A Correlational Study: The Relationship between School Climate, Connectedness, and Reading Achievement of Elementary School Students

Autor/in	Hanford, Jennifer
Titel	A Correlational Study: The Relationship between School Climate, Connectedness, and Reading Achievement of Elementary School Students
Quelle	(2016), (223 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Grand Canyon University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3399-5892-7
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Students; Educational Environment; Student School Relationship; Reading Achievement; Correlation; Statistical Analysis; Grade 3; Grade 4; Grade 5; Multiple Regression Analysis; Elementary School Teachers; Surveys + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schüler-Lehrer-Beziehung; Leseleistung; Korrelation; Statistische Analyse; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Survey; Umfrage; Befragung
Abstract	The purpose of this quantitative, correlational research study was to develop an understanding of the relationship between the quality of school climate and connectedness as perceived by 3rd- to 5th-grade students and their teachers, and the level and of reading achievement of 3rd- to 5th-grade students in one district in the Northwestern United States. Archival data in the form of average teacher and student responses to the School Climate and Connectedness Student Survey (SCCS) and reading achievement scores from students who scored proficient or above on the MAP test from 16 elementary schools were used to address the research questions. Maslow's hierarchy of needs, Getzel and Guba's model of belongingness, rationality, and identification and social interdependence theory formed the theoretical framework of the study. The researcher employed descriptive statistics, Pearson correlation and multiple linear regression to determine the relationship between the variables. Results indicated there was no statistically significant relationship between level of reading achievement and either quality of school climate and connectedness as perceived by students (r = 0.204, p = 0.448) or perceived by teachers (r = 0.133, p = 0.624). School administrators may use data from the School Climate and Connectedness Survey (SCCS) to probe specific items that respondents rated as low, in an effort to understand stakeholder perceptions about school climate. More research on the topic is recommended. [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