The effects of school culture and climate on student achievement

MacNeil, Angus; Prater, Doris L.; Busch, Steve

doi:10.1080/13603120701576241

Cited by 426 publications

(344 citation statements)

References 17 publications

Supporting

Mentioning

311

Contrasting

Unclassified

Order By: Relevance

“…Teacher workload indirectly influences student achievement by triggering stress, which ultimately affects teacher impact (Klassen, 2010;MacNeil et al, 2009;Timms et al, 2007). Other factors have been shown through various studies to negatively impact teachers by increasing stress levels also; however, the format of departmentalized instruction alleviates many stressors experienced by most traditional self-contained teachers.…”

Section: Stress Levelsmentioning

confidence: 99%

Comparison of Self-Contained and Departmentalized Elementary Teachers' Perceptions of Classroom Structure and Job Satisfaction

Strohl

Schmertzing

et al. 2014

JSE

View full text Add to dashboard Cite

Most elementary schools adhere to a self-contained format to deliver student instruction. This case study explored the implementation of a nontraditional format typically used in middle and high schools known as departmentalized instruction. Twelve of 29 first through third grade teachers were asked by their administration to implement departmentalized instruction for a trial year. This study compares levels of perceived stress and morale in relation to job satisfaction between the departmentalized teachers and self-contained teachers within the same school. This case study utilized focus group interviews as well as data collected from pre-and post-surveys comprised of Likert-scaled items and open-ended questions. The survey responses informed the study about various dimensions of teacher morale and job satisfaction and the focus groups informed the study about departmentalized teachers' own comparison between the two models of instruction. Consistent with related literature, findings revealed departmentalized teachers experienced higher morale, lighter workload, and increased overall job satisfaction in comparison to self-contained teachers in the same school. Further, in comparison to their prior self-contained teaching experiences, departmentalized teachers overwhelmingly preferred the new structure.

show abstract

Section: Stress Levelsmentioning

confidence: 99%

Comparison of Self-Contained and Departmentalized Elementary Teachers' Perceptions of Classroom Structure and Job Satisfaction

Strohl

Schmertzing

et al. 2014

JSE

View full text Add to dashboard Cite

show abstract

“…For example, Lezotte (2001) claimed that an effective school should provide "(1) instructional leadership, (2) clear vision and mission, (3) safe and orderly environment, (4) high expectations for student's achievement, (5) continuous assessment of student achievement, (6) opportunity and time on task and (7) positive home-school relations" (p.4). Some researchers have focused on academic achievement of the students (e.g., MacNeil, Prater, & Busch, 2009;Koth, Bradshaw, & Leaf, 2008), while other researchers concentrated on differences in attitudes and behavior of the students (e.g., Elliot, Cornell, Gregory, & Fan, 2010;Way, Reddy, & Rhodes, 2007).…”

Section: School Effectiveness Researchmentioning

confidence: 99%

Using the 2006 PISA Questionaire to Evaluate the Measure of Educational Resources: A Rasch Measurement Approach

Liu¹,

Sun²,

Yuan³

et al. 2017

International Journal of Assessment Tools in Education

View full text Add to dashboard Cite

Article InfoSchool educational resources are key when studying school improvement due to their influence on learning outcomes. Because of this, careful attention should be given to the way educational resources are operationalized and measured. Using the 2006 PISA American sample containing 166 schools, this study aims to validate the 13-item PISA School Educational Resource Scale with Rasch analysis. Winsteps software was used in the analysis and results were used to evaluate how well the instrument measured the construct of school educational resource. Findings revealed that the PISA 2006 data gave an overall indication of good fit to the model, despite the instrument not separating respondents well. In regards to the quality of the scale, the majority of items perform consistently with the model. However, for schools above the average educational resource threshold, it appears there is a need for more items to discriminate the situation.

show abstract

“…As such, we believe that teachers' instructional qualities and the school culture can elicit academic self-discipline in students. Studies have also shown that learners achieve better when their teachers emphasise academic goals in establishing high expectations, use effective classroom management strategies and high quality instructional strategies to maximise the time spent on-task, and sustain a scholastic culture (Rosenshine, 1983;Brophy, 1986;Hill, Rowan, & Ball, 2005;MacNeil, Prater & Busch, 2009;Baumert, Kunter, Blum, Brunner, Voss, Jordan & Tsai, 2010). It is therefore interesting to study how teachers' classroom management, instructional qualities and expressed expectations, as well as the value students place on school as an institution, affect students' academic self-discipline, assuming that teachers' work do in fact influence students' self-discipline.…”

Section: Introductionmentioning

confidence: 99%

Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland

Arnesen

Elstad

Christophersen

2017

NJCIE

View full text Add to dashboard Cite

School learners can struggle with setting and striving for objectives that require sustained academic selfdiscipline. We believe that teachers' instructional qualities and school culture are factors that can successfully elicit students' self-discipline in their academic work. This study explores and compares factors related to students' academic self-discipline among Norwegian and Finnish youths at the upper secondary level. The Finnish students' excellent results on international comparative tests have led many commentators to consider the Finnish model of education very worthy of emulation. Another reason to compare these two groups is that Finnish and Norwegian classrooms differ in their levels of in-class Internet access and computer use for learning purposes. From this perspective, it is interesting to compare empirical associations between instructional factors (as well as students' school appreciation) and students' academic selfdiscipline. The instructional factors in our theoretical model were teachers' classroom management, teaching quality, teachers' expressed expectations and the value students placed on the school as an institution. A total of 1433 urban Finnish and Norwegian upper secondary students in general study programmes participated in our cross-sectional questionnaire. We used structural equation modelling for our analysis, and the results show that the associations between instructional qualities (quality instruction, classroom management and high expectations) and academic self-discipline are overall stronger in the Finnish sample than the Norwegian sample. However, students' appreciation for school was more highly associated with academic self-discipline in Norway than in Finland. Furthermore, the associations between in-class Internet access and motivational conflict were clearly higher in the Norwegian sample than in the Finnish sample. In both samples, we found strong associations between motivational conflict and academic self-discipline. We also discuss the meaning of these results and their implications for research and practice.

show abstract

The effects of school culture and climate on student achievement

Cited by 426 publications

References 17 publications

Comparison of Self-Contained and Departmentalized Elementary Teachers' Perceptions of Classroom Structure and Job Satisfaction

Comparison of Self-Contained and Departmentalized Elementary Teachers' Perceptions of Classroom Structure and Job Satisfaction

Using the 2006 PISA Questionaire to Evaluate the Measure of Educational Resources: A Rasch Measurement Approach

Comparing Instructional Factors Related to Students’ Academic Self-Discipline in Norway and Finland

Contact Info

Product

Resources

About