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| Author | : David Sterling Morton |
| Publisher | : |
| Total Pages | : 312 |
| Release | : 1977 |
| Genre | : Elementary school administration |
| ISBN | : |
| Author | : Keri Brown Hampton |
| Publisher | : |
| Total Pages | : 224 |
| Release | : 2008 |
| Genre | : School environment |
| ISBN | : |
This quantitative research study was designed to investigate the relationship between school climate and student achievement. Using survey methods, data were collected using the Organizational Climate Descriptive Questionnaire Revised for Elementary Schools (OCDQ-RE) from 599 teachers in 33 schools located within the Region VII Education Service Center area. Quantitative data were analyzed using the Pearson r correlational analysis method and descriptive statistics to determine the relationship between teachers' perceptions of school climate and student achievement. Findings revealed a moderate relationship between teachers' perceptions of teacher openness when compared to standardized test scores and a small association among teachers' perceptions of principal openness and standardized test scores. By examining the overall campus climate evidence was found that campuses having an open or engaged climate typically had a higher percent of students meeting the TAKS standard when compared to campuses with a closed or disengaged climate.
| Author | : H. Jerome Freiberg |
| Publisher | : Routledge |
| Total Pages | : 240 |
| Release | : 2005-08-02 |
| Genre | : Education |
| ISBN | : 1135714517 |
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
| Author | : Jessica McKinney |
| Publisher | : |
| Total Pages | : 0 |
| Release | : 2022 |
| Genre | : Education, Elementary |
| ISBN | : |
School climate and culture, and its relevance to student achievement has traditionally been a topic of discussion among educators. There have been many research studies dedicated to determining if a school's culture and climate had an effect on student achievement. This study sought to determine if teachers' perceptions of school culture and climate had an impact on student achievement at the elementary and secondary level. In 1963, Halpin and Croft began their research on the organizational climate of schools and suggested that further research be conducted based on their findings. This research sought to determine if there was a relationship between teachers' perceptions of school culture and climate and students' marking period/trimester 1 grades, teachers' perceptions of school culture and climate and students' Start Strong scores, and teachers' perceptions of school culture and climate and school leadership. The New Jersey School Climate Survey was distributed to teachers in four small school districts in Warren County, NJ. Survey data was collected from a total of 62 respondents, and academic data was provided to the researcher on coded spreadsheets. Data analysis was performed using Pearson correlation tests and independent sample t-tests through the use of the SPSS program in order to determine if any potential relationships existed. The data revealed that teachers' perceptions of school culture and climate did not have an impact on student achievement. Additionally, there were a number of relationships that existed with regard to teachers' perceptions of culture and climate and school leadership. The results indicated that the high school respondents answered less favorably compared to the elementary school respondents on the school leadership survey questions. This study may help school leaders have constructive conversations with their staff with regard to the school's culture and climate.(ProQuest abstract).
| Author | : Franklin Pumphrey |
| Publisher | : |
| Total Pages | : 370 |
| Release | : 1968 |
| Genre | : Classroom management |
| ISBN | : |
| Author | : James Peters Reilly |
| Publisher | : |
| Total Pages | : 598 |
| Release | : 1972 |
| Genre | : Achievement motivation |
| ISBN | : |
| Author | : Ellen DeeAnn Powell |
| Publisher | : |
| Total Pages | : 264 |
| Release | : 2011 |
| Genre | : Education, Elementary |
| ISBN | : |
Since the passage of the No Child Left Behind (NCLB) Act of 2001, the demand for accountability in schools across America has put a spotlight on teacher quality. As part of the focus on school improvement, one area that is sometimes overlooked is teacher evaluation (Varlas, 2009). Within the research, studies can be found that show a relationship between school climate and the effectiveness of teacher evaluation systems (King, 2003: Stronge, 2006; Wilson & Natriello, 1987). It has also been found that effective teacher evaluation can improve school climate (Colby, Bradshaw, & Joyner, 2002). Learning how the overall climate of a school relates to the evaluation process could be beneficial to school administrators and teachers alike. The purpose of this study was to investigate elementary school teachers' perceptions of their school climate and determine if a relationship existed between those perceptions and the perceptions they have of their formative and summative evaluations. This quantitative study was conducted in 35 public elementary schools within a southeast urban area of Houston, Texas. The Organizational Climate Description Questionnaire for Elementary Schools (Hoy, Tarter, & Kottkamp, 1991) was administered to the schools' teaching staff to determine teacher perceptions of their school climate. Additionally, the Teacher Evaluation Profile (Stiggins & Duke, 1988) was given to determine the perceptions of teachers related to their most recent evaluation experiences. Data from the 746 participating teachers was analyzed using a Spearman Rank Correlation Coefficient and Partial Least Squares (PLS) Modeling to assess the relationship between school climate and the teachers perceptions of evaluation effectiveness. The findings indicated that correlations of scores for the various subtests on the Organizational Climate Description Questionnaire Elementary version (OCDQ-RE) with the scores for the various subtests on the Teacher Evaluation Profile (TEP) existed in the direction that supports the stated hypotheses. The six PLS path models defined in this study have practical and/or theoretical significance to predict the relationships between elementary school climate and teacher perceptions regarding evaluation. By understanding the relationship between school climate and teacher evaluation, principals will be better equipped to improve their schools and meet the challenges of NCLB.
| Author | : James E. Bowman |
| Publisher | : |
| Total Pages | : 262 |
| Release | : 1978 |
| Genre | : |
| ISBN | : |
| Author | : Richard Tone McCauley |
| Publisher | : |
| Total Pages | : 288 |
| Release | : 1976 |
| Genre | : Elementary school environment |
| ISBN | : |
| Author | : Bruce Johnson |
| Publisher | : |
| Total Pages | : 268 |
| Release | : 1998 |
| Genre | : Academic achievement |
| ISBN | : |
