Development of a dual school climate and school identification measure–student (SCASIM-St)

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

“…The multiplicity of definitions for school climate has led to confusion and hindered research progress (Hoy and Hannum, 1997 ; Thapa et al, 2013 ; Ramelow et al, 2015 ; Wang and Degol, 2015 ; Lee et al, 2017 ). This lack of definitional consensus has meant that school climate is measured inconsistently (Thapa et al, 2013 ).…”

Psychometric Properties of Speed Processing Ability Test: A Pilot Project

“…This method requires only one form of a test, because the first (T1) and the second (T2) test are the same, making the measured construct exactly the same as well(Kline, 2005). It is more appropriate to estimate the reliability of a test which is intended to assess a relatively stable construct(AERA et al, 2014;Lee et al, 2017). When the construct being measured changes easily, subjects are likely to go through a learning process and acquire new ability during the interval between the against the scale of the School climate and student school identification measure(Lee et al, 2017).The last approach is parallel form approach.This approach is carried out by giving two test kits that are parallel to the same group of subjects.…”

Superintendent Beliefs About the Assessment and Use of School Climate Data for Continuous Improvement

“…Fourth, there is a lack of discussion in terms of the purpose and usability of the instruments. Lastly, little attention is being paid to the interpretation and future planning for improvement of school climate following assessment (Berkowitz, Astor, Pineda, DePedro, Weiss, & Benbenishty, 2016;Konold et al, 2014;Lee et al, 2017;Thapa et al, 2013;Wang & Degol, 2016;Zullig et al, 2015).…”

“…As previously noted, school climate has a long history of research in public health and education scholarship. In the published literature reviews that have spanned the topic of school climate and the subdomains, a commonality was the admission of a lack of cohesiveness in fundamentally important terminology, agreement on variables to measure, and the psychometric rigor of instruments (Berkowitz, 2017;Konold et al, 2014;Lee et al, 2017;Thapa et al, 2013;Wang & Degol, 2016;Zullig et al, 2015).…”

“…What still needs to be studied are adequacy of tools for practice-oriented uses, including school accountability. School climate assessment instruments need to be developed for practical application; thus, a consistent purpose guided by a theory of change, and an adherence to standards and expectations for assessment, including ongoing collection of evidence of validity and reliability (Berkowitz, 2017;Konold et al, 2014;Lee et al, 2017;Thapa et al, 2013;Wang & Degol, 2016;Zullig et al, 2015).…”