A Review of School Climate Research Thapa, Amrit; Cohen, Jonathan; Guffey, Shawn ...
Review of educational research,
09/2013, Volume:
83, Issue:
3
Journal Article
Peer reviewed
Open access
For more than a century, there has been a growing interest in school climate. Recently, the U.S. Department of Education, Center for Disease Control and Prevention, Institute for Educational ...Sciences, a growing number of State Departments of Education, foreign educational ministries, and UNICEF have focused on school climate reform as an evidence-based school improvement strategy that supports students, parents/guardians, and school personnel learning and working together to create ever safer, more supportive and engaging K—12 schools. This work presents an integrative review on school climate research. The 206 citations used in this review include experimental studies, correlational studies, literature reviews, and other descriptive studies. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process. We conclude with a critique of the field and a series of recommendations for school climate researchers and policymakers.
In this meta-analysis, we investigated the effects of methods for providing item-based feedback in a computer-based environment on students' learning outcomes. From 40 studies, 70 effect sizes were ...computed, which ranged from –0.78 to 2.29. A mixed model was used for the data analysis. The results show that elaborated feedback (EF; e.g., providing an explanation) produced larger effect sizes (0.49) than feedback regarding the correctness of the answer (KR; 0.05) or providing the correct answer (KCR; 0.32). EF was particularly more effective than KR and KCR for higher order learning outcomes. Effect sizes were positively affected by EF feedback, and larger effect sizes were found for mathematics compared with social sciences, science, and languages. Effect sizes were negatively affected by delayed feedback timing and by primary and high school. Although the results suggested that immediate feedback was more effective for lower order learning than delayed feedback and vice versa, no significant interaction was found.
School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting ...questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (
= 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.
Due to COVID-19, numerous new technologies are being implemented in education, with a growing interest in the metaverse. The term "metaverse" refers to an immersive digital environment where one can ...interact with virtual avatars. This study aims to analyze the experiences and attitudes of the metaverse for learner-centered education from a constructivist perspective to determine how closely related this virtual environment is to the lives of elementary school students. This study also examined how students are becoming the focal point of new educational technologies. After reviewing the literature on this topic, a survey of 336 elementary school students in Korea was conducted using 18 items for measuring each factor in the metaverse, followed by statistical analyses that included a difference of means and an independent sample
-test. The results revealed that, on average, 97.9% of elementary school students had experiences with the metaverse, with 95.5% of them considering it closely related to their everyday life. In addition, various conclusions according to each metaverse factor and each participant's gender are provided.
Drawing on the dynamic componential model of creativity, this study examined how school-level factors (i.e., general collaboration in teaching, participation in school decision making, available ...equipment and resources, and colleague innovation) and individual-level factors (i.e., metacognition and enthusiasm) are associated with teaching for creativity. The study involved an online questionnaire completed by 7187 teachers in China. The results of structural equation modelling and bootstrapping showed that metacognition and enthusiasm served as strong predictors of teaching for creativity. General collaboration in teaching had the strongest association with teaching for creativity, followed by colleague innovation and available equipment and resources. Teachers’ participation in school decision making was negatively related to teaching for creativity.
•Teacher enthusiasm and metacognition were critical to teaching for creativity.•Teacher enthusiasm had a much stronger link with teaching for creativity than metacognition did.•General collaboration in teaching and colleague innovation were the strongest school-level facilitators of teaching for creativity.•Participation in school decision making was negatively related to teaching for creativity.
DE&I Progress Requires More than Passion Bantom, Jessica
Design Management Review,
September 2023, 2023-09-00, 20230901, Volume:
34, Issue:
3
Journal Article, Trade Publication Article
Peer reviewed
Open access
The most critical factor to consider is that the lives and outcomes of historically excluded people depend on DE&I work being done effectively.
Three short years ago it seemed we were on the road to ...more inclusive and equitable spaces at work and school. What happened? And what can we change to really make it happen?
This paper aims to highlight the efficiency of using the method of observing student behavior in the educational environment. Observation is one of the most widely used research methods in the social ...sciences. The characteristics aimed at constructing the instrument were: accuracy, focus, duration of observation, awareness of the presence of the observer, the level of information of the subject. In order to observe the student’s behavior in the school environment, the observation grid with standardized answers was designed on the Likert scale (scale from 1 to 10), following the degree of expression of the described behavioral manifestations.
The observation grid of the student’s behavior in the school environment aims at supervising 4 dimensions (each with 5 items: observable behaviors): interest in school activities, organization of activity / punctuality in the school environment, resistance to intellectual effort, socio-affective relationships.
Following the application of the research tool, depending on the scores obtained, it is recommended the targeted psycho-pedagogical intervention at the level of the deficient dimension / behaviors, as well as the monitoring of the results through the periodic application.
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