School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

Jackson, Lawrence J.; Ford, Jesse R.; Randolph, Chélynn; Schleiden, Cydney; Harris‐McKoy, DeAnna; McWey, Lenore M.

doi:10.1177/0013124520931453

Cited by 10 publications

(7 citation statements)

References 37 publications

(56 reference statements)

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“…Cocorada et al 2017, measuring student academic achievement with 7 indicators into 3 categories, namely student and teacher relationships, principal participation, student interaction, school satisfaction, school achievement motivation, relationships between teachers, and safety of citizens at school (32). Negative school climate can be measured using 9 indicators, namely student tardiness, student absence, dropout students, student concern, parental participation, minimal teaching materials, insufficient teacher resources, student readiness to learn, student health conditions (33). Indicators in measuring school climate which are predicted to affect student academic achievement have been suggested by several researchers.…”

Section: Resultsmentioning

confidence: 99%

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Analysis of School Climate Factors as Predictors of Academic Achievement in Junior High Schools: A Literature Review

Ningtias¹,

Suyanto²,

Wardana³

et al. 2021

Proceedings of the 6th Asia-Pacific Education and Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

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The idea that school climate is an essential construct in supporting academic achievement can be a benchmark in assessing the performance of the world education system. However, Studies on school climate indicators are well documented in the international literature, but Indonesian research on this subject is still minimal. This article aims to analyze the literature on school climate indicators that can predict student academic achievement in junior high schools. Sources of data used are books and journals that are relevant to the research theme. The results of the study show that a positive school climate can improve student academic achievement and school climate indicators that can predict junior high school student academic achievement, namely student disruptive behavior which includes aspects of bullying, student discipline includes late students and truant students, and learning activities include student cooperation.

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Section: Resultsmentioning

confidence: 99%

“…Students who often arrive late, skip school, drop out of school, student apathy, lack of parental involvement, and lack of materials and resources. teachers, students not ready to learn, and students' poor health (33). A poor school climate increases the risk of student absence and impacts student achievement and risk of dropping out (34).…”

Section: Resultsmentioning

confidence: 99%

Analysis of School Climate Factors as Predictors of Academic Achievement in Junior High Schools: A Literature Review

Ningtias¹,

Suyanto²,

Wardana³

et al. 2021

Proceedings of the 6th Asia-Pacific Education and Science Conference, AECon 2020, 19-20 December 2020, Purwokerto, Indonesia

View full text Add to dashboard Cite

show abstract

“…In another American study using data from 6,670 fifth-graders, Richard (2021) found that a positive school climate had a significant relationship with English Language Arts achievement. Another American study (Jackson et al, 2021), who used bootstrapping mediation analyses on 1,106 eleventh-grade learners, found that school climate partially explained the relationship between math identity and learner performance. Berkowitz (2021) used a multi-level model on data from 53,801 Israeli fifth-and eighth-graders, and also found school p-ISSN: 2184-044X e-ISSN: 2184-1489 ISBN: 978-989-53614-5-8 © 2022 climate to be a significant predictor of learner achievement.…”

Section: Introductionmentioning

confidence: 99%

Education and New Developments 2022 – Volume 2

2022

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2022), organized by the World Institute for Advanced Research and Science (WIARS).Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge.We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development.END 2022 received 790 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 263 submissions (33% acceptance rate), from which, 233 submissions are published in full text in these volumes.

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“…School climate has become a staple of organisational-educational research and is considered here in relation to learner academic achievement. Many researchers have found school climate to be a predictor of learner achievement (Belton, 2021;Berkowitz, 2021;Jackson et al, 2021;Richard, 2021;Zysberg & Schwabsky, 2021). Belton (2021) conducted a study in Virginia, USA, using Grade 5 data from 97 schools, and found a strong correlation between school climate and learner achievement.…”

Section: Introductionmentioning

confidence: 99%

“…In another American study using data from 6,670 fifth-graders, Richard (2021) found that a positive school climate had a significant relationship with English Language Arts achievement. Another American study (Jackson et al, 2021), who used bootstrapping mediation analyses on 1,106 eleventh-grade learners, found that school climate partially explained the relationship between math identity and learner performance. Berkowitz (2021) used a multi-level model on data from 53,801 Israeli fifth-and eighth-graders, and also found school p-ISSN: 2184-044X e-ISSN: 2184-1489 ISBN: 978-989-53614-5-8 © 2022 https://doi.org/10.36315/2022v2end042 climate to be a significant predictor of learner achievement.…”

Section: Introductionmentioning

confidence: 99%

Relationship Between School Climate and South African Grade 9 Learner Achievement in Mathematics and Science

Graham¹

2022

Education and New Developments 2022 – Volume 2

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"School climate has become a staple of organisational-educational research and is considered here in relation to learner academic achievement. In South Africa, poor learner achievement in mathematics and science has occupied the centre stage with the release of the Trends in International Mathematics and Science Studies (TIMSS) 2019 results. At Grade 9 level, 39 countries participated, and South Africa was very last and second from the last in science and mathematics achievement, respectively. We used a quantitative design with a positivist philosophical stance. Maslow’s hierarchy of needs was used as theoretical framework, as learners attending a school with a negative climate cannot devote their full attention to learning. We analysed cross-sectional TIMSS 2019 South African data by considering two models: one with the dependent variable being mathematics achievement and the other with it being science achievement. For both models, gender and socio-economic status were included as control variables, the sense of belonging scale was included as a predictor at learner-level, and nine predictors relating to school climate were considered at school-level. The multi-level analysis using HLM software showed that learners with a high sense of belonging, schools with sufficient instructional materials, and technologically competent staff are significant predictors of both mathematics and science achievement. We recommend that South African schools with insufficient instructional materials be prioritised for receiving the necessary material and that all South African teachers be trained in the use of technologies, as these are significant predictors of learner achievement. This will, in turn, enhance learners’ sense of belonging, which is also a significant predictor. Another recommendation is that stakeholders invest in school climate surveys and other interventions supporting a healthy school environment, as many researchers, including this study, have shown that a healthy school climate is a significant predictor of learner achievement. Additional research is encouraged to establish the nature of the impact that a healthy school climate has on learner achievement through longitudinal studies where causation can be proven."

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School Climate as a Link Between High School Black Males’ Math Identity and Outcomes

Cited by 10 publications

References 37 publications

Analysis of School Climate Factors as Predictors of Academic Achievement in Junior High Schools: A Literature Review

Analysis of School Climate Factors as Predictors of Academic Achievement in Junior High Schools: A Literature Review

Education and New Developments 2022 – Volume 2

Relationship Between School Climate and South African Grade 9 Learner Achievement in Mathematics and Science

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