Educational Climates of High Schools: Their Effects and Sources

McDill, Edward L.; Rigsby, Leo C.; Meyers, Edmund D.

doi:10.1086/224711

Cited by 78 publications

(19 citation statements)

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“…Additionally, the faculty and staff were divided into age categories of 30 or less, 31 to 35, 36 to 40, 41 to 45, 46 to 50, and 51 and above. The percent of participants who were identified in the above age categories, consecutively, were: 30 or less, 27.9% (12); 31 to 35, 16.3% (7); 36 to 40, 9.3% (4); 41 to 45, 9.3% (4); 46-50, 11.6 (5), and; 51 and above 25.6% (11). Furthermore, 34.9% (15) of the respondents had 5 or fewer years, 20.9% (9) had 6 to 10 years, 9.3% (4) had 11 to 15 years, 14% (6) had 16 to 20 years, 4.7% (2) had 21 to 25 years, and 16.3% (n = 7) of the teachers ha 25 years or more experience teaching.…”

Section: Findings Demographicsmentioning

confidence: 99%

The Impact Of School Climate On School Outcomes

Tubbs

Garner

2008

TLC

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The purpose of this article is to provide insight into an elementary school whose climate issues appear to plague and impact it's performance as measured by it's Annually Yearly Progress (AYP). The Northwest Georgia elementary school is located in a rural school system approximately 50 miles northwest of Atlanta, Georgia. A review of the literature suggests school climate can affect many areas and people within schools. It further suggests that positive interpersonal relationships and optimal learning opportunities in all demographic environments can increase school achievement levels and reduce maladaptive behaviors (McEvoy & Welker, 2000). Providing a positive and supportive work environment and climate for faculty and staff, more often than not, improves faculty, staff and student performance (Freiberg, 1998). An in-depth analysis of the environment of the school in question suggests a lack of faculty and staff respect for administration, a hostile work environment, and overall low morale. Deep frustration and anger on the part of faculty and staff were apparent in a substantial number of written responses to open-ended questions. Although responses to work environment and administration were split along mean scores, the overall data indicate that the status quo cannot continue without continued negative consequences. When half of the faculty and staff are dissatisfied with their work environment and administration, teaching and learning is almost certain to be negatively impacted. A Rasch analysis further supports recommendations.

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Section: Findings Demographicsmentioning

confidence: 99%

The Impact Of School Climate On School Outcomes

Tubbs

Garner

2008

TLC

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“…Therefore, Finlayson (1973) extended the OCDQ by adding a Pupil Questionnaire. During the same period, to name just a few, Anderson and Walberg (1968) developed the Learning Environment Inventory (LEI), and Moos and Trickett (1974) et al, (1967) set as their objective to identify the social and educational climate of secondary schools, to check its influence, and to explain its source (McDill et al 1969). At the end of the 1970s, the research concerning school climate really got started (e.g., Rutter et al, 1979) and climate became the most obvious way to gain insight into school processes within school effectiveness and improvement research (Reynolds & Teddlie, 2000;Van Houtte, 2005).…”

Section: Climate and Culture In School Researchmentioning

confidence: 99%

The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research

Houtte

Maele

2011

Oxford Review of Education

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Since the 1970s, school effectiveness research has looked for process-variables filling the black box between mainly structural school features and cognitive outcomes in students. Two concepts came to the fore: school climate and school culture. Both concepts are currently used interchangeably, although it is open to debate whether both are actually the same thing. Because of the way culture and climate are defined and subsequently measured, we propose school culture is a better frame from which to study school effectiveness. This article goes through the premises of perceptual measurement usually overlooked in climate research, and we demonstrate empirically by means of very basic and simple methods and techniques that perceptual measurement and measurement based on assumptions are different approaches and might yield totally different results on an aggregated level. We conclude by demonstrating how culture can be probed and integrated in the models traditionally used in school effectiveness research in an advantageous and theoretically sound way.

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“…Others such as Bryans, Kidd & Levey (1985), McDill et al (1969), Spalding et al (1984) and Tangri & Leitch (1982), investigated the effect of parents' participation in children's post-primary education.…”

Section: The Effects Of Parental Participation In the Learning Processmentioning

confidence: 99%

What does research say about parental participation in children's reading development?

Jones

Rowley

1990

Evaluation & Research in Education

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A great deal of research has been reported in Australia, Great Britain and the USA on the participation of parents in children's education. This review focuses specifically on the learning of reading in the primary school, and the effects of various forms of parental participation on its effectiveness.Studies on parental participation fall generally within three categories: (1) descriptions of parental involvement programmes; (2) studies of the attitudes of parents, teachers and teacher educators to such programmes and (3) studies of the outcomes that result from parental participation, particularly in the area of academic achivement. The focus of this review is on studies in the third category. Several methods of implementation are identified, based on different views about the role of parental participation. Major research studies described include the Dagenham study, the Haringey experiment, the Bellfield study and several projects involving Hannon in Great Britain, a project by Siders and Sajeski in the USA, and another by Share in Australia.

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Educational Climates of High Schools: Their Effects and Sources

Cited by 78 publications

References 0 publications

The Impact Of School Climate On School Outcomes

The Impact Of School Climate On School Outcomes

The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research

What does research say about parental participation in children's reading development?

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