School Climate Factors in Selected Full-Service and Traditional Elementary Schools in a Southeastern City: Contrasts and Comparisons

Autor/inn/en	Cornwill, William L.; Parks, Alicia L.
Titel	School Climate Factors in Selected Full-Service and Traditional Elementary Schools in a Southeastern City: Contrasts and Comparisons
Quelle	In: AASA Journal of Scholarship & Practice, 4 (2007) 1, S.43-51 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-6569
Schlagwörter	Traditional Schools; Charter Schools; Elementary Schools; Educational Environment; Institutional Characteristics; Institutional Research; Comparative Analysis; Integrated Services; Hypothesis Testing; Data Interpretation; Sequential Tests of Educational Progress + Suchen Sie Ihr Suchwort? Traditioneller Unterricht; Charter school; Charter-Schule; Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Institutionelle Forschung; Hypothesenprüfung; Hypothesentest; Data evaluation; Datenauswertung
Abstract	This exploratory comparison of traditional and full-service schools' climates is an initial step in determining their differences. The authors established whether selected full-service and traditional elementary schools differ on five school climate factors indicating the student and teacher body composition, the students' socioeconomic status, and the students' disruptive behaviors. The authors hypothesized that they would find the following differences between full-service and traditional elementary schools: (1) Full-service schools will have more classroom teachers, more students, more non-white students, more students with free and reduced meals, and more suspensions than traditional schools; and (2) The number of total students and the number of suspensions will be positively related. The authors looked at data from three full-service schools and four traditional elementary schools in a city (population about 174,000) in the southeast. This study provides evidence that there are, in fact, salient climate differences between full-service and traditional schools in the same city. Full-service schools have more students, more non-white students, more students with free and reduced meals, more school suspensions, and more classroom teachers than traditional schools. (Contains 3 tables.) (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org/publications/jsp.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10