School Climate: Clear Definitions and a Model for A Larger Setting

Keefe, James W.; Kelley, Edgar A.; Miller, Stephen K.

doi:10.1177/019263658506948416

Cited by 27 publications

(15 citation statements)

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“…Also investigated was the extent to which more fully implemented guidance programs would influence the relationships between school climate and important student outcomes. Research on school effectiveness has identified the climate within a school (i.e., the shared perceptions about the characteristics of the school and the people within the school) as an important predictor of critical student outcomes (Keefe, 1989;Keefe, Kelley, & Miller, 1985). Myrick (1987) argued that effective counseling programs must affect school climate in a positive manner.…”

Section: Goals Of the Studymentioning

confidence: 99%

The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study

Lapan

Gysbers

Sun

1997

Jour of Counseling & Develop

171

101

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Section: Goals Of the Studymentioning

confidence: 99%

The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study

Lapan

Gysbers

Sun

1997

Jour of Counseling & Develop

171

101

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“…The development of communities in schools give administrators, teachers and students the ability to share ideas and leadership roles forming authentic relationships, wanting to better know oneself and community members, and being receptive to new ideas (Dryer, 1996;Keefe et al, 1985;Sergiovanni, 1994). School programs that emphasize small learning communities develop personalized environments where student-teacher relationships develop to increase the academic and social needs of the students (Adelman & Taylor, 2009;Breunlin et al, 2005;Dryer, 1996).…”

Section: Small Learning Communitiesmentioning

confidence: 99%

Relevance, Rigor, and Relationships: Student Perceptions Following Participation in an Integrated Experiential Zoo-Based Academic High School Science Program

Mulkerrin¹,

Hill²

2013

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The purpose of this survey study was to compare students' measured Likert scale perceptions of posttest school climate survey, relevance, rigor, and relationships domain scores following 11th-and 12th-grade participation in either an integrated experiential zoo-based academic high school science program (n = 18) or a same school district integrated experiential school-based academic high school science program (n = 18). Science coursework delivery site served as the study's independent variable. ACT composite scores and science grade point average scores were equivalent for students participating in both science programs. Students participating in the zoo-based experiential academic high school science program completed real world, hands-on projects on-site at a nationally recognized zoo while same school district control group students participating in the integrated experiential school-based academic high school science program completed matched curriculum, real world, simulated projects in their classrooms. Students who completed the integrated experiential zoo-based academic high school science program compared to control group students had statistically greater posttest Likert scale perceptions of program relevance where independent t(34) = 4.13, p = .0002 (two-tailed), ES = 1.410; program rigor t(34) = 3.66, p = .0008 (two-tailed), ES = 1.237; and program relationships t(34) = 4.98, p < .0001 (two-tailed), ES = 1.690. The importance of these powerfully held beliefs for students' successful participation in their future science studies is discussed.

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“…Much has been written on the importance of having a positive, supportive climate in a school (Kelley, 1980;Keefe, Kelley, and Miller, 1985). The tone set in each communication situation helps establish the feeling for the entire building.…”

Section: Working At Communicationmentioning

confidence: 99%

It's What You Say and What You Do! Nonverbal Immediacy Behaviors: A Key to Effective Communication

Skow

Whitaker

1996

NASSP Bulletin

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Lisa Skow is assistant professor of communication and Todd Whitaker, a former principal, is assistant professor of education, both at Indiana State University, Terre Haute. Readers may continue the dialogue on the Internet with Skow at cmskow@ruby.indstate.edu and with Whitaker at eawhitak@befac.indstate.edu.Communication skills are the most important tools principals have available to them as they interact with children, parents, and teachers. A principal's ability to influence and manage people hinges on his or her ability to communicate in a variety of ways with different people throughout any given day. , 0.~. he communication skills of principals have been well documented as key to their success as administrators (Danley and Burch, 1978;Strother, 1983;Walker, 1990). One of the most essential tools to being an effective communicator is to be aware of how you are perceived by others. A key to this is being aware of your nonverbal as well as your verbal communication. Like most aspects of the principalship, the approach a leader takes toward communication is situational. A frustrated teacher who is having difficulty controlling her class will require a different approach than an irate parent who storms into your office demanding to know why his son has been suspended. Each situation will require using effective communication such as selecting appropriate verbal responses that can help defuse a tense interaction. In addition, principals dealing with a frustrated teacher or angry parent should be aware of how they are communicating nonverbally, such as their tone of voice or use of eye contact. In fact, what a principal communicates nonverbally can often defuse a difficult interaction more effectively than the words spoken.

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School Climate: Clear Definitions and a Model for A Larger Setting

Abstract: A model of the school environment that encompasses a range of factors essential to improvement is described here by three of NASSP's five-member Task Force on Effective School Climate. They conclude by presenting their agenda for the immediate future.

Cited by 27 publications

References 0 publications

The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study

The Impact of More Fully Implemented Guidance Programs on the School Experiences of High School Students: A Statewide Evaluation Study

Relevance, Rigor, and Relationships: Student Perceptions Following Participation in an Integrated Experiential Zoo-Based Academic High School Science Program

It's What You Say and What You Do! Nonverbal Immediacy Behaviors: A Key to Effective Communication

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