A New Framework for School Climate: Exploring Predictive Capability of School Climate Attributes and Impact on School Performance Scores

Autor/in	Craig, Amy Vermaelen
Titel	A New Framework for School Climate: Exploring Predictive Capability of School Climate Attributes and Impact on School Performance Scores
Quelle	(2012), (180 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, University of Louisiana at Lafayette
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2678-3736-3
Schlagwörter	Hochschulschrift; Dissertation; Effective Schools Research; School Effectiveness; Accountability; Scores; Educational Improvement; Standardized Tests; Educational Environment; Academic Achievement; Leadership Role; Safety; Student Attitudes; Teacher Attitudes; Community Attitudes; Parent Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulforschung; Schuleffizienz; Verantwortung; Teaching improvement; Unterrichtsentwicklung; Standadised tests; Standardisierter Test; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Sicherheit; Schülerverhalten; Lehrerverhalten; Elternverhalten
Abstract	Much emphasis is being placed on the use of school performance scores as a means of indicating effective schools. Schools are being held accountable for not only teaching the curriculum, but also affording the student a quality education that encompasses the skills and knowledge needed to be successful. Although many schools have a similar population of students, some schools are earning much higher school performance scores, for students at these schools are yielding higher results on standardized tests (Williams et al., 2005). The question then arises: "Why do some schools do better?" (Williams et al., 2005, p. 2) It is widely suspected that school climate can either inhibit or facilitate the learning process (Williams et al., 2005). The overarching question for this study pertains to the relationship between school climate and school performance scores. Two specific questions guiding the study are: what are the effects of school climate on school performance; and of these factors which have the greatest influence on student achievement? School climate may be made up of many factors, and be defined differently in one school than in another. Although these are taken into consideration, for the purposes of this study, school climate is viewed as a construct relating to atmosphere, tone, or personality of a school (Lindahl, 2006); and therefore is comprised of the following factors: administrative leadership, culture, school environment, safety, faculty and staff, attitudes of students, and parents and the community. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01