveal potential strategies for shaping the design, conduct, and communication of their research in order to ensure its usefulness for practitioners. 

scholarly journals AN EXAMINATION OF ONE FACTOR IN SCHOOL REFORM: INCREASED TEACHER ACCOUNTABILITY IN TWO URBAN SCHOOL DISTRICTS

2018 ◽  
Vol 11 (27) ◽  
pp. 329-344
Author(s):  
Nadine Bonda
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
School Reform ◽  
Standardized Testing ◽  
Planning Process ◽  
The United States ◽  
Urban School Districts ◽  
Case Study Approach ◽  
Study Approach

Beginning in 2009, and with the passage of the American Recovery and Reinvestment Act of 2009, school districts across the United States began to be held to higher standards and their progress publicly reported.  Student achievement began to be measured by standardized testing and great efforts were being made to reduce the achievement gap. This paper is based on a five-year study of teacher evaluation in two urban districts in Massachusetts where improving teacher practice was seen as an important factor in raising student achievement. This research studied efforts to address those teachers who were identified as underperforming and were supported through individual improvement plans.  This paper used a case study approach to show what the practices of a sampling of these teachers looked like, teachers’ reactions to being rated unsatisfactory, and teachers’ reactions to the improvement planning process.

scholarly journals Measuring School Climate among Japanese Students—Development of the Japan School Climate Inventory (JaSC)

2020 ◽  
Vol 17 (12) ◽  
pp. 4426
Author(s):  
Tomoko Nishimura ◽  
Manabu Wakuta ◽  
Kenji J. Tsuchiya ◽  
Yuko Osuka ◽  
Hideo Tamai ◽  
...  
Keyword(s):  
High School Students ◽  
School Climate ◽  
Junior High School ◽  
Behavioral Problems ◽  
School Students ◽  
Behavioral Traits ◽  
Japanese Students ◽  
The Relationship ◽  
Do So

School climate is a significant determinant of students’ behavioral problems and academic achievement. In this study, we developed the Japan School Climate Inventory (JaSC) to see whether it measures school climate properly. To do so, we investigated whether or not the measurement with JaSC varies across sub-groups of varying grade and of gender and examined the relationship between the perception of school climate and the psychological and behavioral traits at individual levels in a sample of Japanese elementary and junior high school students (n = 1399; grade 4–9). The results showed that the measurement was consistent, since single-factor structures, factor loadings and thresholds of the items were found not to vary across sub-groups of the participants. The participants’ perception of school climate was associated positively with quality of life, especially in school (β = 0.152, p < 0.001) and associated negatively with involvement in ijime (bullying) as “victim” and “bully/victim” (β = −0.098, p = 0.001; β = −0.188, p = 0.001, respectively) and peer relationship problems (β = −0.107, p = 0.025). JaSC was found to measure school climate consistently among varying populations of Japanese students, with satisfactory validity.

Sign in / Sign up

Export Citation Format

Share Document