Systems View of School Climate: A Theoretical Framework for Research

Autor/inn/en	Rudasill, Kathleen Moritz; Snyder, Kate E.; Levinson, Heather; Adelson, Jill L.
Titel	Systems View of School Climate: A Theoretical Framework for Research
Quelle	In: Educational Psychology Review, 30 (2018) 1, S.35-60 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-017-9401-y
Schlagwörter	Educational Environment; Interaction; Interpersonal Relationship; Values; Beliefs; Teacher Attitudes; Student Attitudes; Administrator Attitudes; School Personnel; School Culture; Causal Models; Educational Research + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interaktion; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Wertbegriff; Belief; Glaube; Lehrerverhalten; Schülerverhalten; Schulpersonal; Schulkultur; Schulleben; Kausalanalyse; Bildungsforschung; Pädagogische Forschung
Abstract	School climate has been widely examined through both empirical and theoretical means. However, there is little conceptual consensus underlying the landscape of this literature, offering inconsistent guidance for research examining this important construct. In order to best assist the efforts of developing causal models that describe how school climate functions, we propose the Systems View of School Climate (SVSC). This theoretical framework was formed by deconstructing prior models and empirical research on school climate into themes and highlighting their implicit assumptions. Using the SVSC to synthesize this existing literature, school climate is defined as the affective and cognitive perceptions regarding social interactions, relationships, values, and beliefs held by students, teachers, administrators, and staff within a school. School climate is situated within Ecological Systems Theory (Bronfenbrenner 1989) to guide future research in this domain and help specify levels of research or analysis, thereby providing utility as a theoretical framework for future causal models. The SVSC provides a roadmap for research by demarcating school climate from related constructs, suggesting related contextual and structural constructs, and delineating proximal and distal systems which may shape the nature of school climate. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01