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Autor/inn/enRamsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.
TitelSchool Climate: Perceptual Differences between Students, Parents, and School Staff
QuelleIn: School Effectiveness and School Improvement, 27 (2016) 4, S.629-641 (13 Seiten)
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0924-3453
DOI10.1080/09243453.2016.1199436
SchlagwörterEducational Environment; Differences; Parent Student Relationship; Parents; Elementary School Students; School Personnel; Grade 3; Grade 4; Grade 5; Urban Areas; Student Surveys; Likert Scales; Teacher Student Relationship; Hierarchical Linear Modeling; School Safety; Parent Teacher Cooperation; Parent Participation; Outcomes of Education; Comparative Analysis; Elementary School Teachers; Factor Analysis; Maryland (Baltimore)
AbstractResearch suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of "safety" and "connectedness" compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of "parental involvement," and staff gave the lowest ratings of "academic emphasis" (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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