Science.gov

Sample records for school climate effects

  1. School Climate.

    ERIC Educational Resources Information Center

    Smith, Hayden R., Ed.

    1979-01-01

    This publication features articles on school climate. Among the various concerns are: 1) the complexities of the educational environment, 2) low cost school climate programs, 3) implementation of changes for effective climates, 4) the roles of principals, teachers, and students in the educational environment, and 5) test anxiety and creativity as…

  2. School Climate.

    ERIC Educational Resources Information Center

    Lindelow, John; And Others

    Chapter 8 of a revised volume on school leadership, this chapter defines school climate and suggests ways to improve the learning environment at the school building level. School climate is defined as the feeling an individual gets from experiences within a school system. More specifically, climate is the composite of norms, expectations, and…

  3. School Climate.

    ERIC Educational Resources Information Center

    Ellis, Thomas I.

    1988-01-01

    This pamphlet reviews five recent research studies that focus on various key aspects of school climate, a popular metaphor that is difficult to define, measure, or manipulate. "The Search for School Climate: A Review of the Research," by Carolyn Anderson, surveys the full scope of school climate literature, concluding with a summary of the common…

  4. School Climate: The Key to an Effective School.

    ERIC Educational Resources Information Center

    Hopkins, Willard; Crain, Kay

    Efforts to increase academic expectations and improve the school climate at Fairfield (Ohio) High School have resulted in a record high in ACT test scores, a decrease in failure and dropout rates, and a dramatic increase in attendance as well as in the percentage of students taking foreign languages, math, and science. Some policy changes…

  5. Measuring School Climate: Using Existing Data Tools on Climate and Effectiveness to Inform School Organizational Health

    ERIC Educational Resources Information Center

    Durham, Rachel E.; Bettencourt, Amie; Connolly, Faith

    2014-01-01

    Despite--or perhaps due to--the lack of consensus on its definition, there is abundant interest in and research on school climate. Researchers have determined that improving school climate is one way to increase academic achievement, school safety, school completion, teacher retention, healthy social interactions, and student well-being (Cohen,…

  6. The moderating effects of school climate on bullying prevention efforts.

    PubMed

    Low, Sabina; Van Ryzin, Mark

    2014-09-01

    Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research suggesting that bullying problems and climate are strongly related. The current study examines the moderating role of school climate on the impacts of a stand-alone bullying prevention curriculum. In addition, the current study examined 2 different dimensions of school climate across both student and staff perceptions. Data for this study were derived from a Steps to Respect (STR) randomized efficacy trial that was conducted in 33 elementary schools over a 1-year period. Schools were randomly assigned to intervention or wait-listed control condition. Outcome measures (pre-to-post) were obtained from (a) all school staff, (b) a randomly selected subset of 3rd-5th grade teachers in each school, and (c) all students in classrooms of selected teachers. Multilevel analyses revealed that psychosocial climate was strongly related to reductions in bullying-related attitudes and behaviors. Intervention status yielded only 1 significant main effect, although, STR schools with positive psychosocial climate at baseline had less victimization at posttest. Policies/administrative commitment to bullying were related to reduced perpetration among all schools. Findings suggest positive psychosocial climate (from both staff and student perspective) plays a foundational role in bullying prevention, and can optimize effects of stand-alone programs. PMID:25089333

  7. Assessing School Climate

    ERIC Educational Resources Information Center

    Cohen, Jonathan; Pickeral, Terry; McCloskey, Molly

    2009-01-01

    Compelling empirical research shows that a positive and sustained school climate promotes students' academic achievement and healthy development. Not surprisingly, a positive school climate also promotes teacher retention, which itself enhances student success. Yet the knowledge of the effects of school climate on learning has not been translated…

  8. The Relationship between Effective Communication of High School Principal and School Climate

    ERIC Educational Resources Information Center

    Halawah, Ibtesam

    2005-01-01

    Effective communication is one critical characteristics of effective and successful school principal. Research on effective schools and instructional leadership emphasizes the impact of principal leadership on creating safe and secure learning environment and positive nurturing school climate. This paper was designed to study the relationship…

  9. The Moderating Effects of School Climate on Bullying Prevention Efforts

    ERIC Educational Resources Information Center

    Low, Sabina; Van Ryzin, Mark

    2014-01-01

    Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research…

  10. The Critical Role of School Climate in Effective Bullying Prevention

    ERIC Educational Resources Information Center

    Wang, Cixin; Berry, Brandi; Swearer, Susan M.

    2013-01-01

    Research has shown a negative association between positive school climate and bullying behavior. This article reviews research on school climate and bullying behavior and proposes that an unhealthy and unsupportive school climate (e.g., negative relationship between teachers and students, positive attitudes towards bullying) provides a social…

  11. The Critical Role of School Climate in Effective Bullying Prevention

    ERIC Educational Resources Information Center

    Wang, Cixin; Berry, Brandi; Swearer, Susan M.

    2013-01-01

    Research has shown a negative association between positive school climate and bullying behavior. This article reviews research on school climate and bullying behavior and proposes that an unhealthy and unsupportive school climate (e.g., negative relationship between teachers and students, positive attitudes towards bullying) provides a social…

  12. School Climate, Family Structure, and Academic Achievement: A Study of Moderation Effects

    ERIC Educational Resources Information Center

    O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L.; Eklund, Katie

    2015-01-01

    School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family…

  13. School Climate, Family Structure, and Academic Achievement: A Study of Moderation Effects

    ERIC Educational Resources Information Center

    O'Malley, Meagan; Voight, Adam; Renshaw, Tyler L.; Eklund, Katie

    2015-01-01

    School climate has been lauded for its relationship to a host of desirable academic, behavioral, and social-emotional outcomes for youth. The present study tested the hypothesis that school climate counteracts youths' home-school risk by examining the moderating effects of students' school climate perceptions on the relationship between family…

  14. The Effects of School Culture and Climate on Student Achievement

    ERIC Educational Resources Information Center

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

    2009-01-01

    The purpose of the study was to investigate whether Exemplary, Recognized and Acceptable schools differ in their school climates, as measured by the 10 dimensions of the Organizational Health Inventory. Significant differences were found on all 10 dimensions of the Organizational Health Inventory, with Exemplary schools out-performing Acceptable…

  15. The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School

    ERIC Educational Resources Information Center

    Harris, Kim M.

    2011-01-01

    The significance of the study was to examine intentional strategies to improve school climate relative to student school success as measured by academic achievement, attendance, and student behavior. It was important to understand how student school success was affected by factors related to school climate improvement such as leadership and change…

  16. The Effects of School Climate Change on Student Success in a Fifth and Sixth Grade School

    ERIC Educational Resources Information Center

    Harris, Kim M.

    2011-01-01

    The significance of the study was to examine intentional strategies to improve school climate relative to student school success as measured by academic achievement, attendance, and student behavior. It was important to understand how student school success was affected by factors related to school climate improvement such as leadership and change…

  17. The Impact of Effective Scheduling on the Climate and Culture in a Large Comprehensive High School

    ERIC Educational Resources Information Center

    Hayes, Matthew

    2013-01-01

    Scheduling in any school or organization plays a vital role in the effectiveness that stakeholders' needs are met. The administration at a large comprehensive high school in the Charlotte Mecklenburg School District realized that in order for their school to meet the changing needs of its student body, it had to build a culture and climate that…

  18. Climate Change Schools Project...

    ERIC Educational Resources Information Center

    McKinzey, Krista

    2010-01-01

    This article features the award-winning Climate Change Schools Project which aims to: (1) help schools to embed climate change throughout the national curriculum; and (2) showcase schools as "beacons" for climate change teaching, learning, and positive action in their local communities. Operating since 2007, the Climate Change Schools Project…

  19. Climate Change Schools Project...

    ERIC Educational Resources Information Center

    McKinzey, Krista

    2010-01-01

    This article features the award-winning Climate Change Schools Project which aims to: (1) help schools to embed climate change throughout the national curriculum; and (2) showcase schools as "beacons" for climate change teaching, learning, and positive action in their local communities. Operating since 2007, the Climate Change Schools Project…

  20. Effective School Climate: Roles for Peers, Practitioners, and Principals.

    ERIC Educational Resources Information Center

    Jacobson, Michael G.; Lombard, Robert H.

    1992-01-01

    Current research on school effectiveness concludes that differences among schools affect students' academic achievement. An important characteristic of effective schools is providing a safe and secure environment. An example of programs that address this issue are peer mediation or conflict resolution programs. These programs require the combined…

  1. Principals' Response to Change in Schools and Its Effect on School Climate

    ERIC Educational Resources Information Center

    Busch, Steve; Johnson, Shirley; Robles-Piña, Rebecca; Slate, John R.

    2009-01-01

    In this study, the researchers examined principal behaviors related with change in school climate. That is, the manner in which principals managed change within their schools and the impact of these change behaviors on the school climate was investigated. Through use of the Leadership Profile (Johnson, 2003) and the Organizational Health Inventory…

  2. Academic Optimism and Organizational Climate: An Elementary School Effectiveness Test of Two Measures

    ERIC Educational Resources Information Center

    Reeves, Jonathan Bart

    2010-01-01

    This study examined the relationship of two climate constructs in academic optimism and organizational climate as each relates to school effectiveness. Academic optimism is an academic environment comprised of three dimensions: academic emphasis, collective efficacy, and faculty trust (Hoy, Tarter, & Hoy, 2006). The Organizational Climate Index…

  3. Public School Uniforms: Effect on Perceptions of Gang Presence, School Climate, and Student Self-Perceptions.

    ERIC Educational Resources Information Center

    Wade, Kathleen Kiley; Stafford, Mary E.

    2003-01-01

    Examined the relationship between public school uniforms and student self-worth and student and staff perceptions of gang presence and school climate. Surveys of middle school students and teachers indicated that although students' perceptions did not vary across uniform policy, teachers from schools with uniform policies perceived lower levels of…

  4. Public School Uniforms: Effect on Perceptions of Gang Presence, School Climate, and Student Self-Perceptions.

    ERIC Educational Resources Information Center

    Wade, Kathleen Kiley; Stafford, Mary E.

    2003-01-01

    Examined the relationship between public school uniforms and student self-worth and student and staff perceptions of gang presence and school climate. Surveys of middle school students and teachers indicated that although students' perceptions did not vary across uniform policy, teachers from schools with uniform policies perceived lower levels of…

  5. The Impact of School Uniforms on School Climate.

    ERIC Educational Resources Information Center

    Murray, Richard K.

    1997-01-01

    To determine effects of uniforms on school climate, students in two Charleston (South Carolina) County middle schools were surveyed in Spring 1966, using NASSP's Comprehensive Assessment of School Environments (CASE) School Climate Survey. Students in the uniform school rated climate as more positive in 9 out of 10 subscales. School uniforms are…

  6. The Impact of School Uniforms on School Climate.

    ERIC Educational Resources Information Center

    Murray, Richard K.

    1997-01-01

    To determine effects of uniforms on school climate, students in two Charleston (South Carolina) County middle schools were surveyed in Spring 1966, using NASSP's Comprehensive Assessment of School Environments (CASE) School Climate Survey. Students in the uniform school rated climate as more positive in 9 out of 10 subscales. School uniforms are…

  7. Assessing School Climate: An Important Step for Enhancing School Quality.

    ERIC Educational Resources Information Center

    Witcher, Ann E.

    1993-01-01

    Current research supports the importance of positive school climate and the use of school-climate measures as school-effectiveness predictors. This article describes several instruments, including the Organizational Climate Index, the Organizational Climate Description Questionnaire, the Effective School Battery, the Charles F. Kettering Ltd.…

  8. School Climate and the Effectiveness of Teacher Appraisal in Hong Kong Self-Managing Schools.

    ERIC Educational Resources Information Center

    Mo, Kim Wan

    In Hong Kong there has been a move toward greater self-management in schools. The government has supported the School Management Initiatives scheme and has stated that the management system calls for teacher appraisal as one of its internal quality assurance mechanisms. This study examined the relationship between dimensions of school climate and…

  9. School Climate Support for Behavioral and Psychological Adjustment: Testing the Mediating Effect of Social Competence

    ERIC Educational Resources Information Center

    Wang, Ming-Te

    2009-01-01

    The present study used an ecological framework to examine the relationships among adolescents' perceptions of school climate, social competence, and behavioral and psychological adjustment in the middle school years. This study improved upon prior studies by using "structural equation modeling" to investigate the hypothesized mediating effect of…

  10. Relation of peer effects and school climate to substance use among Asian American adolescents.

    PubMed

    Ryabov, Igor

    2015-07-01

    Using a nationally representative, longitudinal sample of Asian American late adolescents/young adults (ages 18-26), this article investigates the link between peer effects, school climate, on the one hand, and substance use, which includes tobacco, alcohol, and other illicit mood altering substance. The sample (N = 1585) is drawn from the National Longitudinal Study of Adolescent Health (Waves I and III). The study is set to empirically test premises of generational, social capital and stage-environment fit theories. The exploratory variables include individual-level (immigrant generation status, ethnic origin, co-ethnic and co-generational peers - peers from the same immigrant generation) as well as school-level measures (average school socio-economic status and school climate). Multilevel modeling (logistic and negative binomial regression) was used to estimate substance use. Results indicate that preference for co-generational friends is inversely associated with frequency of cannabis and other illicit drug use and preference for co-ethnic peers is inversely associated with other illicit drug use. We also find that school climate is a strong and negative predictor of frequency of cannabis and other illicit drug use as well as of heavy episodic drinking. In terms of policy, these findings suggest that Asian American students should benefit from co-ethnic and co-generational peer networks in schools and, above all, from improving school climate. PMID:25996088

  11. Creating Effective Schools: An In-Service Program for Enhancing School Learning Climate and Achievement.

    ERIC Educational Resources Information Center

    Brookover, Wilbur; And Others

    This book is a set of inservice staff training modules designed to help teachers, administrators, and auxiliary staff to produce high levels of achievement regardless of the socioeconomic level or ethnic make-up of the student population. It operationally defines school learning climate as attitudinal and behavioral patterns which impact on the…

  12. School Climate. Research Action Brief Number 4.

    ERIC Educational Resources Information Center

    ERIC Clearinghouse on Educational Management, Eugene, OR.

    Even though educators and researchers agree that school climate is important, questions exist in two major areas. First, what actually constitutes school climate, and, second, can research indicate in concrete, useful terms what impact school climate has on morale and productivity and, conversely, what effects leader behavior and other…

  13. Student Leadership Distribution: Effects of a Student-Led Leadership Program on School Climate and Community

    ERIC Educational Resources Information Center

    Pedersen, Jeff; Yager, Stuart; Yager, Robert

    2012-01-01

    This study focuses on the understandings educators developed from two schools concerning how distributed leadership involving a select group of students affected the climate and community of their schools. Findings suggest that student-led leadership roles within the school community have an impact on creating a positive school-wide climate; a…

  14. The Relationship between School Climate, Trust, Enabling Structures, and Perceived School Effectiveness

    ERIC Educational Resources Information Center

    Mayerson, Deborah R.

    2010-01-01

    The purpose of Deborah R. Mayerson was to assess the relative impact of climate, trust, and bureaucratic structure upon teachers' perceptions of organizational effectiveness. An existing data set compiled by Nancy Casella (2006) for her dissertation was analyzed. The data consisted of questionnaire responses of a random sample of 220 public school…

  15. School Climate and Teacher Beliefs in a School Effectively Serving Poor South Carolina (USA) African-American Students: A Case Study

    ERIC Educational Resources Information Center

    Brown, Kimberly E.; Medway, Frederic J.

    2007-01-01

    This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional…

  16. Functions of parental involvement and effects of school climate on bullying behaviors among South Korean middle school students.

    PubMed

    Lee, Chang-Hun; Song, Juyoung

    2012-08-01

    This study uses an ecological systems theory to understand bullying behavior. Emphasis is given to overcome limitations found in the literature, such as very little empirical research on functions of parental involvement and the impacts of school climate on bullying as an outcome variable. Two functions of parental involvement investigated are (a) bridging the negative experiences within the family with bullying behaviors at schools, and (b) influencing school climate. Bullying behaviors were measured by a modified Korean version of Olweus' bully/victim questionnaire (reliability range: .78-.84) from 1,238 randomly selected Korean middle school students in 2007. Findings from structural equation modeling (SEM) analyses showed that (a) individual traits are one of the most important influence on bullying, (b) negative experiences in the family do not have direct influence on bullying behaviors at school, (c) parental involvement influences school climate, and (d) positive school climate was negatively related to bullying behaviors. PMID:22328649

  17. Developing A Positive School Climate. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2009

    2009-01-01

    Decades of research support the role of a positive school climate on teaching and learning. This newsletter takes a look at the topic of school climate and sets out to determine: (1) What is school climate? (2) How can schools assess their school climate? (3) What are some practical examples of how schools are assessing school climate? and (4)…

  18. Educating At-Risk Urban African American Children: The Effects of School Climate on Motivation and Academic Achievement

    ERIC Educational Resources Information Center

    Fenzel, L. Mickey; O'Brennan, Lindsey M.

    2007-01-01

    The present study examines the mediating effects of student intrinsic motivation and teacher ratings of student academic engagement on the relation between school climate perceptions and student academic performance among 282 urban African American middle school students. Results provided support for the hypothesized model and suggest the…

  19. Educators' Perceptions of the Effects of School Uniforms on School Climate in a Selected Metropolitan Disciplinary Alternative Education Program

    ERIC Educational Resources Information Center

    Chime, Emmanuel Onoh

    2010-01-01

    The purpose of this study was to examine educators' perceptions regarding the effects of school uniforms on school climate in a selected metropolitan disciplinary alternative education program. More specifically, this study investigated the influence of the variables group status, gender, ethnicity, age and years of experience on the…

  20. Educators' Perceptions of the Effects of School Uniforms on School Climate in a Selected Metropolitan Disciplinary Alternative Education Program

    ERIC Educational Resources Information Center

    Chime, Emmanuel Onoh

    2010-01-01

    The purpose of this study was to examine educators' perceptions regarding the effects of school uniforms on school climate in a selected metropolitan disciplinary alternative education program. More specifically, this study investigated the influence of the variables group status, gender, ethnicity, age and years of experience on the…

  1. School Climate and Teacher Commitment

    ERIC Educational Resources Information Center

    Smith, Larry Don

    2009-01-01

    This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment…

  2. School Climate and Teacher Commitment

    ERIC Educational Resources Information Center

    Smith, Larry Don

    2009-01-01

    This study examined the relationship between school climate and teacher commitment. The study focused on elementary schools in Northeast Alabama. Thirty-four elementary schools consisting of 522 teachers took part in the study. The teachers completed two survey instruments: the Organizational Climate Index (OCI) and the Organizational Commitment…

  3. Perceptions of School Climate as a Function of Bullying Involvement

    ERIC Educational Resources Information Center

    Nickerson, Amanda B.; Singleton, Demian; Schnurr, Britton; Collen, Mary Helen

    2014-01-01

    From a social-ecological perspective, bullying exists within the larger context of school climate. In this study, 2,240 middle and high school students participated in a districtwide effort to assess the prevalence and effects of bullying and cyberbullying, as well as perceptions of school climate. Students reported positive school climate…

  4. School Climate Assessment Instruments: A Review.

    ERIC Educational Resources Information Center

    Gottfredson, Denise C.; And Others

    In order to collect the necessary information on various practices and devices used in school climate assessment, 22 of the 39 school improvement projects mentioned in the Miles and Kaufman directory of effective schools programs were selected for a survey. A questionnaire was used to collect the primary data. Each program was asked for copies of…

  5. School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

    ERIC Educational Resources Information Center

    Fox, Jon David

    2013-01-01

    Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

  6. School-Wide Positive Behavior Support: Effects on Pennsylvania High School Achievement, Discipline, and Climate

    ERIC Educational Resources Information Center

    Fox, Jon David

    2013-01-01

    Teachers and administrators are faced with managing the behaviors of students while preparing for the high stakes testing associated with the No Child Left Behind Act. One program that has demonstrated positive results at the elementary and middle school level is the school-wide positive behavior support model (SWPBS). Limited research is…

  7. LGB and questioning students in schools: the moderating effects of homophobic bullying and school climate on negative outcomes.

    PubMed

    Birkett, Michelle; Espelage, Dorothy L; Koenig, Brian

    2009-08-01

    Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52-63, 2002; Treadway and Yoakam, J School Health 62(7):352-357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported "other"). LGB and sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB and sexually questioning students through creating positive climates and reducing homophobic teasing. PMID:19636741

  8. Preparing Middle School Teachers to Use Science Models Effectively when Teaching about Weather and Climate Topics

    NASA Astrophysics Data System (ADS)

    Yarker, M. B.; Stanier, C. O.; Forbes, C.; Park, S.

    2012-12-01

    According to the National Science Education Standards (NSES), teachers are encouraged to use science models in the classroom as a way to aid in the understanding of the nature of the scientific process. This is of particular importance to the atmospheric science community because climate and weather models are very important when it comes to understanding current and future behaviors of our atmosphere. Although familiar with weather forecasts on television and the Internet, most people do not understand the process of using computer models to generate weather and climate forecasts. As a result, the public often misunderstands claims scientists make about their daily weather as well as the state of climate change. Therefore, it makes sense that recent research in science education indicates that scientific models and modeling should be a topic covered in K-12 classrooms as part of a comprehensive science curriculum. The purpose of this research study is to describe how three middle school teachers use science models to teach about topics in climate and weather, as well as the challenges they face incorporating models effectively into the classroom. Participants in this study took part in a week long professional development designed to orient them towards appropriate use of science models for a unit on weather, climate, and energy concepts. The course design was based on empirically tested features of effective professional development for science teachers and was aimed at teaching content to the teachers while simultaneously orienting them towards effective use of science models in the classroom in a way that both aids in learning about the content knowledge as well as how models are used in scientific inquiry. Results indicate that teachers perceive models to be physical representations that can be used as evidence to convince students that the teacher's conception of the concept is correct. Additionally, teachers tended to use them as ways to explain an idea to their students; they rarely discussed the idea that models are a representation of reality (as opposed to a replication of reality) and never discussed the predictive power of models and how they are used to further scientific knowledge. The results indicate that these teachers do not have a complete understanding of science models and the role they play in the scientific process. Therefore, the teachers struggled to incorporate modeling into the classroom in a way that aligns with what the NSES suggests. They tended to lean on models as "proof" of a particular concept rather than a representation of a concept. In actuality, scientists do not just use models to explain a concept, they also use them to make projections and as a way to improve our understanding the atmosphere. A possible consequence of teachers using models as "proof" of a concept is that students expect climate and forecast models to be concrete and exact, rather than tentative and representative. Increasing student understanding of climate and weather models is important to meet the needs of future STEM professionals, decision-makers, and the general populace to support rational decision-making about weather and the future of climate by an educated society.

  9. Functions of Parental Involvement and Effects of School Climate on Bullying Behaviors among South Korean Middle School Students

    ERIC Educational Resources Information Center

    Lee, Chang-Hun; Song, Juyoung

    2012-01-01

    This study uses an ecological systems theory to understand bullying behavior. Emphasis is given to overcome limitations found in the literature, such as very little empirical research on functions of parental involvement and the impacts of school climate on bullying as an outcome variable. Two functions of parental involvement investigated are (a)…

  10. Perceptions of School Climate as a Function of Bullying Involvement

    ERIC Educational Resources Information Center

    Nickerson, Amanda B.; Singleton, Demian; Schnurr, Britton; Collen, Mary Helen

    2014-01-01

    From a social-ecological perspective, bullying exists within the larger context of school climate. In this study, 2,240 middle and high school students participated in a districtwide effort to assess the prevalence and effects of bullying and cyberbullying, as well as perceptions of school climate. Students reported positive school climate…

  11. The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education

    ERIC Educational Resources Information Center

    Bortoli, Laura; Bertollo, Maurizio; Vitali, Francesca; Filho, Edson; Robazza, Claudio

    2015-01-01

    Purpose: The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students' climate perception and psychobiosocial (PBS) states in a physical education setting. Method: Two subsamples of female students (N = 108, 14-15 years of age) participated in 12 lessons on either a task-or an ego-involving…

  12. The Effects of Motivational Climate Interventions on Psychobiosocial States in High School Physical Education

    ERIC Educational Resources Information Center

    Bortoli, Laura; Bertollo, Maurizio; Vitali, Francesca; Filho, Edson; Robazza, Claudio

    2015-01-01

    Purpose: The purpose of this study was to examine the effects of task- and ego-involving climate manipulations on students' climate perception and psychobiosocial (PBS) states in a physical education setting. Method: Two subsamples of female students (N = 108, 14-15 years of age) participated in 12 lessons on either a task-or an ego-involving…

  13. Effects of a Flexible Approach to High School Physics on Classroom Social Climate.

    ERIC Educational Resources Information Center

    Ste-Marie, Louis

    A study of effects of teaching Project Physics (PP) on classroom social climates was made among a national random sample of classes. The population, divided into the experimental and control groups, included all classes with the same course, either PP or other physics courses, taught over a period from 1967 to 1970. Classroom climates were…

  14. Altering school climate through school-wide Positive Behavioral Interventions and Supports: findings from a group-randomized effectiveness trial.

    PubMed

    Bradshaw, Catherine P; Koth, Christine W; Thornton, Leslie A; Leaf, Philip J

    2009-06-01

    Positive Behavioral Interventions and Supports (PBIS) is a universal, school-wide prevention strategy that is currently implemented in over 7,500 schools to reduce disruptive behavior problems. The present study examines the impact of PBIS on staff reports of school organizational health using data from a group-randomized controlled effectiveness trial of PBIS conducted in 37 elementary schools. Longitudinal multilevel analyses on data from 2,596 staff revealed a significant effect of PBIS on the schools' overall organizational health, resource influence, staff affiliation, and academic emphasis over the 5-year trial; the effects on collegial leadership and institutional integrity were significant when implementation fidelity was included in the model. Trained schools that adopted PBIS the fastest tended to have higher levels of organizational health at baseline, but the later-implementing schools tended to experience the greatest improvements in organizational health after implementing PBIS. This study indicated that changes in school organizational health are important consequences of the PBIS whole-school prevention model, and may in turn be a potential contextual mediator of the effect of PBIS on student performance. PMID:19011963

  15. School Effectiveness and Leadership.

    ERIC Educational Resources Information Center

    Dow, I. I.; Oakley, W. F.

    1992-01-01

    Fiedler's contingency theory relates school effectiveness to a combination of principals' leadership style and situational favorability for the principal. Data from teacher questionnaires on school climate and effectiveness and measures of principal's leadership in 176 Canadian elementary schools did not support Fiedler's model. Contains 54…

  16. Educator Effectiveness Series: Assessing School Climate. Q&A with Jonathan Cohen, Ph.D. REL Mid-Atlantic Webinar

    ERIC Educational Resources Information Center

    Cohen, Jonathan

    2015-01-01

    The REL Mid-Atlantic Webinar discussed the elements in a positive school climate and shared different methods for assessing school data, including the Comprehensive School Climate Inventory. The Q&A presented in this document address the questions participants had for Dr. Cohen following the webinar. The webinar recording and PowerPoint…

  17. Using School Climate Assessments: An Approach to Collaborative School Improvement.

    ERIC Educational Resources Information Center

    Donaldson, Gordon A., Jr.; Coladarci, Theodore

    While studies of school climate abound, conceptual frameworks have been ambiguous, and parent perceptions of climate are seldom considered. This paper describes a school improvement model employed in four rural Maine school districts in which (1) a school climate assessment is designed collaboratively with school staff; (2) the assessment is…

  18. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    NASA Astrophysics Data System (ADS)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

  19. School Climate as a Predictor of Incivility and Bullying among Public School Employees: A Multilevel Analysis

    ERIC Educational Resources Information Center

    Powell, Joshua E.; Powell, Anna L.; Petrosko, Joseph M.

    2015-01-01

    We surveyed public school educators on the workplace incivility and workplace bullying they experienced and obtained their ratings of the organizational climate of the school. We used multilevel modeling to determine the effects of individual-level and school-level predictors. Ratings of school climate were significantly related to incivility and…

  20. School Climate as a Predictor of Incivility and Bullying among Public School Employees: A Multilevel Analysis

    ERIC Educational Resources Information Center

    Powell, Joshua E.; Powell, Anna L.; Petrosko, Joseph M.

    2015-01-01

    We surveyed public school educators on the workplace incivility and workplace bullying they experienced and obtained their ratings of the organizational climate of the school. We used multilevel modeling to determine the effects of individual-level and school-level predictors. Ratings of school climate were significantly related to incivility and…

  1. Effects of Single Gender Classrooms and Coeducational Classrooms on Student Achievement and School Climate for Middle School Students in a Public School System

    ERIC Educational Resources Information Center

    Manning, Nickalous A.

    2010-01-01

    This study compared student achievement and student attitudes for students in single-gender classrooms and students in coeducational classrooms in the seventh grade. The study utilized the TCAP reading and math tests and the Renaissance reading and math formative assessments for the measures on student achievement. The school district's climate…

  2. Five Climate Control Techniques for Schools.

    ERIC Educational Resources Information Center

    Wilson, Maurice J.

    1963-01-01

    There are many reasons for air-conditioning schools and among them are--(1) the improvement of learning and teaching efficiency, (2) effective use of the educational plant for a greater part of the year, and (3) more efficient use of space through compact building design. Five climate control techniques are cited as providing optimum…

  3. Five Climate Control Techniques for Schools.

    ERIC Educational Resources Information Center

    Wilson, Maurice J.

    1963-01-01

    There are many reasons for air-conditioning schools and among them are--(1) the improvement of learning and teaching efficiency, (2) effective use of the educational plant for a greater part of the year, and (3) more efficient use of space through compact building design. Five climate control techniques are cited as providing optimum…

  4. Academic self-efficacy mediates the effects of school psychological climate on academic achievement.

    PubMed

    Høigaard, Rune; Kovač, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-03-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth- and tenth- grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic achievement. The results of a bootstrapping technique used to analyze relationships between the constructs indicated that school-goal orientations and organizational citizenship predicted academic self-efficacy. Furthermore, school-goal orientation, organizational citizenship, and academic self-efficacy explained 46% of the variance in academic achievement. Mediation analyses revealed that academic self-efficacy mediated the effects of perceived task goal structure, perceived ability structure, civic virtue, and sportsmanship on adolescents' academic achievements. The results are discussed in reference to current scholarship, including theories underlying our hypothesis. Practical implications and directions for future research are suggested. PMID:24708286

  5. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    ERIC Educational Resources Information Center

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  6. Academic Self-Efficacy Mediates the Effects of School Psychological Climate on Academic Achievement

    ERIC Educational Resources Information Center

    Høigaard, Rune; Kovac, Velibor Bobo; Øverby, Nina Cecilie; Haugen, Tommy

    2015-01-01

    This study investigated the effects of proximal and distal constructs on adolescent's academic achievement through self-efficacy. Participants included 482 ninth-and tenth-grade Norwegian students who completed a questionnaire designed to assess school-goal orientations, organizational citizenship behavior, academic self-efficacy, and academic…

  7. Youth Victimization: School Climate or Deviant Lifestyles?

    ERIC Educational Resources Information Center

    Zaykowski, Heather; Gunter, Whitney

    2012-01-01

    Despite much focus on school violence, there has been little research that explores the relationship between offending and victimization in various school climates. School climate theory suggests that the school's social system, culture, milieu, and ecological structure affect student outcomes including academic performance, delinquency, and more…

  8. Inequalities in School Climate in California

    ERIC Educational Resources Information Center

    Jain, Sonia; Cohen, Alison K.; Huang, Kevin; Hanson, Thomas L.; Austin, Gregory

    2015-01-01

    Purpose: School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/Methodology/Approach: The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School…

  9. School Climate: Historical Review, Instrument Development, and School Assessment

    ERIC Educational Resources Information Center

    Zullig, Keith J.; Koopman, Tommy M.; Patton, Jon M.; Ubbes, Valerie A.

    2010-01-01

    This study's purpose is to examine the existing school climate literature in an attempt to constitute its definition from a historical context and to create a valid and reliable student-reported school climate instrument. Five historically common school climate domains and five measurement tools were identified, combined, and previewed by the…

  10. Teacher Safety and Authoritative School Climate in High Schools

    ERIC Educational Resources Information Center

    Gregory, Anne; Cornell, Dewey; Fan, Xitao

    2012-01-01

    Most research on school climate focuses on student well-being, with less attention on the safety of school faculty. The current study examined the relationship between an authoritative school climate (characterized by high levels of student support and disciplinary structure) and both teacher reports of victimization and school records of threats…

  11. A Psychometric Evaluation of a Revised School Climate Teacher Survey

    ERIC Educational Resources Information Center

    Liu, Ying; Ding, Cody; Berkowitz, Marvin W.; Bier, Melinda C.

    2014-01-01

    The concept of school climate has been an important topic for education and it has been studied extensively over the past several decades. One of the challenges in such a research effort is to develop instruments that effectively and efficiently measure the construct. Literature has documented a number of school climate instruments, most of which…

  12. Measuring School Climate: Questions and Considerations.

    ERIC Educational Resources Information Center

    Wilson, Bruce L.; McGrail, Janet

    School climate is an elusive but powerful concept that has captured the attention of both researchers and practitioners, but choosing an instrument to assess climate can be very complicated. This monograph accordingly discusses four basic issues that should be considered prior to selecting an instrument to measure school climate: purpose, choice…

  13. Inequalities in School Climate in California

    ERIC Educational Resources Information Center

    Jain, Sonia; Cohen, Alison K.; Huang, Kevin; Hanson, Thomas L.; Austin, Gregory

    2015-01-01

    Purpose: School climate, or the physical and social conditions of the learning environment, has implications for academic achievement. The paper aims to discuss this issue. Design/Methodology/Approach: The authors examine how school climate varies by school-level characteristics in California using administrative data and the California School…

  14. Lifelines for High School Climate Change Education

    NASA Astrophysics Data System (ADS)

    Gould, A.

    2012-08-01

    Lifelines for High School Climate Change Education is a project to establish a network of practicing high school teachers actively teaching climate change in their courses. The key aim of the project is creation of professional learning communities (PLCs) of teachers who meet mainly through teleconferences or webinar meetings to share best practices, strengthen knowledge, share resources, and promote effective teaching strategies. This is a NASA-funded project that incorporates analysis of NASA Earth observation data by students in classrooms. The project is exploring techniques to achieve the most effective teleconference meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development - practicing what we preach. This poster summarizes project progress to date in this first year of a 3-year grant project. A number of PLCs are established and have ongoing meetings. There are openings for addition PLC Leaders to join and form PLCs in their regions.

  15. Students' Perceptions of the School Climate: Implications for School Safety

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Newcity, Janet

    2005-01-01

    This study assessed school climate for both interpersonal and intrapersonal character traits and examined the links between school climate and students' perceptions of safety at school. Sixty-four elementary and 159 secondary students completed questionnaires in the spring. Findings revealed that character traits were reliably assessed for both…

  16. Students' Perceptions of the School Climate: Implications for School Safety

    ERIC Educational Resources Information Center

    DeRosier, Melissa E.; Newcity, Janet

    2005-01-01

    This study assessed school climate for both interpersonal and intrapersonal character traits and examined the links between school climate and students' perceptions of safety at school. Sixty-four elementary and 159 secondary students completed questionnaires in the spring. Findings revealed that character traits were reliably assessed for both…

  17. An Analysis of Bullying among Students within Schools: Estimating the Effects of Individual Normative Beliefs, Self-Esteem, and School Climate

    ERIC Educational Resources Information Center

    Gendron, Brian P.; Williams, Kirk R.; Guerra, Nancy G.

    2011-01-01

    The current study examined the relations among self-esteem, approving normative beliefs about bullying, school climate, and bullying perpetration using a large, longitudinal sample of children from elementary, middle, and high school. Self-report surveys were collected at two points in time over the course of 1 year from 7,299 ethnically diverse…

  18. Principals' Leadership Behaviors in Gang-Impacted High Schools and Their Effects on Pupil Climate.

    ERIC Educational Resources Information Center

    Schwartz, Audrey J.

    Although viable leadership models for schools with differing social contexts are in great demand, empirical studies of high school principals have not produced consistent results. This paper summarizes part of a larger project designed to identify leadership behaviors of principals in "gang-impacted" and other secondary schools. The research was…

  19. Developing a Positive School Climate. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2009

    2009-01-01

    School leaders are often placed on the "hot seat" when negative images of the school, its staff, or its students appear in the local media. Such reports can strongly affect a school's public and image and, in turn, impact the climate both in the community and within the school itself. Sometimes these perceptions are not based on fact; however,…

  20. A Large Scale Study of the Assessment of the Social Environment of Middle and Secondary Schools: The Validity and Utility of Teachers' Ratings of School Climate, Cultural Pluralism, and Safety Problems for Understanding School Effects and School Improvement

    ERIC Educational Resources Information Center

    Brand, Stephen; Felner, Robert D.; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

    2008-01-01

    Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young…

  1. A Large Scale Study of the Assessment of the Social Environment of Middle and Secondary Schools: The Validity and Utility of Teachers' Ratings of School Climate, Cultural Pluralism, and Safety Problems for Understanding School Effects and School Improvement

    ERIC Educational Resources Information Center

    Brand, Stephen; Felner, Robert D.; Seitsinger, Anne; Burns, Amy; Bolton, Natalie

    2008-01-01

    Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young…

  2. The Effect of Improved School Climate over Time on Fifth-Grade Students' Achievement Assessment Scores and Teacher Administered Grade Scores

    ERIC Educational Resources Information Center

    Marten, Dawn M.

    2012-01-01

    The purpose of the study was to determine the effect of improved school climate, as teachers' beliefs changed from negative to positive over time, on students' reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve…

  3. A School-Based Study of Cooperative Learning and Its Effects on Social Studies Achievement, Attitude towards the Subject and Classroom Climate in Four Social Studies Classrooms.

    ERIC Educational Resources Information Center

    Lee, Christine Kim-Eng; Ng, Maureen; Phang, Rosalind

    This paper is a report of a year-long school-based study in Singapore that investigated the effects of the use of cooperative learning in elementary social studies classrooms on social studies achievement, attitude towards the subject, and classroom climate. Results indicated that lower ability pupils benefited the most from the use of cooperative…

  4. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    ERIC Educational Resources Information Center

    Mulkerrin, Elizabeth A.

    2012-01-01

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

  5. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    ERIC Educational Resources Information Center

    Mulkerrin, Elizabeth A.

    2012-01-01

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of…

  6. School Ethical Climate and Teachers' Voluntary Absence

    ERIC Educational Resources Information Center

    Shapira-Lishchinsky, Orly; Rosenblatt, Zehava

    2010-01-01

    Purpose: This paper aims to offer a theoretical framework for linking school ethical climate with teachers' voluntary absence. The paper attempts to explain this relationship using the concept of affective organizational commitment. Design/methodology/approach: Participants were 1,016 school teachers from 35 high schools in Israel. Data were…

  7. School Ethical Climate and Teachers' Voluntary Absence

    ERIC Educational Resources Information Center

    Shapira-Lishchinsky, Orly; Rosenblatt, Zehava

    2010-01-01

    Purpose: This paper aims to offer a theoretical framework for linking school ethical climate with teachers' voluntary absence. The paper attempts to explain this relationship using the concept of affective organizational commitment. Design/methodology/approach: Participants were 1,016 school teachers from 35 high schools in Israel. Data were…

  8. LGB and Questioning Students in Schools: The Moderating Effects of Homophobic Bullying and School Climate on Negative Outcomes

    ERIC Educational Resources Information Center

    Birkett, Michelle; Espelage, Dorothy L.; Koenig, Brian

    2009-01-01

    Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52-63, 2002; Treadway and Yoakam,…

  9. Climate Change: Creating an Integrated Framework for Improving School Climate

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2013

    2013-01-01

    This report from the Alliance finds that schools that struggle most with providing a positive school climate more often disproportionately serve students of color and low-income students. It also confirms that students of color and students from low-income families are less likely to have access to rigorous course work and experienced teachers,…

  10. Climate Change: Creating an Integrated Framework for Improving School Climate

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2013

    2013-01-01

    This report from the Alliance finds that schools that struggle most with providing a positive school climate more often disproportionately serve students of color and low-income students. It also confirms that students of color and students from low-income families are less likely to have access to rigorous course work and experienced teachers,…

  11. Developmental Patterns of Social Trust between Early and Late Adolescence: Age and School Climate Effects

    PubMed Central

    Flanagan, Constance A.; Stout, Michael

    2010-01-01

    Social trust (i.e., beliefs that people are generally fair and trustworthy) is important to the functioning of democracies and trend studies show it has declined. We test hypotheses concerning the development of these beliefs in adolescence. Based on surveys of 1535 adolescents collected over two years, we find that middle and late adolescents had significantly lower levels of trust than early adolescents and that these beliefs became more stable and less related to interpersonal trust between early and late adolescence. Results of multiple group SEMs revealed that, regardless of age, adolescents’ reports that a strong sense of student solidarity characterized their school significantly increased ST at T2, controlling for levels at T1, and opportunities to exchange perspectives with fellow students increased ST at T2 indirectly, through feelings of student solidarity. The study points to the role of schools in nurturing the democratic dispositions of younger generations. PMID:20936077

  12. Schools of the Pacific rainfall climate experiment

    NASA Technical Reports Server (NTRS)

    Postawko, S. E.; Morrissey, M. L.; Taylor, G. J.; Mouginis-Mark, P.

    1993-01-01

    The SPaRCE program is a cooperative rainfall climate field project involving high school and college level students and teachers from various Pacific island and atoll nations. The goals of the SPaRCE program are: (1) to foster interest and increase understanding among Pacific-area students and teachers of climate and climate change; (2) to educate the students and teachers as to the importance of rainfall in the Pacific area to climate studies; (3) to provide the students and teachers an opportunity of making a major contribution to the global climate research effort by collecting and analyzing Pacific rainfall data; and (4) to incorporate collected rainfall observations into a comprehensive Pacific daily rainfall data base to be used for climate research purposes. Schools participating in SPaRCE have received standard raingauges with which to measure rainfall at their sites. Students learned to site and use their raingauges by viewing a video produced at the University of Oklahoma. Four more videos will be produced which will include information on Earth's atmosphere, global climate and climate change, regional climate and implications of climate change, and how to analyze and use the rainfall data they are collecting. The videos are accompanied by workbooks which summarize the main points of each video, and contain concrete learning activities to help the student better understand climate and climate change. Following each video, interactive sessions are held with the students using the PEACESAT (Pan-Pacific Education And Communication Experiments by Satellite) satellite radio communication system.

  13. Transformational Leadership Related to School Climate

    ERIC Educational Resources Information Center

    McCarley, Troy A.

    2012-01-01

    This study examined the relationship between teacher perceptions of the degree to which a principal displays the factors of transformational leadership (idealized attributes, idealized behaviors, inspirational motivation, intellectual stimulations, and individual considerations) and the perceived school climate (supportive principal behavior,…

  14. School Climate: Research, Policy, Practice, and Teacher Education

    ERIC Educational Resources Information Center

    Cohen, Jonathan; McCabe, Libby; Michelli, Nicholas M.; Pickeral, Terry

    2009-01-01

    Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational…

  15. School Climate: Research, Policy, Practice, and Teacher Education

    ERIC Educational Resources Information Center

    Cohen, Jonathan; McCabe, Libby; Michelli, Nicholas M.; Pickeral, Terry

    2009-01-01

    Background/Context: Educators have written about and studied school climate for 100 years. School climate refers to the quality and character of school life. School climate is based on patterns of people's experiences of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational…

  16. Discipline Options: Establishing a Positive School Climate.

    ERIC Educational Resources Information Center

    Coombs-Richardson, Rita; Meisgeier, Charles H.

    This book describes how schools can promote positive and orderly climates that ensure learning. The text is divided into two parts. Part 1 looks at general concerns and provides a survey of discipline problems that public schools face and how the public views these problems. It discusses regularities, responsibility, and reinforcement--the three…

  17. Discipline Options: Establishing a Positive School Climate.

    ERIC Educational Resources Information Center

    Coombs-Richardson, Rita; Meisgeier, Charles H.

    This book describes how schools can promote positive and orderly climates that ensure learning. The text is divided into two parts. Part 1 looks at general concerns and provides a survey of discipline problems that public schools face and how the public views these problems. It discusses regularities, responsibility, and reinforcement--the three…

  18. School Climate that Promotes Student Voice

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    2010-01-01

    All over the world, educators are recognizing that creating a school culture and climate that genuinely engages and supports all students is essential to increasing students' achievement and preventing students from dropping out. Research supports the view that schools must encourage students to express themselves--clearly and often--and be places…

  19. School Climate that Promotes Student Voice

    ERIC Educational Resources Information Center

    Elias, Maurice J.

    2010-01-01

    All over the world, educators are recognizing that creating a school culture and climate that genuinely engages and supports all students is essential to increasing students' achievement and preventing students from dropping out. Research supports the view that schools must encourage students to express themselves--clearly and often--and be places…

  20. Essence of Excellence: Improving School Climate.

    ERIC Educational Resources Information Center

    Sang, Herb A.

    Well-planned, cooperative efforts to develop positive attitudes can generate improved school climate and improved student performance, as illustrated by the experience of the Duval County (Florida) Public Schools. The district's marketing efforts focus on progress reporting and performance recognition both internally and externally. Among the…

  1. The Principal's Role in Setting School Climate (for School Improvement).

    ERIC Educational Resources Information Center

    Hall, Gene E.

    Given that principals play a role in setting school climate, this paper focuses on how this actually happens. First, the paper explores different criteria and variables as possible frameworks for defining the term "climate." This task is complicated by problems in identifying consensus findings due to weak variable definitions and lack of…

  2. The Principal's Role in Setting School Climate (for School Improvement).

    ERIC Educational Resources Information Center

    Hall, Gene E.

    Given that principals play a role in setting school climate, this paper focuses on how this actually happens. First, the paper explores different criteria and variables as possible frameworks for defining the term "climate." This task is complicated by problems in identifying consensus findings due to weak variable definitions and lack of…

  3. Reducing School Violence: School-Based Curricular Programs and School Climate

    ERIC Educational Resources Information Center

    Greene, Michael B.

    2008-01-01

    This article examines two different, but interrelated approaches to reduce school violence: school-based curricular programs and efforts to change school climate. The state of the research for each is reviewed and the relationship between them is explored.

  4. Lifelines for High School Climate Change Education

    NASA Astrophysics Data System (ADS)

    Gould, A. D.

    2012-12-01

    The Lifelines project aims to establish a network of practicing high school teachers actively using climate change curricula by creating professional learning communities (PLCs) of teachers who, through remote meetings and workshops, maintain ongoing communication and sharing of best practices among colleagues to strengthen knowledge and promote effective teaching strategies. The project explores techniques to achieve the most effective teleconferencing meetings and workshops. This promotes not only teaching about minimizing environmental impacts of human activity, but minimizes environmental impacts of professional development — practicing what we preach. To date, Lifelines PLCs have set up websites and e-mail lists for sharing information. Teleconferences and webinars have been held using services such as Skype, ReadyTalk, and Wiggio. Many of the meetings have been recorded and archived for the benefit of members who could not attend in real-time.

  5. Teachers' Perspectives on School Climate at a Low-Performing School

    ERIC Educational Resources Information Center

    Carson, Paul Kit

    2012-01-01

    A number of research studies have indicated that issues with school climate may be a source of the low academic and social success of students in the public school system. A poor school climate is often associated with low-performing schools; a positive school climate can increase student achievement and other indicators of school success such as…

  6. Teachers' Perspectives on School Climate at a Low-Performing School

    ERIC Educational Resources Information Center

    Carson, Paul Kit

    2012-01-01

    A number of research studies have indicated that issues with school climate may be a source of the low academic and social success of students in the public school system. A poor school climate is often associated with low-performing schools; a positive school climate can increase student achievement and other indicators of school success such as…

  7. Peer Victimization and Authoritative School Climate: A Multilevel Approach

    ERIC Educational Resources Information Center

    Cornell, Dewey; Shukla, Kathan; Konold, Timothy

    2015-01-01

    School climate is widely recognized as an important influence on peer victimization in schools. The purpose of this study is to examine how authoritative school climate theory provides a framework for conceptualizing 2 key features of school climate--disciplinary structure and student support--that are associated with 3 measures of peer…

  8. Transforming School Climate: Educational and Psychoanalytic Perspectives: Introduction

    ERIC Educational Resources Information Center

    Cohen, Jonathan

    2009-01-01

    School climate refers to the character and quality of school life. It is based on these patterns and reflects norms, goals, values, interpersonal relationships, teaching, learning, leadership practices, and organizational structures. School climate is at the nexus of individual and group experience. School climate is based on the individual's…

  9. Peer Victimization and Authoritative School Climate: A Multilevel Approach

    ERIC Educational Resources Information Center

    Cornell, Dewey; Shukla, Kathan; Konold, Timothy

    2015-01-01

    School climate is widely recognized as an important influence on peer victimization in schools. The purpose of this study is to examine how authoritative school climate theory provides a framework for conceptualizing 2 key features of school climate--disciplinary structure and student support--that are associated with 3 measures of peer…

  10. The Impact of Integrative Planned Change Strategies on School Climate Factors.

    ERIC Educational Resources Information Center

    Blust, Ross S.; Dumaresq, Richard R.

    To test the effectiveness of an organizational development strategy to improve educational environments, data were gathered on the process and outcomes of a project for school climate improvement and school renewal. Data from two urban schools--a junior high school and a middle school--were drawn from interviews with participants, figures on…

  11. Effects of "Safe School" Programs and Policies on the Social Climate for Sexual-Minority Youth: A Review of the Literature

    ERIC Educational Resources Information Center

    Black, Whitney W.; Fedewa, Alicia L.; Gonzalez, Kirsten A.

    2012-01-01

    Research indicates lesbian, gay, bisexual, and transgender (LGBT) youth are a vulnerable population--a status that can be attributed to a hostile social climate at school. Intervention strategies, such as educational policies, programs, and a supportive environment, improve the social climate for LGBT students in secondary schools and…

  12. Volcanic effects on climate

    NASA Technical Reports Server (NTRS)

    Robock, Alan

    1991-01-01

    Volcanic eruptions which inject large amounts of sulfur-rich gas into the stratosphere produce dust veils which last years and cool the earth's surface. At the same time, these dust veils absorb enough solar radiation to warm the stratosphere. Since these temperature changes at the earth's surface and in the stratosphere are both in the opposite direction of hypothesized effects from greenhouse gases, they act to delay and mask the detection of greenhouse effects on the climate system. Tantalizing recent research results have suggested regional effects of volcanic eruptions, including effects on El Nino/Southern Oscillation (ENSO). In addition, a large portion of the global climate change of the past 100 years may be due to the effects of volcanoes, but a definite answer is not yet clear. While effects of several years were demonstrated with both data studies and numerical models, long-term effects, while found in climate model calculations, await confirmation with more realistic models. Extremely large explosive prehistoric eruptions may have produced severe weather and climate effects, sometimes called a 'volcanic winter'. Complete understanding of the above effects of volcanoes is hampered by inadequacies of data sets on volcanic dust veils and on climate change. Space observations can play an increasingly important role in an observing program in the future. The effects of volcanoes are not adequately separated from ENSO events, and climate modeling of the effects of volcanoes is in its infancy. Specific suggestions are made for future work to improve the knowledge of this important component of the climate system.

  13. Teachers' Perceptions of Principals' Motivating Language and Public School Climates in Kuwait

    ERIC Educational Resources Information Center

    Alqahtani, Abdulmuhsen Ayedh

    2015-01-01

    Research has shown that the overall climate in a school can encourage or deter learning. One significant factor promoting a positive climate is the use of motivational language by school leaders. This article presents empirical evidence of teachers' perceptions of motivational language used by school principals and the effects of this language on…

  14. Teachers' Perceptions of Principals' Motivating Language and Public School Climates in Kuwait

    ERIC Educational Resources Information Center

    Alqahtani, Abdulmuhsen Ayedh

    2015-01-01

    Research has shown that the overall climate in a school can encourage or deter learning. One significant factor promoting a positive climate is the use of motivational language by school leaders. This article presents empirical evidence of teachers' perceptions of motivational language used by school principals and the effects of this language on…

  15. Australian Secondary School Students' Understanding of Climate Change

    ERIC Educational Resources Information Center

    Dawson, Vaille; Carson, Katherine

    2013-01-01

    This study investigated 438 Year 10 students (15 and 16 years old) from Western Australian schools, on their understanding of the greenhouse effect and climate change, and the sources of their information. Results showed that most students have an understanding of how the greenhouse effect works, however, many students merge the processes of the…

  16. Australian Secondary School Students' Understanding of Climate Change

    ERIC Educational Resources Information Center

    Dawson, Vaille; Carson, Katherine

    2013-01-01

    This study investigated 438 Year 10 students (15 and 16 years old) from Western Australian schools, on their understanding of the greenhouse effect and climate change, and the sources of their information. Results showed that most students have an understanding of how the greenhouse effect works, however, many students merge the processes of the…

  17. An Evaluation of Instructional Coaching at Selected High Schools in North Louisiana and Its Effect on Student Achievement, Organizational Climate, and Teacher Efficacy

    ERIC Educational Resources Information Center

    Hearn, Richard M.

    2010-01-01

    The purpose of this study was to compare high schools in north Louisiana to determine if the presence or absence of instructional coaches influenced student achievement, organizational climate, and/or teacher efficacy in any significant manner. The 11 high schools in north Louisiana utilizing instructional coaches were matched to 11 high schools…

  18. Effects of Single Gender Classrooms and Coeducational Classrooms on Student Achievement and School Climate for Middle School Students in a Public School System

    ERIC Educational Resources Information Center

    Manning, Nickalous A.

    2010-01-01

    This study compared student achievement and student attitudes for students in single-gender classrooms and students in coeducational classrooms in the seventh grade. The study utilized the TCAP reading and math tests and the Renaissance reading and math formative assessments for the measures on student achievement. The school district's climate…

  19. Effectively Rebutting Climate Misinformation

    NASA Astrophysics Data System (ADS)

    Cook, J.

    2011-12-01

    Climate science faces one of the best funded misinformation campaigns in history. The challenge for climate communicators is that misinformation is extremely difficult to dislodge, even after people understand that it's incorrect. Understanding how the human brain processes information is crucial to successful rebuttal. To avoid the danger of reinforcing misinformation (known as the 'backfire effect'), emphasis should be on positive facts, not the myth. Another key to dislodging myths is replacing them with an alternate narrative. In order to provide a narrative about arguments that misrepresent climate science, a broader understanding of how these arguments mislead is required. Movements that deny a scientific consensus have 5 characteristics in common and these also apply to climate denial. The arguments against the scientific consensus involve conspiracy theories, fake experts, cherry picking, logical fallacies and misrepresentation or impossible expectations. Learning to identify these rhetorical techniques is an important tool in the climate communication toolbox. I discuss examples of misrepresentations of climate science and the rhetorical techniques employed. I demonstrate how to respond to these arguments by explaining the facts of climate science while in the process, providing an alternate narrative.

  20. Transformational Leadership Related to School Climate

    ERIC Educational Resources Information Center

    McCarley, Troy A.

    2012-01-01

    This study examined the relationship between teacher perceptions of the degree to which a principal displays the factors of transformational leadership (idealized attributes, idealized behaviors, inspirational motivation, intellectual stimulations, and individual considerations) and the perceived school climate (supportive principal behavior,…

  1. Improving School Climate to Reduce Bullying

    ERIC Educational Resources Information Center

    Smith, David

    2012-01-01

    Bullying harms kids in nearly every way imaginable. It disrupts their learning; it causes them to suffer anxiety and depression; and it undermines their feelings of safety and connection to school. New understandings of bullying are based on relationships and connect directly to the growing appreciation of the role of the social climate within…

  2. What Greek Secondary School Students Believe about Climate Change?

    ERIC Educational Resources Information Center

    Liarakou, Georgia; Athanasiadis, Ilias; Gavrilakis, Costas

    2011-01-01

    The purpose of this study was to investigate what Greek secondary school students (grades 8 and 11) believe about the greenhouse effect and climate change. A total of 626 students completed a closed-form questionnaire consisting of statements regarding the causes, impacts and solutions for this global environmental issue. The possible influence of…

  3. Assessing Climate Misconceptions of Middle School Learners and Teachers

    NASA Astrophysics Data System (ADS)

    Sahagian, D. L.; Anastasio, D. J.; Bodzin, A.; Cirucci, L.; Bressler, D.; Dempsey, C.; Peffer, T.

    2012-12-01

    Middle School students and their teachers are among the many populations in the U.S. with misconceptions regarding the science or even reality of climate change. Teaching climate change science in schools is of paramount importance since all school-age children will eventually assume responsibility for the management and policy-making decisions of our planet. The recently published Framework for K-12 Science Education (National Research Council, 2012) emphasizes the importance of students understanding global climate change and its impacts on society. A preliminary assessment of over a thousand urban middles school students found the following from pretests prior to a climate literacy curriculum: - Do not understand that climate occurs on a time scale of decades (most think it is weeks or months) -Do not know the main atmospheric contributors to global warming -Do not understand the role of greenhouse gases as major contributors to increasing Earth's surface temperature -Do not understand the role of water vapor to trap heat and add to the greenhouse effect -Cannot identify some of the human activities that increase the amount of CO2 -Cannot identify sources of carbon emissions produced by US citizens -Cannot describe human activities that are causing the long-term increase of carbon -dioxide levels over the last 100 years -Cannot describe carbon reduction strategies that are feasible for lowering the levels of carbon dioxide in the atmosphere To address the lack of a well-designed middle school science climate change curriculum that can be used to help teachers promote the teaching and learning of important climate change concepts, we developed a 20-day Environmental Literacy and Inquiry (ELI): Climate Change curriculum in partnership with a local school district. Comprehension increased significantly from pre- to post-test after enactment of the ELI curriculum in the classrooms. This work is part of an ongoing systemic curriculum reform initiative to promote (1) environmental literacy and inquiry and (2) foster the development of geospatial thinking and reasoning using geospatial technologies as an essential component of the middle school science curriculum. The curriculum is designed to align instructional materials and assessments with learning goals. The following frameworks were used to provide guidelines for the climate change science content in addition to the science inquiry upon which schools must focus: Climate Literacy: The Essential Principles of Climate Sciences (U.S. Global Change Research Program, 2009) and the AAAS Project 2061 Communicating and Learning About Global Climate Change (AAAS, 2007). The curriculum is a coherent sequence of learning activities that include climate change investigations with Google Earth, Web-based interactivities that include an online carbon emissions calculator and a Web-based geologic time-line, and inquiry-based ("hands-on") laboratories. The climate change science topics include the atmosphere, Earth system energy balance, weather, greenhouse gases, paleoclimatology, and "humans and climate". It is hoped that with a solid foundation of climate science in the classroom, middle school learners will be in a position to evaluate new scientific discoveries, emerging data sets, and reasonably assess information and misinformation by which they are surrounded on a daily basis.

  4. School Climate and Restructuring for Low-Achieving Students.

    ERIC Educational Resources Information Center

    Smey-Richman, Barbara

    Although analogous and vague definitions of school climate may help in determining whether low-achieving students are experiencing a more positive or negative school climate, more clarity is needed to render the climate construct more observable, measurable, and malleable. Tagiuri conceptualizes climate as the total environmental quality within an…

  5. The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems during the Middle School Years

    ERIC Educational Resources Information Center

    Wang, Ming-Te; Dishion, Thomas J.

    2012-01-01

    This longitudinal study examined trajectories of change in adolescents' perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, and peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations…

  6. The Trajectories of Adolescents' Perceptions of School Climate, Deviant Peer Affiliation, and Behavioral Problems during the Middle School Years

    ERIC Educational Resources Information Center

    Wang, Ming-Te; Dishion, Thomas J.

    2012-01-01

    This longitudinal study examined trajectories of change in adolescents' perceptions of four dimensions of school climate (academic support, behavior management, teacher social support, and peer social support) and the effects of such trajectories on adolescent problem behaviors. We also tested whether school climate moderated the associations…

  7. School Climate and Teachers' Perceptions on Climate Factors: Research into Nine Urban High Schools

    ERIC Educational Resources Information Center

    Gunbayi, Ilhan

    2007-01-01

    This study examined the difference in the levels of the variables related to the school climate factors among the teachers teaching social science courses, the teachers teaching natural science courses, and the teachers teaching art, music and physical education. As a result of the analyzes, all the teachers reported open climate in relation to…

  8. A Brief Measure of Adolescent Perceptions of School Climate

    ERIC Educational Resources Information Center

    White, Nick; La Salle, Tamika; Ashby, Jeffrey S.; Meyers, Joel

    2014-01-01

    Student perceptions of school climate represent the ways students feel about the school environment. These include perceptions regarding safety, teaching and learning, and relationships within the school. It has been found that student perceptions of school climate are positively correlated with academic achievement (Brookover et al., 1978), and…

  9. Are Charter Schools Effective?

    ERIC Educational Resources Information Center

    Garrison, Lawrence F.; Holifield, Mitchell

    2005-01-01

    Within the context of continual dissatisfaction with American public schools, charter school proponents view charter schools as a viable reform mechanism. Here, Garrison and Holifield compare the perceptions of charter school principals regarding the extent to which the effective school correlates have been implemented in their respective schools…

  10. Improving School Effectiveness.

    ERIC Educational Resources Information Center

    MacBeath, John, Ed.; Mortimore, Peter, Ed.

    School effectiveness is an issue that has preoccupied researchers and policymakers for 3 decades. To study how ineffective schools become effective and what constitutes an effective school, the Improving School Effectiveness Project was carried out in Scotland from 1995 to 1997. This project forms the basis of discussion in this book, which has 11…

  11. Advocating for Safe Schools, Positive School Climate, and Comprehensive Mental Health Services

    ERIC Educational Resources Information Center

    Cowan, Katherine C.; Vaillancourt, Kelly

    2013-01-01

    The tragedy at Sandy Hook Elementary School, Newtown, CT (USA) has brought the conversation about how to reduce violence, make schools safer, improve school climate, and increase access to mental health services to the forefront of the national conversation. Advocating for comprehensive initiatives to address school safety, school climate, and…

  12. Examination of Principals' Perceptions on School Climate in Metropolitan Nashville Public Elementary Schools

    ERIC Educational Resources Information Center

    Hayes, Constance L.

    2013-01-01

    The purpose of the study was to examine the school climate of the Metropolitan Nashville Public Elementary Schools through the lenses of the principals. Principals' perceptions of their school climates was studied using independent variables of principal gender, years of experience as principal, tenure at present school, enrollment size of school,…

  13. Examination of Principals' Perceptions on School Climate in Metropolitan Nashville Public Elementary Schools

    ERIC Educational Resources Information Center

    Hayes, Constance L.

    2013-01-01

    The purpose of the study was to examine the school climate of the Metropolitan Nashville Public Elementary Schools through the lenses of the principals. Principals' perceptions of their school climates was studied using independent variables of principal gender, years of experience as principal, tenure at present school, enrollment size of school

  14. Advocating for Safe Schools, Positive School Climate, and Comprehensive Mental Health Services

    ERIC Educational Resources Information Center

    Cowan, Katherine C.; Vaillancourt, Kelly

    2013-01-01

    The tragedy at Sandy Hook Elementary School, Newtown, CT (USA) has brought the conversation about how to reduce violence, make schools safer, improve school climate, and increase access to mental health services to the forefront of the national conversation. Advocating for comprehensive initiatives to address school safety, school climate, and…

  15. Positive School Climate Is Associated With Lower Body Mass Index Percentile Among Urban Preadolescents

    PubMed Central

    Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R.

    2015-01-01

    BACKGROUND Schools are an important environmental context in children’s lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment beyond health policies and education that may have implications for student health outcomes. The purpose of this study is to examine the association of school climate with body mass index (BMI) among urban preadolescents. METHODS Health surveys and physical measures were collected among fifth- and sixth-grade students from 12 randomly selected public schools in a small New England city. School climate surveys were completed district-wide by students and teachers. Hierarchical linear modeling was used to test the association between students’ BMI and schools’ climate scores. RESULTS After controlling for potentially confounding individual-level characteristics, a 1-unit increase in school climate score (indicating more positive climate) was associated with a 7-point decrease in students’ BMI percentile. CONCLUSIONS Positive school climate is associated with lower student BMI percentile. More research is needed to understand the mechanisms behind this relationship and to explore whether interventions promoting positive school climate can effectively prevent and/or reduce obesity. PMID:25040118

  16. School Reviews: Pursuing Effectiveness.

    ERIC Educational Resources Information Center

    Jesse, Ken

    1984-01-01

    The school review program includes evaluation of the principal's performance, observation of all teachers and programs, school climate analysis, parental preferences and suggestions, and recommendations and planning reports. Recommendations fall into three categories: maintenance, consideration, and problem areas. The program is used in the Red…

  17. CEC's Policy on Safe and Positive School Climate

    ERIC Educational Resources Information Center

    Council for Exceptional Children (NJ3), 2008

    2008-01-01

    The Council for Exceptional Children (CEC) recognizes the important impact a safe and positive school climate has on the personal development and academic achievement of all students. Research has shown that schools implementing supportive and positive school climate strategies are more successful in creating environments conducive to learning. As…

  18. How School Climate Influences Teachers' Emotional Exhaustion: The Mediating Role of Emotional Labor.

    PubMed

    Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

    2015-10-01

    Currently, in China, improving the quality of teachers' emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p-12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers' perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers' perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers' use of appropriate emotional labor strategies should be implemented in schools in Mainland China. PMID:26457713

  19. How School Climate Influences Teachers’ Emotional Exhaustion: The Mediating Role of Emotional Labor

    PubMed Central

    Yao, Xiuping; Yao, Meilin; Zong, Xiaoli; Li, Yulan; Li, Xiying; Guo, Fangfang; Cui, Guanyu

    2015-01-01

    Currently, in China, improving the quality of teachers’ emotional labor has become an urgent need for most pre-kindergarten through 12th grade (p–12) schools because the new curriculum reform highlights the role of emotion in teaching. A total of 703 primary and high school teachers in Mainland China were investigated regarding their perceptions of school climate, emotional labor strategy and emotional exhaustion via questionnaires. The findings revealed that the teachers’ perceptions of the school climate negatively affected surface acting but positively affected deep acting. Surface acting positively predicted emotional exhaustion, and deep acting had no significant effect on emotional exhaustion. Moreover, emotional labor mediated the relationship between the teachers’ perceptions of the school climate and emotional exhaustion. Programs aimed at improving the school climate and the teachers’ use of appropriate emotional labor strategies should be implemented in schools in Mainland China. PMID:26457713

  20. School Social Capital and School Effectiveness

    ERIC Educational Resources Information Center

    Tsang, Kwok-Kuen

    2009-01-01

    This article argues that school social capital is crucial for school effectiveness, but it has been disregarded in the traditional school administrative theory. Therefore, this article tries to illustrate the significance of school social capital to school effectiveness. School social capital is defined as the social resources embedded in internal…

  1. Teachers' Sickness Absence in Primary Schools, School Climate and Teachers' Sense of Efficacy.

    ERIC Educational Resources Information Center

    Imants, Jeroen; van Zoelen, Ad

    1995-01-01

    In the period from 1978 to 1988, teacher absenteeism increased considerably in the Netherlands, especially in primary education. This study questions whether teacher absenteeism is related to school climate and teachers' sense of efficacy. When climates of low- and high-absenteeism schools are compared, several school climate characteristics…

  2. The Talent Development Middle School. Creating a Motivational Climate Conducive to Talent Development in Middle Schools: Implementation and Effects of Student Team Reading.

    ERIC Educational Resources Information Center

    Mac Iver, Douglas J.; Plank, Stephen B.

    Central East Middle School in Philadelphia (Pennsylvania), an urban school with about 45% Hispanic enrollment, and the Center for Research on the Education of Children Placed at Risk are working together to implement a Talent Development Middle School model of schooling. Part of this effort includes use of the Student Team Reading (STR) Program,…

  3. The Influence of School Climate on Gender Differences in the Achievement and Engagement of Young Adolescents.

    ERIC Educational Resources Information Center

    Lee, Valerie E.; And Others

    This study examined elements of the climate of middle-grades schools that are associated with schools' effectiveness in terms of the engagement and achievement of their students, with special emphasis on gender equity. Drawn from the National Educational Longitudinal Study of 1988, data on 9,020 eighth graders from 377 middle-grades schools were…

  4. Energy Design Guidelines for High Performance Schools: Tropical Island Climates

    SciTech Connect

    2004-11-01

    Design guidelines outline high performance principles for the new or retrofit design of K-12 schools in tropical island climates. By incorporating energy improvements into construction or renovation plans, schools can reduce energy consumption and costs.

  5. A Simple Climate Model Program for High School Education

    NASA Astrophysics Data System (ADS)

    Dommenget, D.

    2012-04-01

    The future climate change projections of the IPCC AR4 are based on GCM simulations, which give a distinct global warming pattern, with an arctic winter amplification, an equilibrium land sea contrast and an inter-hemispheric warming gradient. While these simulations are the most important tool of the IPCC predictions, the conceptual understanding of these predicted structures of climate change are very difficult to reach if only based on these highly complex GCM simulations and they are not accessible for ordinary people. In this study presented here we will introduce a very simple gridded globally resolved energy balance model based on strongly simplified physical processes, which is capable of simulating the main characteristics of global warming. The model shall give a bridge between the 1-dimensional energy balance models and the fully coupled 4-dimensional complex GCMs. It runs on standard PC computers computing globally resolved climate simulation with 2yrs per second or 100,000yrs per day. The program can compute typical global warming scenarios in a few minutes on a standard PC. The computer code is only 730 line long with very simple formulations that high school students should be able to understand. The simple model's climate sensitivity and the spatial structure of the warming pattern is within the uncertainties of the IPCC AR4 models simulations. It is capable of simulating the arctic winter amplification, the equilibrium land sea contrast and the inter-hemispheric warming gradient with good agreement to the IPCC AR4 models in amplitude and structure. The program can be used to do sensitivity studies in which students can change something (e.g. reduce the solar radiation, take away the clouds or make snow black) and see how it effects the climate or the climate response to changes in greenhouse gases. This program is available for every one and could be the basis for high school education. Partners for a high school project are wanted!

  6. Measurement and structural relations of an authoritative school climate model: A multi-level latent variable investigation.

    PubMed

    Konold, Timothy R; Cornell, Dewey

    2015-12-01

    This study tested a conceptual model of school climate in which two key elements of an authoritative school, structure and support variables, are associated with student engagement in school and lower levels of peer aggression. Multilevel multivariate structural modeling was conducted in a statewide sample of 48,027 students in 323 public high schools who completed the Authoritative School Climate Survey. As hypothesized, two measures of structure (Disciplinary Structure and Academic Expectations) and two measures of support (Respect for Students and Willingness to Seek Help) were associated with higher student engagement (Affective Engagement and Cognitive Engagement) and lower peer aggression (Prevalence of Teasing and Bullying) on both student and school levels of analysis, controlling for the effects of school demographics (school size, percentage of minority students, and percentage of low income students). These results support the extension of authoritative school climate model to high school and guide further research on the conditions for a positive school climate. PMID:26563598

  7. School Climate Surveys: District Results for 2011-12

    ERIC Educational Resources Information Center

    Research Services, Miami-Dade County Public Schools, 2012

    2012-01-01

    Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools. In 2011-2012, the survey was distributed to approximately 93,000 parents, 52,000 elementary, secondary, and adult students, and 24,000 staff. This report summarizes…

  8. Trace gas effects on climate

    NASA Astrophysics Data System (ADS)

    Ramanathan, V.; Callis, L. B., Jr.; Cess, R. D.; Hansen, J. E.; Isaksen, I. S. A.; Kuhn, W. R.; Lacis, A.; Luther, F. M.; Mahlman, J. D.; Reck, R. A.

    The two primary objectives are to describe the new scientific challenges posed by the trace gas-climate problem and to summarize current strategies, and to make an assessment of the trace gas effects on troposphere-stratosphere temperature trends. Numerous reports on CO2-climate problems are examined with respect to climate modeling issues. The role of the oceans in governing the transient climate response to time varying CO2 concentrations is discussed.

  9. School Climate and the Safe School: Seven Contributing Factors. Safety in the Schools

    ERIC Educational Resources Information Center

    Noonan, James

    2005-01-01

    Accepting that few lists are comprehensive, but acknowledging that they still have value, here then are seven important factors that contribute to a healthy school climate: (1) Models: Adults are teachers in more ways than one, and the way that has the greater impact is less what they say than what they do; (2) Consistency: The school staff must…

  10. A New Framework for School Climate: Exploring Predictive Capability of School Climate Attributes and Impact on School Performance Scores

    ERIC Educational Resources Information Center

    Craig, Amy Vermaelen

    2012-01-01

    Much emphasis is being placed on the use of school performance scores as a means of indicating effective schools. Schools are being held accountable for not only teaching the curriculum, but also affording the student a quality education that encompasses the skills and knowledge needed to be successful. Although many schools have a similar…

  11. A New Framework for School Climate: Exploring Predictive Capability of School Climate Attributes and Impact on School Performance Scores

    ERIC Educational Resources Information Center

    Craig, Amy Vermaelen

    2012-01-01

    Much emphasis is being placed on the use of school performance scores as a means of indicating effective schools. Schools are being held accountable for not only teaching the curriculum, but also affording the student a quality education that encompasses the skills and knowledge needed to be successful. Although many schools have a similar…

  12. Measuring School Climate: An Overview of Measurement Scales

    ERIC Educational Resources Information Center

    Kohl, Diane; Recchia, Sophie; Steffgen, Georges

    2013-01-01

    Background: School climate is a heterogeneous concept with a multitude of standardised and validated instruments available to measure it. Purpose: This overview of measurement scales aims to provide researchers with short summaries of some of the self-report instruments in existence, especially in relation to the link between school climate and…

  13. Correlational Analysis of Servant Leadership and School Climate

    ERIC Educational Resources Information Center

    Black, Glenda Lee

    2010-01-01

    The purpose of this mixed-method research study was to determine the extent that servant leadership was correlated with perceptions of school climate to identify whether there was a relationship between principals' and teachers' perceived practice of servant leadership and of school climate. The study employed a mixed-method approach by first…

  14. Measuring School Climate: An Overview of Measurement Scales

    ERIC Educational Resources Information Center

    Kohl, Diane; Recchia, Sophie; Steffgen, Georges

    2013-01-01

    Background: School climate is a heterogeneous concept with a multitude of standardised and validated instruments available to measure it. Purpose: This overview of measurement scales aims to provide researchers with short summaries of some of the self-report instruments in existence, especially in relation to the link between school climate and…

  15. Critical Climate: Relations among Sexual Harassment, Climate, and Outcomes for High School Girls and Boys

    ERIC Educational Resources Information Center

    Ormerod, Alayne J.; Collinsworth, Linda L.; Perry, Leigh Ann

    2008-01-01

    This study examined the relationships among peer-to-peer sexual harassment, school climate, adult-to-student harassment, and outcomes (psychological and physical well-being; school withdrawal and safety) for high school girls (n = 310) and boys (n = 259) recruited from seven public high schools in a Midwestern state. More frequent, severe peer…

  16. Effective Schools Require Effective Principals

    ERIC Educational Resources Information Center

    LaPointe, Michelle; Davis, Stephen H.

    2006-01-01

    At long last, scholars and policy makers have come to realize what most school administrators have known for years--that effective schools require both outstanding teachers and strong leaders. Although there is considerable research about the characteristics of effective school leaders and the strategies principals can use to help manage…

  17. Elementary School Climate: A Revision of the OCDQ.

    ERIC Educational Resources Information Center

    Hoy, Wayne K.; Clover, Sharon I. R.

    1986-01-01

    The concept of "organizational climate" is described briefly in this article; the Organizational Climate Description Questionnaire (the most well-known conceptualization and measure of elementary school climate) is evaluated; and the successful refinement and empirical testing of a revised, more parsimonious questionnaire, are discussed. (PGD)

  18. Developing a Regionally-Based "Next Generation" High School Climate Science Curriculum

    NASA Astrophysics Data System (ADS)

    Bell, M.; Clark, J.; Getty, S. R.; Marks, J.; Hungate, B. A.; Kaufman, D. S.; Coles, R.; Haden, C.; Cooley, N.

    2012-12-01

    Colorado Plateau Carbon Connections is a regionally relevant, culturally responsive, technology-rich high school climate science curriculum for the Colorado Plateau/Four Corners region. Funded by an NSF Climate Change Education Partnership grant, the 10-lesson curriculum supplement is the result of collaboration between Northern Arizona University climate scientists, social scientists and educators and the NASA-funded Biological Sciences Curriculum Study Carbon Connections project. The curriculum includes disciplinary core ideas in Earth Science from A Framework for K-12 Science Education. It integrates cross-cutting relationships and science and engineering practices. Students are introduced to regional and global effects of climate change, and build their understanding of climate science using simulations and climate models. The models are based on authentic data and allow students to explore the roles of carbon dioxide, volcanic forcing, El Niño effects, solar variability, and anthropogenic inputs to the climate system. Students also negate climate misconceptions using climate science, and analyze personal connections to the climate system. They examine their own carbon footprints and propose regionally based solutions for mitigating the effects of climate change. The curriculum was field tested in Spring 2012 with 384 students and ten teachers in seven schools. The evaluation shows strong student engagement and increased knowledge of climate science and solutions. This curriculum also serves as a model for integrating regional issues into climate science education.

  19. Learning Climate in Schools: Part II. Teacher Views of the Learning and Organizational Climate in Schools. Evaluation Brief.

    ERIC Educational Resources Information Center

    Cobb, Carolyn

    Part I of the Learning Climate in Schools evaluation brief looked at violence and disruptive behavior in the North Carolina public schools from several perspectives, including that of teachers expressed in an annual survey. Part II examines teacher perceptions of learning and organizational climates using another set of teacher responses to the…

  20. Nevada's Climate Change High School Science Fair Network

    NASA Astrophysics Data System (ADS)

    Buck, P.

    2012-12-01

    The purpose of this 3 year project funded by NSF (GEO 1035049) is to increase the climate change science content knowledge and teaching effectiveness of in-service high school science teachers and increase the numbers of quality of high school geoscience projects competing in Nevada's three regional Intel ISEF (International Science & Engineering Fair) affiliated science fairs. In year 1 of the project participants consisted of six female and three male high school teachers from across Nevada. Eight of the participants were white and one was Asian. Five participants taught in Clark County, two taught in Owyhee, one taught in Elko and one taught in Spring Creek. Over 20% of the projects were noted (by the teachers) as being submitted by underrepresented students; however, this information is not reliable as most students did not provide this data themselves. Pre-and post- content tests were given. Teachers improved from an average of eight missed on the pre-test to an average of only four items missed on the post-test. Participants were also asked to evaluate their own teaching efficacy. In general, participants had a strong science efficacy. The item on which there was the most discrepancy among participants was on #10, the one stating that "The low achievement of some students cannot generally be blamed on their teachers." Most teachers completed an end of year program evaluation. All but one of the participants felt that the pace of the workshop was comfortable. All participants who used faculty mentors in helping their students rated their faculty mentors very highly. All participants rated the program content very highly in terms of clarity, organization, relevance, helpfulness and usefulness. All participants gave the program a very high rating overall and stated they would likely use the information to mentor future students and in instruction in future classes. The science fairs are the culmination of the program. Teachers were required to have at least one student submit a project related to climate change science in their regional fair. There were 28 projects submitted in 2011; of these there were 10 first place winners, 5 second place winners, and 1 third place winner. Over half of the projects entered in the regional science fairs received an award. The reported student science fair projects relating to climate change include, among others: comparing CO2 emissions in old and new cars, comparing travel by mass transit with travel by private car, studying how CO2 effects global warming, studying seedlings in a climate controlled environment, studying the effect of climate change on hurricanes, determining ammonia emission from bovine manure, and studying the effect of Dendroctonus brevicomis on the depopulation of Pinus edulis and Pinus ponderosa due to climate change.

  1. Climatic effects of atmospheric aerosols

    SciTech Connect

    Hansen, J.E.; Lacis, A.A.; Lee, P.; Wang, W.C.

    1980-01-01

    It is shown quantitatively how radiative climatic forcing by aerosols depends on the physical properties of the aerosols. The special case of atmospheric aerosols produced by volcanic explosions is considered, and evidence is presented which indicates that even the simple climate models available today may be able to capture some of the basic effects of aerosols on global climate. Possible effects of anthropogenic aerosols are briefly examined. It is noted that additional evidence for the significant influence of aerosols on climate may be found in data obtained from recent spacecraft missions to Venus and Mars.

  2. Taking a Strengths-Based Focus Improves School Climate

    ERIC Educational Resources Information Center

    Tschannen-Moran, Megan; Tschannen-Moran, Bob

    2011-01-01

    The purpose of this study was to learn whether focusing on strengths through appreciative inquiry would be related to measurable changes in school climate and trust within a small urban school district. The district studied was a beleaguered, underperforming school district in the Midwest Rust Belt. Through an appreciative inquiry initiative, the…

  3. Local Communities and Schools Tackling Sustainability and Climate Change

    ERIC Educational Resources Information Center

    Flowers, Rick; Chodkiewicz, Andrew

    2009-01-01

    Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of…

  4. School Climate & Discipline. California Children's Report Card, 2014

    ERIC Educational Resources Information Center

    Children Now, 2014

    2014-01-01

    The elements of school climate include the safety and overall well-being of students, as well as students' sense of connectedness and schools' discipline practices and physical environments. In 2012, 48% of suspensions in California were due to "willful defiance," an overly broad and subjective category defined as "disrupting school…

  5. Heteronormativity, School Climates, and Perceived Safety for Gender Nonconforming Peers

    ERIC Educational Resources Information Center

    Toomey, Russell B.; McGuire, Jenifer K.; Russell, Stephen T.

    2012-01-01

    Students' perceptions of their school climates are associated with psychosocial and academic adjustment. The present study examined the role of school strategies to promote safety in predicting students' perceptions of safety for gender nonconforming peers among 1415 students in 28 high schools. Using multilevel modeling techniques, we examined…

  6. Examining the Relationship between Teacher Leadership and School Climate

    ERIC Educational Resources Information Center

    Kilinc, Ali Çagatay

    2014-01-01

    Teacher leadership has recently become the centre of educational research on improving educational practices. The purpose of this study was to examine the relationships between primary school teachers' perceptions of school climate and teacher leadership. The study sample consisted of 259 primary school teachers who participated in an…

  7. Local Communities and Schools Tackling Sustainability and Climate Change

    ERIC Educational Resources Information Center

    Flowers, Rick; Chodkiewicz, Andrew

    2009-01-01

    Local communities and their schools remain key sites for actions tackling issues of sustainability and climate change. A government-funded environmental education initiative, the Australian Sustainable Schools Initiative (AuSSI), working together with state based Sustainable Schools Programs (SSP), has the ability to support the development of…

  8. Taking a Strengths-Based Focus Improves School Climate

    ERIC Educational Resources Information Center

    Tschannen-Moran, Megan; Tschannen-Moran, Bob

    2011-01-01

    The purpose of this study was to learn whether focusing on strengths through appreciative inquiry would be related to measurable changes in school climate and trust within a small urban school district. The district studied was a beleaguered, underperforming school district in the Midwest Rust Belt. Through an appreciative inquiry initiative, the…

  9. Heteronormativity, School Climates, and Perceived Safety for Gender Nonconforming Peers

    ERIC Educational Resources Information Center

    Toomey, Russell B.; McGuire, Jenifer K.; Russell, Stephen T.

    2012-01-01

    Students' perceptions of their school climates are associated with psychosocial and academic adjustment. The present study examined the role of school strategies to promote safety in predicting students' perceptions of safety for gender nonconforming peers among 1415 students in 28 high schools. Using multilevel modeling techniques, we examined…

  10. The Influence of Classroom Disciplinary Climate of Schools on Reading Achievement: A Cross-Country Comparative Study

    ERIC Educational Resources Information Center

    Ning, Bo; Van Damme, Jan; Van Den Noortgate, Wim; Yang, Xiangdong; Gielen, Sarah

    2015-01-01

    Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly…

  11. The Influence of Classroom Disciplinary Climate of Schools on Reading Achievement: A Cross-Country Comparative Study

    ERIC Educational Resources Information Center

    Ning, Bo; Van Damme, Jan; Van Den Noortgate, Wim; Yang, Xiangdong; Gielen, Sarah

    2015-01-01

    Despite considerable interest in research and practice in the effect of classroom disciplinary climate of schools on academic achievement, little is known about the generalizability of this effect over countries. Using hierarchical linear analyses, the present study reveals that a better classroom disciplinary climate in a school is significantly…

  12. A Reflection of My School: One Student Looks at School Effectiveness.

    ERIC Educational Resources Information Center

    Duren, O'ka R.

    1992-01-01

    A late 1960s graduate of racially segregated school in Mississippi evaluates her high school's performance against Ron Edmonds's five school effectiveness correlates (strong instructional leadership; clear instructional mission; orderly, safe climate; high expectations; close monitoring with standardized tests). School passed only one; all…

  13. Impact of Function, Experience, and Training of School District Police on School Climate

    ERIC Educational Resources Information Center

    Denham, Magdalena

    2013-01-01

    Purpose: The purpose of this quantitative study was to investigate the impact that function, experience, and training of Independent School District School Resource Officers (ISD SROs) have on school climate. The participants were ISD SROs (n = 172) and teachers (n = 162) located in middle and high schools in Texas. Method: The Role of Law…

  14. Achievement Differences and School Type: The Role of School Climate, Teacher Certification, and Instruction

    ERIC Educational Resources Information Center

    Lubienski, Sarah Theule; Lubienski, Christopher; Crane, Corinna Crawford

    2008-01-01

    Recent analyses challenge common wisdom regarding the superiority of private schools relative to public schools, raising questions about the role of school processes and climate in shaping achievement in different types of schools. While holding demographic factors constant, this multilevel analysis of National Assessment of Educational Progress…

  15. Classroom Climate, Parental Educational Involvement, and Student School Functioning in Early Adolescence: A Longitudinal Study

    ERIC Educational Resources Information Center

    Kaplan Toren, Nurit; Seginer, Rachel

    2015-01-01

    In this 2-year longitudinal study, we examine the effects of perceived classroom climate and two aspects of parental educational involvement (home-based and school-based) on junior high school students' self-evaluation and academic achievement. Our main hypothesis was that perceived parental educational involvement mediates students' perceived…

  16. The Study of Factor Structure and Reliability of an Abbreviated School Climate Survey

    ERIC Educational Resources Information Center

    Ding, Cody; Liu, Ying; Berkowitz, Marvin

    2011-01-01

    The concept of school climate has been an important variable in research on quality of school life and student learning. One of the challenges in such a research effort is to develop instruments that could effectively and efficiently measure the construct. The purpose of the current study was to examine the factor structure and reliability of an…

  17. Undergraduate Students As Effective Climate Change Communicators

    NASA Astrophysics Data System (ADS)

    Sharif, H. O.; Joseph, J.; Mullendore, G. L.

    2014-12-01

    The University of Texas at San Antonio (UTSA), San Antonio College (SAC), and the University of North Dakota (UND) have partnered with NASA to provide underrepresented undergraduates from UTSA, SAC, and other community colleges climate-related research and education experiences through the Climate Change Communication: Engineer, Environmental science, and Education (C3E3) project. The program aims to develop a robust response to climate change by providing K-16 climate change education; enhance the effectiveness of K-16 education particularly in engineering and other STEM disciplines by use of new instructional technologies; increase the enrollment in engineering programs and the number of engineering degrees awarded by showing engineering's usefulness in relation to the much-discussed contemporary issue of climate change; increase persistence in STEM degrees by providing student research opportunities; and increase the ethnic diversity of those receiving engineering degrees and help ensure an ethnically diverse response to climate change. Students participated in the second summer internship funded by the project. The program is in its third year. More than 75 students participated in a guided research experiences aligned with NASA Science Plan objectives for climate and Earth system science and the educational objectives of the three institutions. The students went through training in modern media technology (webcasts), and in using this technology to communicate the information on climate change to others, especially high school students, culminating in production of webcasts on investigating the aspects of climate change using NASA data. Content developed is leveraged by NASA Earth observation data and NASA Earth system models and tools. Three Colleges were involved in the program: Engineering, Education, and Science.

  18. The Meriden School Climate Survey-Student Version: Preliminary Evidence of Reliability and Validity

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Larson, Alvin; Chafouleas, Sandra M.

    2016-01-01

    School climate has been linked with myriad positive student outcomes and the measurement of school climate is widely advocated at the national and state level. However, districts have little guidance about how to define and measure school climate. This study examines the psychometric properties of a district-developed school climate measure that…

  19. Climatic Effects on Planning Behavior

    PubMed Central

    Liu, Yong; Kostakos, Vassilis; Li, Hongxiu

    2015-01-01

    What mechanism links climate change and social change? Palaeoanthropological analysis of human remains suggests that abrupt climate change is linked to societal restructuring, but it has been challenging to reliably identify the exact mechanisms underlying this relationship. Here we identify one potential mechanism that can link climate to behavior change, and underpins many of the reported findings on social restructuring. Specifically, we show that daily weather is linked to human planning behavior, and this effect is moderated by climate. Our results demonstrate that as weather gets colder, humans increase their planning in cold regions and decrease planning in warm regions. Since planning has previously been linked to group efficiency, cooperation, and societal organization, our work suggests planning is one mechanism that can link climate change to societal restructuring. PMID:25993567

  20. Measuring School Climate in High Schools: A Focus on Safety, Engagement, and the Environment

    ERIC Educational Resources Information Center

    Bradshaw, Catherine P.; Waasdorp, Tracy E.; Debnam, Katrina J.; Johnson, Sarah Lindstrom

    2014-01-01

    Background: School climate has been linked to multiple student behavioral, academic, health, and social-emotional outcomes. The US Department of Education (USDOE) developed a 3-factor model of school climate comprised of safety, engagement, and environment. This article examines the factor structure and measurement invariance of the USDOE model.…

  1. Multilevel Multi-Informant Structure of the Authoritative School Climate Survey

    ERIC Educational Resources Information Center

    Konold, Timothy; Cornell, Dewey; Huang, Francis; Meyer, Patrick; Lacey, Anna; Nekvasil, Erin; Heilbrun, Anna; Shukla, Kathan

    2014-01-01

    The Authoritative School Climate Survey was designed to provide schools with a brief assessment of 2 key characteristics of school climate--disciplinary structure and student support--that are hypothesized to influence 2 important school climate outcomes--student engagement and prevalence of teasing and bullying in school. The factor structure of…

  2. Integrating School Indicators, School Effectiveness, and School Improvement Research: The Louisiana School Effectiveness Pilot (SEAP).

    ERIC Educational Resources Information Center

    1998

    Six papers discuss the Louisiana School Effectiveness and Assistance Pilot (SEAP) program, an ongoing 3-year research project associated with a legislatively mandated school and district accountability program. In three phases, the project joins school indicators, school effectiveness, and school improvement initiatives. The following papers are…

  3. School Effectiveness: Profile of School Excellence.

    ERIC Educational Resources Information Center

    Sanders, Jack; And Others

    Based on Larry Hutchins' analysis of the school effectiveness literature, the Profile of School Excellence (PRO-S/E) is a diagnostic tool keyed to 11 instructional and organizational variables which are positively related to effective/excellent schools and which are alterable. The variables are: needs basis; objectives; expectations; roles and…

  4. The Relationship of Principal Conflict Management Style and School Climate

    ERIC Educational Resources Information Center

    Boucher, Miriam Miley

    2013-01-01

    Using a mixed-methods design, this study examined conflict management styles of elementary school principals in South Carolina and the relationship of conflict management style and school climate. The Rahim Organizational Conflict Inventory-II, Form B, which identifies five styles of managing conflict, was used to determine principal conflict…

  5. The Impact of Visual Impairment on Perceived School Climate

    ERIC Educational Resources Information Center

    Schade, Benjamin; Larwin, Karen H.

    2015-01-01

    The current investigation examines whether visual impairment has an impact on a student's perception of the school climate. Using a large national sample of high school students, perceptions were examined for students with vision impairment relative to students with no visual impairments. Three factors were examined: self-reported level of…

  6. The Relationship between Transformational School Leadership and Ethical Climate

    ERIC Educational Resources Information Center

    Sagnak, Mesut

    2010-01-01

    This study aimed to investigate the relationship between transformational school leadership and ethical climate. The participants were 764 teachers in 50 elementary schools in Nigde during the 2008/2009 academic year. Two distinct instruments were used in this study. The Principal Leadership Style Inventory developed by Leithwood and Jantzi (1991)…

  7. The Relationship of Principal Conflict Management Style and School Climate

    ERIC Educational Resources Information Center

    Boucher, Miriam Miley

    2013-01-01

    Using a mixed-methods design, this study examined conflict management styles of elementary school principals in South Carolina and the relationship of conflict management style and school climate. The Rahim Organizational Conflict Inventory-II, Form B, which identifies five styles of managing conflict, was used to determine principal conflict…

  8. Principal Leadership Style, Personality Type, and School Climate.

    ERIC Educational Resources Information Center

    Hardin, Dawn T.

    1995-01-01

    Relationships among principal leadership style, personality type, and school climate were studied in urban and rural contexts using responses from 34 principals and 166 teachers in three similar school districts. No relationship was found between personality type and leadership style, and no urban/rural differences were found for these variables…

  9. The Ethical Climate of Public Schooling under New Public Management.

    ERIC Educational Resources Information Center

    Dempster, Neil; Freakley, Mark; Parry, Lindsay

    2001-01-01

    Today's competitive climate is pressuring public school educators to improve schools in an environment dominated by parent and consumer choice. This article draws on two studies involving Australian principals that illustrate difficult ethical situations. Most participants found the values of marketing and economic rationalism to be inconsistent…

  10. School Climate and Psychosomatic Health: A Multilevel Analysis

    ERIC Educational Resources Information Center

    Modin, Bitte; Ostberg, Viveca

    2009-01-01

    This study examined the importance of aspects of the school climate for adolescents' psychosomatic health using multilevel modelling. Analyses were based on 18,571 ninth-grade students distributed over 1,026 classes and 284 schools in the greater Stockholm area in 2004 and 2006. Both individual- and contextual-level associations between aspects of…

  11. Working Together: Collaborative School Leadership Fosters a Climate of Success

    ERIC Educational Resources Information Center

    McKenzie, Ginger Kelley

    2005-01-01

    In Montessori schools, the best way to strengthen the climate of success by the administrators is called "transformational leadership". Leadership theorist James McGregor Burns identifies transformational leadership as a mutual belief and value system, and a commitment between a principal and teachers to focus on what works best for their school.…

  12. Adolescent Perception of Family Climate and Adaptation to Residential Schooling.

    ERIC Educational Resources Information Center

    Shulman, Shmuel; Prechter, Eti

    1989-01-01

    Changes in adolescents' perceptions of the family as they adapt to residential schooling were studied for 51 residential and 57 nonresidential tenth graders in a school in Israel. No differences in the perception of family climate were found between the groups, suggesting no change with the individual's act of leaving. (SLD)

  13. Working Together: Collaborative School Leadership Fosters a Climate of Success

    ERIC Educational Resources Information Center

    McKenzie, Ginger Kelley

    2005-01-01

    In Montessori schools, the best way to strengthen the climate of success by the administrators is called "transformational leadership". Leadership theorist James McGregor Burns identifies transformational leadership as a mutual belief and value system, and a commitment between a principal and teachers to focus on what works best for their school

  14. Explaining Charter School Effectiveness

    ERIC Educational Resources Information Center

    Angrist, Joshua D.; Pathak, Parag A.; Walters, Christopher R.

    2012-01-01

    This study uses entrance lotteries to explore heterogeneity in the achievement effects of charter schools across demographic groups and between urban and non-urban areas in Massachusetts. The authors develop a framework for interpreting this heterogeneity using both student- and school-level explanatory variables. (Contains 4 tables.)

  15. DCPS Effective Schools Framework

    ERIC Educational Resources Information Center

    District of Columbia Public Schools, 2009

    2009-01-01

    DCPS is committed to providing "all" students with the caliber of education they deserve. The goal of the DCPS Effective Schools Framework is to ensure that every child, in every classroom, has access to a high-quality and engaging standards-based instructional program, and that all school supports are aligned to support teaching and learning. The…

  16. A DIGEST OF CLIMATE CONTROLLED AND NON-CLIMATE CONTROLLED SCHOOLS--AN EVALUATIVE STUDY CONDUCTED IN PINELLAS COUNTY, FLORIDA.

    ERIC Educational Resources Information Center

    CURTIS, H.A.; STUART, FRED

    A COMPARISON WAS MADE OF ONE CLIMATE CONTROLLED SCHOOL WITH ONE OR MORE NON-CLIMATE CONTROLLED SCHOOLS OF SIMILAR SIZE WITH RESPECT TO FACTORS OF COST AND OUTCOMES, IN THE PINELLAS COUNTY, FLORIDA PUBLIC SCHOOL SYSTEM. EACH OF THE FOUR SCHOOLS STUDIED HAD THE FOLLOWING SIMILARITIES--LOCATION, COST OF CONSTRUCTION, OCCUPANCY RATE, AND OPERATING…

  17. Measuring Inviting School Climate: A Case Study of a Public Primary School in an Urban Low Socioeconomic Setting in Kenya

    ERIC Educational Resources Information Center

    Okaya, Tom Mboya; Horne, Marj; Lamig, Madeleine; Smith, Kenneth H.

    2013-01-01

    The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory and Practice (Purkey & Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economic setting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils…

  18. Measuring Inviting School Climate: A Case Study of a Public Primary School in an Urban Low Socioeconomic Setting in Kenya

    ERIC Educational Resources Information Center

    Okaya, Tom Mboya; Horne, Marj; Lamig, Madeleine; Smith, Kenneth H.

    2013-01-01

    The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory and Practice (Purkey & Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economic setting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils…

  19. Middle School Students' Understandings About Anthropogenic Climate Change

    NASA Astrophysics Data System (ADS)

    Golden, B. W.

    2013-12-01

    Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009; Golden & Francis, 2013), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the validation of their beliefs. That is, we argue that the unit, and the emphases contained within the unit, resulted in the "epistemic scaffolding" of their ideas, to the extent that they shifted from arguing from anecdotes to arguing based on other types of data, especially from line graphs. Additionally, we found that students' understandings of climate change were tied to their ontological constructions of the subject matter, i.e., many perceived climate change as just another environmentally sensitive issue such as littering and pollution, and were therefore limited in their ability to understand anthropogenic climate change in the vast and robust sense meant by current scientific consensus. Given these known difficulties, it is critical to explore further research of this sort in order to better understand what students are actually thinking, and how that thinking is prone to change, modification, or not. Subsequently, K-12 strategies might be better designed, if that is indeed a priority of US/Western society.

  20. Peace Education: Cooling the Climate of Schools.

    ERIC Educational Resources Information Center

    Jeffries, Rhonda B.; Harris, Ian M.

    This paper discusses peace education curriculum in the Milwaukee (Wisconsin) Public School district. The peace education promotion has been in existence for 10 years and was created in response to rising levels of violence. Specifically examined are the uses of peace education at Fritsche Middle School, a school that has proven the positive…

  1. Pupil Control in the School Climate.

    ERIC Educational Resources Information Center

    Schmidt, Linda J.; Jacobson, Michael H.

    Pupil control (discipline) takes on different forms in different schools, and among different teachers in the same school. Pupil control has been described as existing along a continuum from humanistic to custodial. The prototype of the custodial orientation is the school that provides a rigid and highly controlled setting concerned primarily with…

  2. Safe Schools Facilities Planner. Improving School Climate and Order through Facilities Design.

    ERIC Educational Resources Information Center

    North Carolina State Dept. of Public Instruction, Raleigh.

    Researchers, consulting professionals, and advocating agencies agree that school facility design is one essential component to a safe and successful school. This document addresses design-related concepts that can positively affect school climate and order. It describes and provides facility planning guidelines for crime prevention through…

  3. Relations of perceived motivational climate and feelings of belonging in physical education in urban schools.

    PubMed

    Wright, Paul M; Li, Weidong; Ding, Sheng

    2007-10-01

    The current pilot study examined the relationship between feelings of belonging and perceptions of motivational climate in physical education classes among 87 African-American, inner-city high school students (41 boys, 46 girls). Motivational climate was assessed by the Perceived Motivational Climate Questionnaire and feelings of belonging were assessed by the Belonging Scale. Contrary to the hypothesis, scores for both the task- and ego-involved subscales of the Perceived Motivational Climate Questionnaire had moderate positive correlations with scores on the Belonging Scale, indicating the relationship between these specific motivational climates and social-emotional outcomes in physical education is not clear and direct. Further research is warranted to assess these findings and to identify what experiences and instructional strategies are most effective in promoting social-emotional outcomes in physical education in urban schools. PMID:18065060

  4. Evaluation of the Alliance for Climate Education's national high school edutainment program (Invited)

    NASA Astrophysics Data System (ADS)

    Lappe, M.; Flora, J.; Saphir, M.; Roser-Renouf, C.; Maibach, E.; Leiserowitz, A.

    2013-12-01

    The Alliance for Climate Education educates high school students on the science of climate change and inspires them to create effective solutions. Since 2009, ACE has reached over 1.6 million students nationwide with its multi media assembly presentation. In this paper, we evaluate the climate science knowledge, beliefs, attitudes, behavior and communication impact of the ACE Assembly program in a random sample of 49 schools (from population of 779) and a panel of 1,241 high school students. Pre and post assembly surveys composed of questions from the Global Warming Six Americas segmentation and intervention specific questions were administered in classrooms. We demonstrate that exposure to climate science in an engaging edutainment format changes youths' beliefs, involvement, and behavior positively and moves them to more climate science literate audience segments. The net impact of scaled and engaging programs for youth could be a population shift in climate science literacy and positive engagement in the issue of climate change. In addition, such programs can empower youth for deeper engagement in school programs, personal action, political and consumer advocacy.

  5. Schoolwide Social-Behavioral Climate, Student Problem Behavior, and Related Administrative Decisions: Empirical Patterns from 1,510 Schools Nationwide

    ERIC Educational Resources Information Center

    Spaulding, Scott A.; Irvin, Larry K.; Horner, Robert H.; May, Seth L.; Emeldi, Monica; Tobin, Tary J.; Sugai, George

    2010-01-01

    Office discipline referral (ODR) data provide useful information about problem behavior and consequence patterns, social-behavioral climates, and effects of social-behavioral interventions in schools. The authors report patterns of ODRs and subsequent administrative decisions from 1,510 schools nationwide that used the School-Wide Information…

  6. The Effect of a Case-Based Reasoning Instructional Model on Korean High School Students' Awareness in Climate Change Unit

    ERIC Educational Resources Information Center

    Jeong, Jinwoo; Kim, Hyoungbum; Chae, Dong-hyun; Kim, Eunjeong

    2014-01-01

    The purpose of this study is to investigate the effects of the case-based reasoning instructional model on learning about climate change unit. Results suggest that students showed interest because it allowed them to find the solution to the problem and solve the problem for themselves by analogy from other cases such as crossword puzzles in an…

  7. The Effect of a Case-Based Reasoning Instructional Model on Korean High School Students' Awareness in Climate Change Unit

    ERIC Educational Resources Information Center

    Jeong, Jinwoo; Kim, Hyoungbum; Chae, Dong-hyun; Kim, Eunjeong

    2014-01-01

    The purpose of this study is to investigate the effects of the case-based reasoning instructional model on learning about climate change unit. Results suggest that students showed interest because it allowed them to find the solution to the problem and solve the problem for themselves by analogy from other cases such as crossword puzzles in an…

  8. The Assessment of School Climate: Review and Appraisal of Published Student-Report Measures

    ERIC Educational Resources Information Center

    Ramelow, Daniela; Currie, Dorothy; Felder-Puig, Rosemarie

    2015-01-01

    School climate measurement is a long-standing topic in educational research. This review article provides an overview and appraisal of school climate measures published between 2003 and 2013 in scientific journals. A search for published school climate instruments for secondary school students was made in three databases. Twelve articles meeting…

  9. Tracking Middle Grades Climate Data to Inform School Change. REL West Research Digest

    ERIC Educational Resources Information Center

    Regional Educational Laboratory West, 2015

    2015-01-01

    A growing body of research shows that positive school climate is a key lever for students' academic and social development and success. This research digest shows how an alliance of California schools and districts, school climate experts, and state education agency personnel have teamed up to use school climate data to drive a continuous cycle of…

  10. Multilevel Factor Structure and Concurrent Validity of the Teacher Version of the Authoritative School Climate Survey

    ERIC Educational Resources Information Center

    Huang, Francis L.; Cornell, Dewey G.; Konold, Timothy; Meyer, Joseph P.; Lacey, Anna; Nekvasil, Erin K.; Heilbrun, Anna; Shukla, Kathan D.

    2015-01-01

    Background: School climate is well recognized as an important influence on student behavior and adjustment to school, but there is a need for theory-guided measures that make use of teacher perspectives. Authoritative school climate theory hypothesizes that a positive school climate is characterized by high levels of disciplinary structure and…

  11. The Assessment of School Climate: Review and Appraisal of Published Student-Report Measures

    ERIC Educational Resources Information Center

    Ramelow, Daniela; Currie, Dorothy; Felder-Puig, Rosemarie

    2015-01-01

    School climate measurement is a long-standing topic in educational research. This review article provides an overview and appraisal of school climate measures published between 2003 and 2013 in scientific journals. A search for published school climate instruments for secondary school students was made in three databases. Twelve articles meeting…

  12. Does Leadership Matter?: The Relationship of School Leadership to a Safe School Climate, Bullying, and Fighting in Middle School

    ERIC Educational Resources Information Center

    Leff, Jonathan M.

    2014-01-01

    The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida's middle schools. This study also investigated if a relationship…

  13. Does Leadership Matter?: The Relationship of School Leadership to a Safe School Climate, Bullying, and Fighting in Middle School

    ERIC Educational Resources Information Center

    Leff, Jonathan M.

    2014-01-01

    The purpose of this quantitative study was to determine if there is a relationship between transformational principal leadership style, a safe school climate, and school safety (specifically, the number of reported fights and reported bullying incidents) in Broward County, Florida's middle schools. This study also investigated if a relationship…

  14. Climate Control. Secondary School Course Guide.

    ERIC Educational Resources Information Center

    DuPlantis, Ernest P.

    This course guide is oriented toward developing skills in air conditioning and refrigeration installation and service. Although primarily designed as a 2-year program for high school students at the junior and senior levels, it is equally acceptable for the post high school student as an occupational training program, or as a refresher course for…

  15. A Cross-Grade Comparison to Examine the Context Effect on the Relationships among Family Resources, School Climate, Learning Participation, Science Attitude, and Science Achievement Based on TIMSS 2003 in Taiwan

    ERIC Educational Resources Information Center

    Chen, Shin-Feng; Lin, Chien-Yu; Wang, Jing-Ru; Lin, Sheau-Wen; Kao, Huey-Lien

    2012-01-01

    This study aimed to examine whether the relationships among family resources, school climate, learning participation, science attitude, and science achievement are different between primary school students and junior high school students within one educational system. The subjects included 4,181 Grade 4 students and 5,074 Grade 8 students who…

  16. Using NASA climate data to improve effectiveness of undergraduate-level climate change education

    NASA Astrophysics Data System (ADS)

    Dahl, R. M.; Droser, M. L.

    2012-12-01

    Global climate change is one of the greatest challenges facing society today, and yet the science of global climate change and the potential effects are poorly understood by the general population. Through a NASA Innovations in Climate Education grant, UC Riverside is addressing this disconnect by fully redesigning the undergraduate level Earth Sciences courses, which serve over 3,000 students every year. The majority of these students are not Earth Sciences majors and so these changes in the climate change education curriculum reach a very broad range of students. This new curriculum centers around a new website that hosts online activities that allows students to utilized and manipulate NASA climate data sets in order to directly observe changes in the global climate system. All lower division Earth Sciences courses will include online activities and a unit on global climate change. In addition to this general improvement in climate change education, we have restructured our lower division Climate Change course (GEO 11) to focus on these online activities in order to give students first-hand experience with both global and local climate data. Because these activities are hosted online, they can be seemlessly integrated with other online resources, accessed from school or home and be viewed on a variety of devices, thus vastly increasing student accessibility. In the future, these activities will be available to other institutions. UC Riverside is an ideal institution at which to launch a broad-reaching climate change education program like this. As one of the most socioeconomically and ethnically diverse universities and one of only two federally-designated Hispanic Serving Research Institutions, UC Riverside primarily educates undergraduate students from the portions of society that will be most heavily impacted by the effects of climate change. GEO 11 and the other lower division courses produce climate-literate students of different majors and backgrounds, who can continue on to serve as climate science advocates in society.

  17. Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools

    ERIC Educational Resources Information Center

    London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey

    2015-01-01

    Background: Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy,…

  18. Relationships between Supervisory Behaviors and School Climate as Perceived by Secondary School Teachers in the State of Kuwait

    ERIC Educational Resources Information Center

    Alhajeri, Salem

    2011-01-01

    This study was conducted to investigate the perceptions of secondary school teachers of their principals' supervisory behaviors and of their schools' climate. Furthermore, the study examined the relationship between supervisory behaviors and school climate in Kuwaiti secondary schools. Data was collected using two surveys. Bulach, Boothe, and…

  19. The Relationship between Perceptions of School Climate and Student Achievement in Schools That Use Jostens' Renaissance Programs

    ERIC Educational Resources Information Center

    Coyne, Amy Yarborough

    2012-01-01

    Each school has unique attributes and a personality that gives the school a distinct climate. Psychological qualities that schools possess might include trust, collaboration, cooperation, teaching attributes, expectations, community involvement, and engagement (Rhodes, Camic, Milburn, & Lowe, 2009). Given information regarding school climate,…

  20. The Relationship between Perceptions of School Climate and Student Achievement in Schools That Use Jostens' Renaissance Programs

    ERIC Educational Resources Information Center

    Coyne, Amy Yarborough

    2012-01-01

    Each school has unique attributes and a personality that gives the school a distinct climate. Psychological qualities that schools possess might include trust, collaboration, cooperation, teaching attributes, expectations, community involvement, and engagement (Rhodes, Camic, Milburn, & Lowe, 2009). Given information regarding school climate

  1. Playing Fair: The Contribution of High-Functioning Recess to Overall School Climate in Low-Income Elementary Schools

    ERIC Educational Resources Information Center

    London, Rebecca A.; Westrich, Lisa; Stokes-Guinan, Katie; McLaughlin, Milbrey

    2015-01-01

    Background: Recess is a part of the elementary school day with strong implications for school climate. Positive school climate has been linked to a host of favorable student outcomes, from attendance to achievement. We examine 6 low-income elementary schools' experiences implementing a recess-based program designed to provide safe, healthy,…

  2. Effective Strategies for School Security.

    ERIC Educational Resources Information Center

    Blauvelt, Peter D.

    This handbook offers administrators specific advice on developing the skills, knowledge, and techniques needed for coping with problems of school crime and violence. The guide begins by advising administrators that having security information available at all times helps determine the climate of the school. Instructions are given for preparing…

  3. Effective Strategies for School Security.

    ERIC Educational Resources Information Center

    Blauvelt, Peter D.

    This handbook offers administrators specific advice on developing the skills, knowledge, and techniques needed for coping with problems of school crime and violence. The guide begins by advising administrators that having security information available at all times helps determine the climate of the school. Instructions are given for preparing…

  4. Authoritative school climate, aggression toward teachers, and teacher distress in middle school.

    PubMed

    Berg, Juliette K; Cornell, Dewey

    2016-03-01

    Aggression toward teachers is linked to burnout and disengagement from teaching, but a positive school climate may reduce aggression and associated teacher distress. Using authoritative school climate theory, the study examined whether schools with high disciplinary structure and student support were associated with less aggression and less distress. The sample of 9,134 teachers in 389 middle schools came from the Virginia Secondary School Climate Survey, a statewide survey administered to all public schools with 7th and 8th grade enrollment. The majority of teachers (75%) were female. More than half (53%) reported that they had more than 10 years of teaching experience; 23% reported 6 to 10 years; 24% reported 1 to 5 years. Students reported on the degree to which their schools were structured and supportive. Teachers reported on their experiences of aggression by students, their level of distress, and their feelings of safety. Staff-related infractions computed from Department of Education records were also used. Multilevel modeling revealed that teachers in authoritative schools experienced less aggression and felt safer and less distressed. Lower aggression by students mediated the association between more authoritative schools and lower distress such that more structured and supportive schools had greater teacher safety and, in turn, less distress. The findings support the idea that more structured and supportive schools relate to greater safety for teachers and, in turn, less distress. Research limitations and implications for practice are discussed. (PsycINFO Database Record PMID:26524423

  5. School climate and delinquency among Chinese adolescents: analyses of effortful control as a moderator and deviant peer affiliation as a mediator.

    PubMed

    Bao, Zhenzhou; Li, Dongping; Zhang, Wei; Wang, Yanhui

    2015-01-01

    School climate is the quality and character of school life and reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, and the organizational structure of a school. There is substantial literature documenting the negative association between positive school climate and adolescent delinquency, but little is known about the moderating and mediating mechanisms underlying this relationship. The aim of this study was to examine whether the direct and indirect pathways between school climate and adolescent delinquency would be moderated by effortful control. A sample of 2,758 Chinese adolescents (M age?=?13.53 years, SD?=?1.06) from 10 middle schools completed anonymous questionnaires regarding school climate, effortful control, deviant peer affiliation, and delinquency. After gender, age, geographical area, and socioeconomic status were included as covariates, the results revealed that school climate was significantly associated with adolescent delinquent behavior. This direct association was moderated by effortful control, such that the negative relationship between positive school climate and delinquency was only significant among adolescents low in effortful control. Moreover, the indirect association between school climate and delinquency via deviant peer affiliation was also moderated by effortful control. Specifically, the moderating effect of effortful control was not only manifested in the relationship between school climate and deviant peer affiliation, but also in the relationship between deviant peer affiliation and delinquency. These findings contribute to understanding the mechanisms through which positive school climate might reduce delinquent behavior and have important implications for prevention efforts aimed at diminishing adolescent delinquency. PMID:24962709

  6. A Cultural-Ecological Model of School Climate

    ERIC Educational Resources Information Center

    La Salle, Tamika P.; Meyers, Joel; Varjas, Kristen; Roach, Andrew

    2015-01-01

    School climate has been established as an important construct to measure because of its connections to student psychological, social, and academic outcomes (Anderson, 1982; Koth, Bradshaw, & Leaf, 2008; Kuperminc, Leadbeater, Emmons, & Blatt, 1997). Prior research has also established relationships between student perceptions of school…

  7. Substance Use, Safety and School Climate in Idaho, 1998.

    ERIC Educational Resources Information Center

    Coe, Michael T.

    This report details the results of the 1998 Idaho Substance Use and School Climate Survey, conducted by the Northwest Regional Educational Laboratory for the Idaho Department of Education. Sixth, eighth, tenth, and twelfth grade students were asked about the use of alcohol, tobacco, and illegal drugs, as well as about their perceptions of the…

  8. Transforming School Climate and Learning: Beyond Bullying and Compliance

    ERIC Educational Resources Information Center

    Preble, Bill; Gordon, Rick

    2011-01-01

    Most educators agree that children learn better in an honoring and respectful culture. They also know that top-down imposed change rarely sticks. In "Transforming School Climate and Learning", Bill Preble and Rick Gordon show how to accomplish lasting results by engaging both teachers and students in the five-step SafeMeasures[TM] process, a…

  9. Transforming School Climate and Learning: Beyond Bullying and Compliance

    ERIC Educational Resources Information Center

    Preble, Bill; Gordon, Rick

    2011-01-01

    Most educators agree that children learn better in an honoring and respectful culture. They also know that top-down imposed change rarely sticks. In "Transforming School Climate and Learning", Bill Preble and Rick Gordon show how to accomplish lasting results by engaging both teachers and students in the five-step SafeMeasures[TM] process, a…

  10. Measurement of Perceived School Climate for Active Travel in Children

    ERIC Educational Resources Information Center

    Evenson, Kelly R.; Motl, Robert W.; Birnbaum, Amanda S.; Ward, Dianne S.

    2007-01-01

    Objectives: To describe the development of an original scale that measures perceived school climate for active travel in fourth- and fifth-grade girls and boys. Methods: The data were analyzed using confirmatory factor analysis (CFA) to provide evidence of factorial validity, factorial invariance, and construct validity. Results: The CFA supported…

  11. School Climate, Discrimination, and Depressive Symptoms among Asian American Adolescents

    ERIC Educational Resources Information Center

    Wang, Cixin; Atwal, Kavita

    2015-01-01

    The current study examined a multidimensional, developmental, and transactional model for depressive symptoms among Asian American adolescents using longitudinal data from 1,664 Asian American adolescents in the Children of Immigrants Longitudinal Study (CILS). Specifically, the relationships among school climate, acculturation, perceived…

  12. Positive School Climate: What It Looks Like and How It Happens. Nurturing Positive School Climate for Student Learning and Professional Growth

    ERIC Educational Resources Information Center

    Smith, Tami Kopischke; Connolly, Faith; Pryseski, Charlene

    2014-01-01

    The term "school climate" has been around for more than a hundred years to explore the idea of school environmental or contextual factors that might have an impact on student learning and academic success. During the past three decades there has been growing research to support the importance of a positive school climate in promoting…

  13. What Effective Schools Do

    ERIC Educational Resources Information Center

    West, Martin R.; Gabrieli, Christopher F. O.; Finn, Amy S.; Kraft, Matthew A.; Gabrieli, John D. E.

    2014-01-01

    Research has been showing that the most important development in K-12 education over the past decade has been the emergence of a growing number of urban schools that have been convincingly shown to have dramatic positive effects on the achievement of disadvantaged students. Those with the strongest evidence of success are oversubscribed charter…

  14. What Effective Schools Do

    ERIC Educational Resources Information Center

    West, Martin R.; Gabrieli, Christopher F. O.; Finn, Amy S.; Kraft, Matthew A.; Gabrieli, John D. E.

    2014-01-01

    Research has been showing that the most important development in K-12 education over the past decade has been the emergence of a growing number of urban schools that have been convincingly shown to have dramatic positive effects on the achievement of disadvantaged students. Those with the strongest evidence of success are oversubscribed charter…

  15. School Effectiveness and the Disadvantaged Schools Program.

    ERIC Educational Resources Information Center

    Walker, Allan; Murphy, Joseph

    1986-01-01

    The Disadvantaged Schools Program (DSP) has been an important and integral part of education for many Australian students for over a decade. After reviewing eight school effectiveness variables, this paper argues that adding a new emphasis on academic success and cognitive skills will enhance the DSP program. Includes 3 tables and 20 references.…

  16. A Safer Place? LGBT Educators, School Climate, and Implications for Administrators

    ERIC Educational Resources Information Center

    Wright, Tiffany E.; Smith, Nancy J.

    2015-01-01

    Over an 8-year span, two survey studies were conducted to analyze LGBT -teachers' perceptions of their school climate and the impact of school leaders on that climate. This article presents nonparametric, descriptive, and qualitative results of the National Survey of Educators' Perceptions of School Climate 2011 compared with survey results from…

  17. A Safer Place? LGBT Educators, School Climate, and Implications for Administrators

    ERIC Educational Resources Information Center

    Wright, Tiffany E.; Smith, Nancy J.

    2015-01-01

    Over an 8-year span, two survey studies were conducted to analyze LGBT -teachers' perceptions of their school climate and the impact of school leaders on that climate. This article presents nonparametric, descriptive, and qualitative results of the National Survey of Educators' Perceptions of School Climate 2011 compared with survey results from…

  18. Parent, Student, and Teacher Perceptions of School Climate at Suburban High

    ERIC Educational Resources Information Center

    Steiner, Cory J.

    2009-01-01

    School climate has a major impact on the school setting. In order to manage climate, it is essential to assess and understand the perceptions of teachers, students, and parents. This study identified the differences between teachers, students, and parents relative to their perceptions concerning school climate at Suburban High. The instrument…

  19. Middle School Improvement and Reform: Development and Validation of a School-Level Assessment of Climate, Cultural Pluralism, and School Safety.

    ERIC Educational Resources Information Center

    Brand, Stephen; Felner, Robert; Shim, Minsuk; Seitsinger, Anne; Dumas, Thaddeus

    2003-01-01

    Examines the structure of perceived school climate and the relationship of climate dimensions to adaptation of students who attend middle-grade-level schools. The climate scales exhibited a stable dimensional structure, high levels of internal consistency, and moderate levels of stability. Ratings of multiple climate dimensions were associated…

  20. Middle School Improvement and Reform: Development and Validation of a School-Level Assessment of Climate, Cultural Pluralism, and School Safety.

    ERIC Educational Resources Information Center

    Brand, Stephen; Felner, Robert; Shim, Minsuk; Seitsinger, Anne; Dumas, Thaddeus

    2003-01-01

    Examines the structure of perceived school climate and the relationship of climate dimensions to adaptation of students who attend middle-grade-level schools. The climate scales exhibited a stable dimensional structure, high levels of internal consistency, and moderate levels of stability. Ratings of multiple climate dimensions were associated…

  1. The Graduate School of Climate Sciences, University of Bern

    NASA Astrophysics Data System (ADS)

    Martin, L.

    2012-04-01

    The Graduate School of Climate Sciences, University of Bern, offers a specialised M.Sc. and a Ph.D. study programme in climate sciences. The graduate school has a highly interdisciplinary profile involving not only natural sciences, but also humanities/history, economics and law. The ten participating institutes with a total of 45 academics provide expertise in long-term climate variability, climate modelling, climate reconstruction, predictability of the future climate and extreme events, the impact of climate change on ecosystems and climate risks for society and economy. The graduate school is fully compliant with the Bologna Accords and collaborates closely with the sister institution C2SM at ETH Zurich by, e.g., jointly organised lectures. There are currently 23 master and 37 doctoral students in the programme. These originate from the University of Bern (28 %), from other Swiss universities (30 %) and from foreign universities (42 %). Comprehensive information about the Graduate School of Climate Sciences is available at http://www.climatestudies.unibe.ch . The M.Sc. in Climate Sciences programme (120 ECTS credits) is designed to attract students from all disciplines in natural sciences and offers them a tailor-made curriculum to reach their career aspirations. The students make their own course selection according to their profile envisaged (specialised versus broad education) and ideally already guided by a job perspective. Selecting the courses and the topic of the master thesis they specialise in one of five fields: climate and earth system science; atmospheric science; economics; economic, social and environmental history; statistics. Several courses are organised jointly with public authorities and the private industry, e.g. from experts working in the insurance business, in weather forecasting or in environmental pollution control. This provides the students hands-on experience and contacts to future employers. The master thesis (60 ECTS) involves the students in an ongoing research project and gives them the opportunity to collaborate with experienced scientists in a team. Alternatively, a short thesis (30 ECTS) may be combined with an internship (30 ECTS) at another university, in the private sector or in the administration. A bachelor degree in any field of science at university level (B.A. for specialisation in economics or history) or an equivalent degree is required for admission to the M.Sc. programme. The teaching language is English. The Ph.D. in Climate Sciences is research oriented and consists mainly of 3 to 4 years full time work in a project within one of the institutes involved in the Graduate School of Climate Sciences. The Ph.D. programme is research oriented and has a compulsory module of 12 ECTS credits containing workshops (professional skills), a summer school, an international conference, colloquia, seminars and optionally lectures. The compulsory module gives the Ph.D. students the opportunity to build up their own network in the local and international research community. The Ph.D. thesis is usually written in the form of research articles in international peer reviewed journals. A M.Sc. or an equivalent academic degree is conditional for admission to the Ph.D. programme.

  2. Recognizing Community Voice and a Youth-Led School-Community Partnership in the School Climate Improvement Process

    ERIC Educational Resources Information Center

    Ice, Megan; Thapa, Amrit; Cohen, Jonathan

    2015-01-01

    A growing body of school improvement research suggests that engaging all members of the school community, including community members and leaders, provides an essential foundation to successful school improvement efforts. School climate surveys to date tend to recognize student, parent/guardian, and school personnel voice but not the voice of…

  3. Relationships between School Climate and Adolescent Students' Self-Reports of Ethnic and Moral Identity

    ERIC Educational Resources Information Center

    Aldridge, Jill M.; Ala'i, Kate G.; Fraser, Barry J.

    2016-01-01

    This article reports research into associations between students' perceptions of the school climate and self-reports of ethnic and moral identity in high schools in Western Australia. An instrument was developed to assess students' perceptions of their school climate (as a means of monitoring and guiding schools as they are challenged to become…

  4. School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

    ERIC Educational Resources Information Center

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

    2014-01-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

  5. School Climate and Bullying Victimization: A Latent Class Growth Model Analysis

    ERIC Educational Resources Information Center

    Gage, Nicholas A.; Prykanowski, Debra A.; Larson, Alvin

    2014-01-01

    Researchers investigating school-level approaches for bullying prevention are beginning to discuss and target school climate as a construct that (a) may predict prevalence and (b) be an avenue for school-wide intervention efforts (i.e., increasing positive school climate). Although promising, research has not fully examined and established the…

  6. School Climate, Peer Victimization, and Academic Achievement: Results from a Multi-Informant Study

    ERIC Educational Resources Information Center

    Wang, Weijun; Vaillancourt, Tracy; Brittain, Heather L.; McDougall, Patricia; Krygsman, Amanda; Smith, David; Cunningham, Charles E.; Haltigan, J. D.; Hymel, Shelley

    2014-01-01

    School-level school climate was examined in relation to self-reported peer victimization and teacher-rated academic achievement (grade point average; GPA). Participants included a sample of 1,023 fifth-grade children nested within 50 schools. Associations between peer victimization, school climate, and GPA were examined using multilevel modeling,…

  7. The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does It Measure Up?

    ERIC Educational Resources Information Center

    Urick, Angela; Bowers, Alex J.

    2014-01-01

    The purpose of this study is to examine the independent direct effects of student and principal perceptions of academic climate on student achievement in high school. To date, few studies have considered the influence of principal perceptions of academic climate on student achievement. In the present study, we test a set of two-level hierarchical…

  8. Relationships among School Climate, School Safety, and Student Achievement and Well-Being: A Review of the Literature

    ERIC Educational Resources Information Center

    Kutsyuruba, Benjamin; Klinger, Don A.; Hussain, Alicia

    2015-01-01

    School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the…

  9. Relationships among School Climate, School Safety, and Student Achievement and Well-Being: A Review of the Literature

    ERIC Educational Resources Information Center

    Kutsyuruba, Benjamin; Klinger, Don A.; Hussain, Alicia

    2015-01-01

    School climate, safety and well-being of students are important antecedents of academic achievement. However, school members do not necessarily experience school climate in the same way; rather, their subjective perceptions of the environment and personal characteristics influence individual outcomes and behaviours. Therefore, a closer look at the…

  10. The Racial School Climate Gap: Within-School Disparities in Students' Experiences of Safety, Support, and Connectedness.

    PubMed

    Voight, Adam; Hanson, Thomas; O'Malley, Meagan; Adekanye, Latifah

    2015-12-01

    This study used student and teacher survey data from over 400 middle schools in California to examine within-school racial disparities in students' experiences of school climate. It further examined the relationship between a school's racial climate gaps and achievement gaps and other school structures and norms that may help explain why some schools have larger or smaller racial disparities in student reports of climate than others. Multilevel regression results problematized the concept of a "school climate" by showing that, in an average middle school, Black and Hispanic students have less favorable experiences of safety, connectedness, relationships with adults, and opportunities for participation compared to White students. The results also show that certain racial school climate gaps vary in magnitude across middle schools, and in middle schools where these gaps are larger, the racial achievement gap is also larger. Finally, the socioeconomic status of students, student-teacher ratio, and geographic location help explain some cross-school variation in racial climate gaps. These findings have implications for how school climate in conceptualized, measured, and improved. PMID:26377419

  11. The Effective School Process: Alive and Well.

    ERIC Educational Resources Information Center

    Taylor, Barbara O.

    2002-01-01

    Discusses status of effective-school movement, especially the work of the National Alliance for Effective Schools and those who developed the Effective Schools Process. Lists six correlates of effective schools. (PKP)

  12. School Processes Mediate School Compositional Effects: Model Specification and Estimation

    ERIC Educational Resources Information Center

    Liu, Hongqiang; Van Damme, Jan; Gielen, Sarah; Van Den Noortgate, Wim

    2015-01-01

    School composition effects have been consistently verified, but few studies ever attempted to study how school composition affects school achievement. Based on prior research findings, we employed multilevel mediation modeling to examine whether school processes mediate the effect of school composition upon school outcomes based on the data of 28…

  13. School Processes Mediate School Compositional Effects: Model Specification and Estimation

    ERIC Educational Resources Information Center

    Liu, Hongqiang; Van Damme, Jan; Gielen, Sarah; Van Den Noortgate, Wim

    2015-01-01

    School composition effects have been consistently verified, but few studies ever attempted to study how school composition affects school achievement. Based on prior research findings, we employed multilevel mediation modeling to examine whether school processes mediate the effect of school composition upon school outcomes based on the data of 28…

  14. Hiring Effective Secondary School Counselors

    ERIC Educational Resources Information Center

    McGlothlin, Jason M.; Miller, Lynne Guillot

    2008-01-01

    Today's effective school counselors are integral in education reform, school leadership, and student achievement. It is typically the responsibility of building principals to hire effective school counselors. This article builds on previous literature and provides principals with questions to ask and information to gather that may be helpful in…

  15. Violence and Disorder, School Climate, and PBIS: The Relationship among School Climate, Student Outcomes, and the Use of Positive Behavioral Interventions and Supports

    ERIC Educational Resources Information Center

    Eacho, Thomas Christopher

    2013-01-01

    The primary purpose of this study was to examine the relationship between school climate and student outcome variables. The secondary purpose was to examine the relationship between the use of Positive Behavioral Interventions and Supports (PBIS) and the same student outcome variables. Variables depicting student perceptions of school climate,…

  16. Violence and Disorder, School Climate, and PBIS: The Relationship among School Climate, Student Outcomes, and the Use of Positive Behavioral Interventions and Supports

    ERIC Educational Resources Information Center

    Eacho, Thomas Christopher

    2013-01-01

    The primary purpose of this study was to examine the relationship between school climate and student outcome variables. The secondary purpose was to examine the relationship between the use of Positive Behavioral Interventions and Supports (PBIS) and the same student outcome variables. Variables depicting student perceptions of school climate

  17. Organizational Climate, Faculty Trust: Predicting Student Bullying--An Elementary School Study

    ERIC Educational Resources Information Center

    Anderton, Tenna

    2012-01-01

    Bullying is a serious problem among students. Research linking school climate and trust as to bullying is minimal. This study examined elements of school climate and trust in relation to bullying and protection using Hoy and Smith's (2004) climate study and Smith and Birney's (2005) trust study. Trust was found to be the significant…

  18. High School Teachers and Students Knowledge and Views about Climate Change, a Nice NASA Example

    NASA Astrophysics Data System (ADS)

    Bleicher, R. E.; Lambert, J. L.

    2014-12-01

    One factor for some Americans being confused about climate change is their lack of understanding its underlying science concepts (Somerville & Hassol, 2011). In spite of this, climate change has been under-emphasized in school curricula (Bardsley & Bardsley, 2007). This is an important challenge for science educators, especially given the increasing public awareness of climate change impacts in their everyday lives (NCADAC, 2013).One way to address this challenge is to involve teachers in professional learning projects with the expectation that their enhanced content and pedagogical knowledge about climate change will transfer into more effective instruction resulting in increased student learning. For teacher educators, this translates into providing vibrant professional learning activities that energize and engage science teachers to develop interesting lessons that stimulate their students to learn important science concepts and develop positive attitudes to science. This study examined content knowledge and views about climate change of 33 high school science teachers and their1050 students who participated in lessons developed in a NASA-funded professional learning project. The teachers participated in a seven-day climate change summer institute and received in-classroom follow-up support throughout the school year. Teacher data sources included a background survey (undergraduate majors, number of years teaching science), science teaching self-efficacy (STEBI-A) scores, Climate Science Inventory of Knowledge (CSIK), and Six-America's Views on Climate Change. Student data included journal entries, and pre-post measures using the CSIK and Six-Americas instruments. T-tests and ANOVA showed that both students and their teachers increased in climate science knowledge. Teachers' views about climate change were more aligned to climate scientists' views. Teachers also increased in their science teaching self-efficacy and those with higher self-efficacy demonstrated higher climate change science knowledge. In addition to these data, the professional learning model and examples of the hands-on activities utilized by teachers will be shared in this presentation. The Logic Model is included below to provide an overall picture of the project.

  19. Climate Change: Implementing School Discipline Practices That Create a Positive School Climate

    ERIC Educational Resources Information Center

    Cardichon, Jessica; Roc, Martens

    2013-01-01

    Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing…

  20. Climate Change: Implementing School Discipline Practices That Create a Positive School Climate

    ERIC Educational Resources Information Center

    Cardichon, Jessica; Roc, Martens

    2013-01-01

    Middle and high school students subjected to harsh school discipline policies and practices such as suspensions and expulsions are more likely to disengage from the classroom and course work, and increases their chances of dropping out, according to this new report from the Alliance for Excellent Education. The report recommends implementing…

  1. Transformational Leadership Related to School Climate: A Multi-Level Analysis

    ERIC Educational Resources Information Center

    McCarley, Troy A.; Peters, Michelle L.; Decman, John M.

    2016-01-01

    Across the nation, quality leadership and positive school climate are critical to the success of every principal, student, and school. As a result, this study examined the relationship between teacher perceptions of the degree to which a principal displays the factors of transformational leadership and the perceived school climate. A purposeful…

  2. A Multilevel View of Predictors of Children's Perceptions of School Interpersonal Climate

    ERIC Educational Resources Information Center

    Berg, Juliette K.; Aber, J. Lawrence

    2015-01-01

    Increasing attention is being given to the role of a positive school interpersonal climate in children's school functioning and social-emotional development. Children's perceptions are commonly used to measure the interpersonal school climate, but the individual and contextual characteristics that contribute to variation in children's perceptions…

  3. Transformational Leadership Related to School Climate: A Multi-Level Analysis

    ERIC Educational Resources Information Center

    McCarley, Troy A.; Peters, Michelle L.; Decman, John M.

    2016-01-01

    Across the nation, quality leadership and positive school climate are critical to the success of every principal, student, and school. As a result, this study examined the relationship between teacher perceptions of the degree to which a principal displays the factors of transformational leadership and the perceived school climate. A purposeful…

  4. Strengths-Based Assessment of Middle School Climate: A Case Demonstration

    ERIC Educational Resources Information Center

    Zeman, Laura Dreuth

    2008-01-01

    Comprehensive school reform requires all schools to conduct systematic, schoolwide evaluations of climate and safety. This article discusses a strengths-based school climate assessment model that identifies positive interactions and reinforcement of existing strengths to build a safety plan. Researchers conducted a qualitative cross-sectional…

  5. Students' Perceptions of School Climate in the U.S. and China

    ERIC Educational Resources Information Center

    Yang, Chunyan; Bear, George G.; Chen, Fang Fang; Zhang, Wei; Blank, Jessica C.; Huang, Xishan

    2013-01-01

    Although the construct of student climate has been studied extensively in the United States, we know little about how school climate is perceived in other countries. With large class sizes yet higher academic achievement and less disruptive and aggressive student behaviors, schools in China present a contrast to many schools in the United States.…

  6. Examining the Impact of School Climate on Student Achievement: A Retrospective Study

    ERIC Educational Resources Information Center

    Hendricks, Kendall H.

    2011-01-01

    The purpose of this study was to retrospectively examine the changes in principal-teacher relationships and school climate over time as witnessed by staff members in elementary level "Turn Around Schools" in Indiana and how these relationships impacted student achievement. School climate and subsequent principal-teacher relationships…

  7. A Multilevel View of Predictors of Children's Perceptions of School Interpersonal Climate

    ERIC Educational Resources Information Center

    Berg, Juliette K.; Aber, J. Lawrence

    2015-01-01

    Increasing attention is being given to the role of a positive school interpersonal climate in children's school functioning and social-emotional development. Children's perceptions are commonly used to measure the interpersonal school climate, but the individual and contextual characteristics that contribute to variation in children's perceptions…

  8. Relationships among Childhood Parental Care, Professional School Climate, and Nursing Student Caring Ability.

    ERIC Educational Resources Information Center

    Simmons, Priscilla R.; Cavanaugh, Sally

    1996-01-01

    Senior nursing students (n=350) completed the Caring Ability Inventory, Parental Bonding instrument, and a school climate inventory. Those with highest caring ability scored at both highest and lowest levels of maternal care. Caring school climate was the strongest predictor of caring ability, but only 52% rated their schools high in caring. (SK)

  9. Strengthening Assessments of School Climate: Lessons from the NYC School Survey. Brief

    ERIC Educational Resources Information Center

    Nathanson, Lori; McCormick, Meghan; Kemple, James J.

    2013-01-01

    More and more cities and states are using surveys to collect information about school climate from students, teachers and parents. These surveys have the potential to shed light on critical aspects of the learning environment, and they are being incorporated into a growing number of public and privately funded education initiatives. The US…

  10. Middle School Student Perceptions of School Climate: Examining Protective Functions on Subsequent Adjustment Problems

    ERIC Educational Resources Information Center

    Loukas, Alexandra; Murphy, Jonna L.

    2007-01-01

    The present study examined the roles of student perceptions of four aspects of school climate (friction, cohesion, competition among students, and satisfaction with classes) as moderators of the relations between effortful control and subsequent conduct problems and depressive symptoms. Participants were 488 10-to-14-year old students involved in…

  11. Catholic School Leadership: School Climate and Culture and the Influence on Principal Satisfaction

    ERIC Educational Resources Information Center

    Beckley, Gary M.

    2012-01-01

    Today's Catholic educators face a very different world, creating a change in the role and responsibility of the principal. The purpose of this study was to determine to what extent the culture and climate affect satisfaction in the principal's role that warrants becoming and remaining a principal in today's Catholic schools. This…

  12. Strengthening Assessments of School Climate: Lessons from the NYC School Survey. Brief

    ERIC Educational Resources Information Center

    Nathanson, Lori; McCormick, Meghan; Kemple, James J.

    2013-01-01

    More and more cities and states are using surveys to collect information about school climate from students, teachers and parents. These surveys have the potential to shed light on critical aspects of the learning environment, and they are being incorporated into a growing number of public and privately funded education initiatives. The US…

  13. The Direct and Moderating Role of School Interpersonal Climate on Children's Academic Outcomes in the Context of Whole-School, Social-Emotional Learning Programs

    ERIC Educational Resources Information Center

    Berg, Juliette K.; Aber, J. Lawrence

    2015-01-01

    A positive school climate is characterized by a supportive, orderly, and fair interpersonal climate. Children's perceptions of interpersonal climate and school safety are associated with several academic and behavioral adjustment outcomes. The current study has two goals: (1) to better understand the contribution of school interpersonal climate to…

  14. In the Face of Anti-LGBQ Behaviour: Saskatchewan High School Students' Perceptions of School Climate and Consequential Impact

    ERIC Educational Resources Information Center

    Morrison, Melanie A.; Jewell, Lisa; McCutcheon, Jessica; Cochrane, Donald B.

    2014-01-01

    In Canada, there is a dearth of research on school climate for lesbian, gay, bisexual, and questioning (LGBQ) students. Using social networking, 60 students from high schools in Saskatchewan participated in a climate survey. Results indicated that anti-LGBQ speech was widespread, as were other forms of harassment. The more victimization that was…

  15. Taking Action on Climate Change--Inside and Outside Our Schools.

    ERIC Educational Resources Information Center

    Philippe, Denise; Kool, Richard

    2000-01-01

    Without experience, students struggle to understand climate change. Uses the school environment as a starting point to explain the causes of climate change and involves students in activities concerning indoor and outdoor environments. (YDS)

  16. The Relationship between Students' Perception of Being Safe in School, Principals' Perception of School Climate and Science Achievement in TIMSS 2007: A Comparison between Urban and Rural Public School

    ERIC Educational Resources Information Center

    Boulifa, Khalid; Kaaouachi, Abdelali

    2015-01-01

    This study concerns the assessment of the effects of Index of Principals' Perception of School Climate (PPSC), intimidation of students and gender in Moroccan public schools on student performance in science. The study focused on fourth grade students who participated in the TIMSS 2007. The objective of this study is to answer the following…

  17. Psychosocial and Academic Effects of an Intervention Program among Minority School Children.

    ERIC Educational Resources Information Center

    Comer, James P.; And Others

    In addition to achievement, school climate and psychosocial adjustment among students are important criteria in evaluating school based intervention programs. This study examined the effectiveness of the School Development Program (SDP) in an inner city school system. The program applies principles of social and behavioral science to every aspect…

  18. Who Is Learning About Climate Change in American Schools? An Analysis of Climate Change in Curriculum Standards

    NASA Astrophysics Data System (ADS)

    Golden, B. W.; Francis, T. K.

    2014-12-01

    This work attempts to answer the question "how much, if any, climate change, exists in middle and high school curricula in the United States?" A necessary first step towards this answer involves an examination of Global Climate Change (GCC) coverage in the requisite standards documents. Until recently, each state had its own science framework, with four states (at the time of writing) having already adopted the new Next Generation Science Standards (NGSS) (Achieve, Inc, 2013). This work reports on an analysis of the extent to which GCC exists within the content frameworks of each state, including the NGSS. The analysis began with a word search for such content as "climate change", "greenhouse effect", and "global warming". We then searched through the remainder of the documents in question to understand the nuance of each framework. Each framework was then scored on a scale form zero (no mention of climate change) to four (climate change is explicit, an anthropogenic potential cause is emphasized, and GCC appears within at least one standard of its own). Eighteen states scored a zero, while only five states scored a four. This is particularly troubling, in light of recent statements of scientific consensus (AAAS, 2006; 2009; AGU, 2013; IPCC, 2007). While the NGSS scored well, it is unclear what this means in terms of actual students encountering the subject of climate change in actual classroom. Attention is given to some still-problematic aspects of GCC content are addressed, including its focus largely within courses not required for graduation, as well as the murky details of the yet-to-be determined processes by which individual states will choose to test, or not to test, the subject matter. The authors conclude that as of 2013, there is little evidence that students in most states are required to take courses which include significant aspects of GCC in their curricula.

  19. Reciprocal associations between interpersonal and values dimensions of school climate and peer victimization in elementary school children.

    PubMed

    Leadbeater, Bonnie; Sukhawathanakul, Paweena; Smith, David; Bowen, François

    2015-01-01

    We examine longitudinal relations among children's and parents' reports of peer victimization and their perceptions of school climate dimensions reflecting school interpersonal relationships (relationships among children and their teachers and peers, and of parents and principals) and values (fairness and equity of access to resources). Children were in Grades 3 and 4 at Time 1 (Mage = 9.32, SDage = .74; 49% boys). Bidirectional influences of school climate and reports of peer victimization were investigated in path models across grade (Time 1 to Time 2) and within a grade (Time 2 to Time 3). Child and parent reports of school climate dimensions showed considerable stability. Hypothesized reciprocal relationships between each of the school climate dimensions and peer victimization were significant. Child-reported frequency of parent involvement in school activities was associated with lower levels of peer victimization within a school year. Parent perceptions of involvement in school activities and the schools' connection with the community were unrelated to the children's reports of peer victimization. Children's negative cognitions or "worldviews" coupled with peer victimization may fuel problems with school connectedness, safety, and help seeking. Findings shed light on possible pathways for reducing peer victimization by leveraging specific aspects of the social climate within schools. PMID:24617984

  20. Transforming the Idea into Action: Policies and Practices to Enhance School Effectiveness.

    ERIC Educational Resources Information Center

    Coyle, Linda M.; Witcher, Ann E.

    1992-01-01

    A review of the literature on school effectiveness identifies elements at the system level and the building level that contribute to effectiveness. The literature also provides diagnostic tools for evaluating one of the most important components of school effectiveness, school culture and climate. (SLD)

  1. Profiles of School Anxiety: Differences in Social Climate and Peer Violence

    ERIC Educational Resources Information Center

    Martinez-Monteagudo, Maria C.; Ingles, Candido J.; Trianes, Maria V.; Garcia-Fernandez, Jose M.

    2011-01-01

    Introduction: School anxiety is often defined as a set of symptoms grouped into cognitive, psychophysiological and motor responses emitted by an individual in school situations that can be perceived as threatening and/or dangerous. School anxiety may be influenced--among other relevant school variables - by the perception of social climate and the…

  2. Delinquency in a Seventh-Grade Cohort: Impact of School Climate on Problem Behavior.

    ERIC Educational Resources Information Center

    Wright, William E.; Jesness, Carl F.

    The relationship between delinquency and school climate is defined as the aggregate-belief-value characteristics of the people who make up the school. This relationship was investigated to determine if an aggregate measure of student attitudes about school, as measured bu the Quality of School Life Scale (QSL), can be used as a measure of the…

  3. Child Centred Approach to Climate Change and Health Adaptation through Schools in Bangladesh: A Cluster Randomised Intervention Trial

    PubMed Central

    Kabir, Md Iqbal; Rahman, Md Bayzidur; Smith, Wayne; Lusha, Mirza Afreen Fatima; Milton, Abul Hasnat

    2015-01-01

    Background Bangladesh is one of the most vulnerable countries to climate change. People are getting educated at different levels on how to deal with potential impacts. One such educational mode was the preparation of a school manual, for high school students on climate change and health protection endorsed by the National Curriculum and Textbook Board, which is based on a 2008 World Health Organization manual. The objective of this study was to test the effectiveness of the manual in increasing the knowledge level of the school children about climate change and health adaptation. Methods This cluster randomized intervention trial involved 60 schools throughout Bangladesh, with 3293 secondary school students participating. School upazilas (sub-districts) were randomised into intervention and control groups, and two schools from each upazila were randomly selected. All year seven students from both groups of schools sat for a pre-test of 30 short questions of binary response. A total of 1515 students from 30 intervention schools received the intervention through classroom training based on the school manual and 1778 students of the 30 control schools did not get the manual but a leaflet on climate change and health issues. Six months later, a post-intervention test of the same questionnaire used in the pre-test was performed at both intervention and control schools. The pre and post test scores were analysed along with the demographic data by using random effects model. Results None of the various school level and student level variables were significantly different between the control and intervention group. However, the intervention group had a 17.42% (95% CI: 14.45 to 20.38, P = <0.001) higher score in the post-test after adjusting for pre-test score and other covariates in a multi-level linear regression model. Conclusions These results suggest that school-based intervention for climate change and health adaptation is effective for increasing the knowledge level of school children on this topic. PMID:26252381

  4. Instructional Leadership and Schools Effectiveness

    NASA Astrophysics Data System (ADS)

    Hung, Daisy Kee Mui; Ponnusamy, Premavathy

    With the influx of information technology through the Internet and the use of ICT in our daily lives, our future generation has traversed from a mere change of era to a dynamic era of change. Thus, the role of school leaders is becoming more challenging than ever. They need to make greater strides to ensure that they are able to make adjustments and readjustments in instructional practices to cater for the changing elements in their organization. In brief, the school leaders have to be creative, innovative with entrepreneurial drive in order to steer their subordinates (teachers) towards school excellence. Leadership of principal is therefore considered as a main criterion to create successful schools in country's educational advancement. Besides, the school effectiveness plays a crucial role in country's academic advancement. This paper focuses on a comprehensive review of literature on the relationship between instructional leadership and school effectiveness.

  5. Climate Change and Agriculture: Effects and Adaptation

    Technology Transfer Automated Retrieval System (TEKTRAN)

    This document is a synthesis of science literature on the effects of climate change on agriculture and issues associated with agricultural adaptation to climate change. Information is presented on how long-term changes in air temperatures, precipitation, and atmospheric levels of carbon dioxide wi...

  6. Changing the School Climate Is the First Step to Reform in Many Schools with Federal Improvement Grants

    ERIC Educational Resources Information Center

    McMurrer, Jennifer

    2012-01-01

    School Improvement Grants (SIGs) financed through the economic stimulus package are intended to spur dramatic change in persistently low-performing schools. Many state and local officials charged with implementing SIGs view the creation of a safe, orderly, collegial, and productive school climate as an essential step in raising student…

  7. The Perception of School Climate in Two Secondary Schools during the Implementation of a Peer Support Program

    ERIC Educational Resources Information Center

    Gomez, Soledad Andres; Gaymard, Sandrine

    2014-01-01

    Introduction: The problem of school violence has been studied in the last decades from different perspectives, especially focused on bullying conflicts. Whole school approaches have been recommended by many experts in the field. The aim of the present study is to assess climate changes in two secondary schools that implement a peer support…

  8. The Measurement of Academic Climate in Elementary Schools.

    ERIC Educational Resources Information Center

    Ellison, Robert L.; And Others

    The measurement of academic climate in terms of educational processes and their effect on student outcome measure can make an important contribution to the achievement of educational goals by providing feedback to teachers on their teaching methods, yielding new information concerning student perceptions, identifiying staff training needs, and by…

  9. Climate targets and cost-effective climate stabilization pathways

    NASA Astrophysics Data System (ADS)

    Held, H.

    2015-08-01

    Climate economics has developed two main tools to derive an economically adequate response to the climate problem. Cost benefit analysis weighs in any available information on mitigation costs and benefits and thereby derives an "optimal" global mean temperature. Quite the contrary, cost effectiveness analysis allows deriving costs of potential policy targets and the corresponding cost- minimizing investment paths. The article highlights pros and cons of both approaches and then focusses on the implications of a policy that strives at limiting global warming to 2 °C compared to pre-industrial values. The related mitigation costs and changes in the energy sector are summarized according to the IPCC report of 2014. The article then points to conceptual difficulties when internalizing uncertainty in these types of analyses and suggests pragmatic solutions. Key statements on mitigation economics remain valid under uncertainty when being given the adequate interpretation. Furthermore, the expected economic value of perfect climate information is found to be on the order of hundreds of billions of Euro per year if a 2°-policy were requested. Finally, the prospects of climate policy are sketched.

  10. What Is Effective School Management.

    ERIC Educational Resources Information Center

    De Cicco, James M.

    Effective school management requires managers who succeed in carrying out the organizational goals of their schools, utilizing the following leadership skills: planning (deciding how to accomplish the organization's goals); organizing (doing the necessary preparation); staffing (filling positions with the right people); directing (motivating staff…

  11. Assessing School Climate: Validation of a Brief Measure of the Perceptions of Parents

    ERIC Educational Resources Information Center

    Bear, George G.; Yang, Chunyan; Pasipanodya, Elizabeth

    2015-01-01

    The goal of this study was to develop a parent school climate survey of high practical utility, grounded in theory, and supported by evidence of the reliability of its scores and validity of the inferences for their use. The Delaware School Climate Survey-Home is comprised of seven factors: Teacher-Student Relations, Student-Student Relations,…

  12. School Social Climate and Generalized Peer Perception in Traditional and Cyberbullying Status

    ERIC Educational Resources Information Center

    Bayar, Yusuf; Ucanok, Zehra

    2012-01-01

    The purpose of this study was to determine whether there were any differences in perceptions of school social climate and peers in terms of bullying status, and to investigate the psychometric properties of the School Social Climate and Generalized Peer Perception Scales. The students participated from six different cities in Turkey were in…

  13. Students' Perceptions of School Climate as Determinants of Wellbeing, Resilience and Identity

    ERIC Educational Resources Information Center

    Aldridge, Jill M.; Fraser, Barry J.; Fozdar, Farida; Ala'i, Kate; Earnest, Jaya; Afari, Ernest

    2016-01-01

    This study examined the relations between school climate variables and students' feeling of wellbeing, life satisfaction, ethnic identity, moral identity and resilience. Furthermore, the study also examined the interrelationships between these five outcome variables. Six aspects of the school climate were measured: teacher support, peer…

  14. Spanish Secondary School Students' Notions on the Causes and Consequences of Climate Change

    ERIC Educational Resources Information Center

    Punter, Pilar; Ochando-Pardo, Montserrat; Garcia, Javier

    2011-01-01

    This paper is part of an extensive study of secondary school students' preconceived ideas about climate change. Here, we undertake a survey in the province of Valencia (Spain) to ascertain secondary school students' notions of the causes and consequences of climate change. Results show, among other things, that students clearly relate the misuse…

  15. Predicting Teacher Commitment: The Impact of School Climate and Social-Emotional Learning

    ERIC Educational Resources Information Center

    Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.

    2011-01-01

    The aim of this study was to investigate whether school climate and social-emotional learning impact teacher commitment. The sample included 664 public schoolteachers from British Columbia and Ontario in Canada. Participants completed an online questionnaire about teacher commitment, school climate, and social-emotional learning. Binary logistic…

  16. Predicting Teacher Commitment: The Impact of School Climate and Social-Emotional Learning

    ERIC Educational Resources Information Center

    Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.

    2011-01-01

    The aim of this study was to investigate whether school climate and social-emotional learning impact teacher commitment. The sample included 664 public schoolteachers from British Columbia and Ontario in Canada. Participants completed an online questionnaire about teacher commitment, school climate, and social-emotional learning. Binary logistic…

  17. The Impact of a Principal's Sex on the Climate of Alternative Schools

    ERIC Educational Resources Information Center

    Wenton, Jessica

    2010-01-01

    This study investigated the impact of a leader's sex on the climate of alternative schools. Specifically, the problem was "Does a principal's sex have an impact on the climate of alternative schools?" The research attempted to answer the following questions: (1) Do differences with regard to a principal's sex exist within the following subsets of…

  18. Spanish Secondary School Students' Notions on the Causes and Consequences of Climate Change

    ERIC Educational Resources Information Center

    Punter, Pilar; Ochando-Pardo, Montserrat; Garcia, Javier

    2011-01-01

    This paper is part of an extensive study of secondary school students' preconceived ideas about climate change. Here, we undertake a survey in the province of Valencia (Spain) to ascertain secondary school students' notions of the causes and consequences of climate change. Results show, among other things, that students clearly relate the misuse…

  19. Psychometric Support for an Abbreviated Version of the California School Climate and Safety Survey

    ERIC Educational Resources Information Center

    Rebelez, Jennica L.; Furlong, Michael J.

    2013-01-01

    The California School Climate and Safety Survey-Short Form (CSCSS-SF) was developed as a streamlined version (54 items) of the original CSCSS (102 items) for school safety teams to gather information regarding student perceptions of campus climate, safety, and experience of victimization. Using a longitudinal dataset, this study implemented…

  20. Former Head Start Parents' Characteristics, Perceptions of School Climate, and Involvement in Their Children's Education.

    ERIC Educational Resources Information Center

    Seefeldt, Carol; Denton, Kristen; Galper, Alice; Younoszai, Tina

    1998-01-01

    Explored relations between former Head Start parents' self-efficacy beliefs, beliefs about their children's academic abilities, affective state of depression, perceptions of school climate, and reported level of involvement in their children's education at end of kindergarten year. Parents' views of school climate and beliefs in their ability to…

  1. Teacher Perceptions of School Climate and the Implementation of Individually Guided Education (IGE).

    ERIC Educational Resources Information Center

    Kelley, Edgar A.; And Others

    This study investigated teacher perceptions of the climate in 545 individually Guided Education (IGE) elementary schools, using the Organizational Climate Index as a research tool. The schools were categorized according to degree and length of implementation and according to location (rural, suburban, urban, and inner city). The following…

  2. School-Based Management as a Factor in School Effectiveness

    NASA Astrophysics Data System (ADS)

    Gaziel, Haim

    1998-07-01

    Advocates of a policy of greater autonomy for schools in the public education system argue that such a policy makes for more effective schools. This article, based on a study carried out in Israel, examines how important the autonomy factor is in influencing school effectiveness as measured by such criteria as teachers' sense of motivation and commitment to the school. While welcoming the trend towards greater autonomy for schools, the author argues that further research is needed before we can formulate any theory concerning the relationship between school autonomy and school effectiveness.

  3. The social construction of communication climate: An analysis of at-risk students in alternative high school

    NASA Astrophysics Data System (ADS)

    Souza, Tasha Jean

    1998-12-01

    Alternative high schools affect more potential high school dropouts than any other school or program and are designed to meet the needs of students who have had difficulty in conventional schools. This study examines the communication climate and constructions of caring in an alternative school for at-risk students by using a qualitative analysis grounded in the theoretical perspective of social constructionism. Observations and interviews were conducted over a six month time period. The first two chapters provide a review of literature and a detailed account of the methods used to conduct the study. Chapter Three describes the socially constructed nature of the school and the participants and the dialectical tensions of communication climate revealed from the analysis. The six dialectical tensions of communication climate are: (1) freedom/restraint, (2) disengagement/engagement, (3) personal communication/impersonal communication, (4) disconfirmation/confirmation, (5) equality/inequality, and (6) ambiguity/clarity. Although the school climate is comprised of each of these tensions, the data suggest that the interaction within the majority of classes created some common characteristics of the general communication climate at the school and can be characterized as one of freedom, disengagement, personal communication, disconfirmation, equality, and ambiguity. Chapter Four describes how caring was constructed and communicated. Although some students perceived some teachers as caring about students and about student learning, half of the students interviewed thought they were not learning or not learning much. Finally, Chapter Five provides a summary of the findings and a discussion of the results. The results of this study contribute to an understanding of the social construction of communication climate and caring in general, and within an alternative school for at-risk students, in specific. The results contribute to the understanding of the complexity of the jointly produced nature of communication climate and reveal the potential effect of communication climate and constructions of caring on teachers' instructional methods, teacher and student interaction, and student learning. Such information can aid pragmatically in the development or modification of programs designed to serve at-risk students, and theoretically in the understanding of the co-constructed nature of communication climate.

  4. Development of the school organisational health questionnaire: a measure for assessing teacher morale and school organisational climate.

    TOXLINE Toxicology Bibliographic Information

    Hart PM; Wearing AJ; Conn M; Carter NL; Dingle RK

    2000-06-01

    BACKGROUND: A growing body of empirical evidence suggests that organisational factors are more important than classroom specific issues in determining teacher morale. Accordingly, it is necessary to have available measures that accurately assess morale, as well as the organisational factors that are likely to underpin the experience of morale.AIM: Three studies were conducted with the aim of developing a psychometrically sound questionnaire that could be used to assess teacher morale and various dimensions of school organisational climate.SAMPLE: A total of 1,520 teachers from 18 primary and 26 secondary schools in the Australian state of Victoria agreed to participate in three separate studies (N = 615, 342 and 563 in Studies 1, 2 and 3, respectively) that were used to develop the questionnaire. The demographic profile of the teachers was similar to that found in the Department as a whole.METHOD: All teaching staff in the participating schools were asked to complete a self-report questionnaire as part of the evaluation of an organisational development programme.RESULTS: A series of exploratory and confirmatory factor analyses were used to establish the questionnaire's factor structure, and correlation analyses were used to examine the questionnaire's convergent and discriminant validity.CONCLUSIONS: The three studies resulted in the 54-item School Organisational Health Questionnaire that measures teacher morale and 11 separate dimensions of school organisational climate: appraisal and recognition, curriculum coordination, effective discipline policy, excessive work demands, goal congruence, participative decision-making, professional growth, professional interaction, role clarity, student orientation, and supportive leadership.

  5. Supervisees' and Supervisors' Experiences of Group Climate in Group Supervision in Psychotherapy: Effects of Admission Procedure

    ERIC Educational Resources Information Center

    Sundin, Eva C.; Ogren, Marie-Louise

    2006-01-01

    The purpose of this study was to evaluate the effects of two different admission procedures (high school grades/scholastic aptitude test (SAT) versus high school grades/SAT + interview) to a program in professional psychology on students' and supervisors' experiences of the group climate in psychotherapy supervision groups during an eighteen-month…

  6. OVERVIEW OF CLIMATE INFORMATION NEEDS FOR ECOLOGICAL EFFECTS MODELS

    EPA Science Inventory

    Atmospheric scientists engaged in climate change research require a basic understanding of how ecological effects models incorporate climate. This report provides an overview of existing ecological models that might be used to model climate change effects on vegetation. ome agric...

  7. Multilevel multitrait-multimethod latent analysis of structurally different and interchangeable raters of school climate.

    PubMed

    Konold, Timothy; Cornell, Dewey

    2015-09-01

    Informant-based systems of assessment are common platforms for measuring a variety of educational and psychological constructs where the use of multiple informants is considered best practice. In many instances, structurally different informant types (e.g., students and teachers) are solicited on the basis of their unique roles with the target of measurement. The use of multiple informants provides an opportunity to evaluate the degree to which the obtained ratings are influenced by the trait of focus and extraneous sources that can be attributed to the rater. Data from a multilevel multitrait-multimethod design in which students (N = 35,565) and teachers (N = 9,112), from 340 middle schools, responded to items measuring 3 dimensions of school climate were evaluated through a multilevel correlated trait-correlated method latent variable model. Results indicated that ratings of school climate obtained by students and teachers demonstrated high levels of convergent validity, and that school-level ratings obtained by students and teachers were equitable in the assessment of teasing and bullying. Student ratings of support and structure yielded somewhat stronger evidence of convergent validity than ratings obtained by teachers as revealed by their respective trait factor loadings. This was explained in part by the higher levels of common method effects that were observed for teachers. PMID:25751606

  8. Assessing In-service Secondary School Science Teachers knowledge base about global climate change

    NASA Astrophysics Data System (ADS)

    Bhattacharya, D.; Roehrig, G. H.; Karahan, E.; Liu, S.

    2012-12-01

    Global climate change (GCC) is a crucial environmental issue that is challenging all Americans. With an effective collaboration between researchers, scientists and teachers, conceptual frameworks and methods can be developed for creating climate change content for classroom implementation. In this paper, we describe how teachers' conceptualize and understand global climate change. The information generated by this study can further be used to develop theme based, structured curricula to enhance teachers' understanding of the phenomenon of global climate change. Recent national documents concerning science education have focused on an Earth System approach and concentrate on the fundamental concepts and big ideas in earth science and climate change (e.g., The Earth Science Literacy Initiative (ESLI) (National Science Foundation (NSF), 2009) and Climate Literacy: The Essential Principles of Climate Science (National Oceanic and Atmospheric Association (NOAA), 2009)). Unfortunately, research related to teachers' earth science content knowledge has not focused on an earth systems approach rather researchers have examined teachers' misconceptions about isolated earth science concepts, such as moon phases and plate tectonics. While such research implies teachers' lack of knowledge and awareness of earth as a system, it does not provide direct information about teachers' earth system knowledge. Similarly, research on teachers' and students' knowledge of climate change has focused on isolated topics, such as the greenhouse effect and global warming. Our study focused on eliciting secondary school science teachers' understanding of global climate change using a multifaceted and integrated approach. We do so in the context of a 3-year teacher professional development program where the climate science content provided to the teachers was aligned with essential principles of climate science (EPCS-National Oceanic and Atmospheric Association (NOAA), 2009). Our study was guided by the following research questions 1) What is the nature of teachers' climate literacy? 2)What is the structure of teachers' knowledge of climate change?3)What is the level of teachers' understanding of principles essential to understand Earth's climate system? This study employed a phenomenographical approach to analyze data for a qualitative measurement of different ways in which the teachers experienced and conceptualized climate change. We collected and analyzed data from the teachers' concept maps, supplemented it with the data from the Photo Elicitation Interviews and then aligned the outcomes with the seven essential principals of climate literacy (EPCS) to estimate the distribution of teacher knowledge. Our findings indicate that where teachers understand a diverse array of topics related to the science of global climate change, they need specific tools like place-based data simulations to correlate various local and global aspects of the phenomenon. Our findings also indicate teachers' perceptions about timescale, data projections using modeling and the level of uncertainty in the data. Our results will provide crucial information about providing conceptual knowledge and addressing misconceptions regarding the science of climate change and the educational approach towards teaching it in the best possible way.

  9. School-Based Management as a Factor in School Effectiveness.

    ERIC Educational Resources Information Center

    Gaziel, Haim

    1998-01-01

    This study, carried out in Israel, examines how important autonomy is in influencing school effectiveness, as measured by criteria such as teachers' sense of motivation and commitment to the school. The author argues that further research is needed before formulating any theory concerning the relationship between school autonomy and school…

  10. The Contribution of Student Perceptions of School Climate to Understanding the Disproportionate Punishment of African American Students in a Middle School

    ERIC Educational Resources Information Center

    Shirley, Erica L. M.; Cornell, Dewey G.

    2012-01-01

    This study investigated the contribution of student perceptions of school climate to racial differences in school discipline. Four hundred middle school students completed a school climate survey. Compared to Caucasian students, African-American students were referred to the office for discipline three times as frequently and received five times…

  11. Leaner, More Effective Schools

    ERIC Educational Resources Information Center

    Fielding, Randall

    2012-01-01

    School districts across North America are facing a crushing dilemma: invest millions of dollars to maintain outdated, educationally ineffective buildings or seek funding for expensive renovations, additions, and new construction to meet the evolving needs of today's learners. Compounding the issue is deferred facility maintenance. Educational…

  12. Leaner, More Effective Schools

    ERIC Educational Resources Information Center

    Fielding, Randall

    2012-01-01

    School districts across North America are facing a crushing dilemma: invest millions of dollars to maintain outdated, educationally ineffective buildings or seek funding for expensive renovations, additions, and new construction to meet the evolving needs of today's learners. Compounding the issue is deferred facility maintenance. Educational…

  13. Elementary School Principal Effectiveness.

    ERIC Educational Resources Information Center

    Cross, Ray

    A review of research linking elementary principal "antecedents" (defined as traits), behaviors, school conditions, and student outcomes furnishes few supportable generalizations. The studies relating principal antecedents with behavior and principal antecedents with organizational variables reveals that the trait theory of leadership has fared…

  14. Differences between Secondary Schools: A Study about School Context, Group Composition, School Practice, and School Effects with Special Attention to Public and Catholic Schools and Types of Schools

    ERIC Educational Resources Information Center

    Opdenakker, Marie-Christine; Van Damme, Jan

    2006-01-01

    The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences between schools are small and differences are more…

  15. Students' Individual Perceptions of School Climate Predict Reading Achievement in Shanghai

    ERIC Educational Resources Information Center

    Ning, Bo; Van Damme, Jan; Liu, Hongqiang; Vanlaar, Gudrun; Gielen, Sarah

    2013-01-01

    Students, as one specific group of school stakeholders, have unique perceptions of school climate, which predict academic performance. In the Program for International Student Assessment 2009 Shanghai survey, 5,115 students from 152 schools participated. The results from this study showed that compared with their peers in the countries of the…

  16. Teachers' Opinions of the Security and Safety Climate in Chicago Public Schools at Cabrini-Green.

    ERIC Educational Resources Information Center

    Spearman, David Lee

    Chicago public elementary school students and teachers report a growing number of crimes and violent incidents on school property. This paper, which includes a lengthy literature review (14 pages), describes a study conducted to examine the opinions of one group of teachers regarding the safety and security climate in the school where they teach.…

  17. Early Adolescent Health Risk Behaviors, Conflict Resolution Strategies, and School Climate

    ERIC Educational Resources Information Center

    LaRusso, Maria; Selman, Robert

    2011-01-01

    Drawing upon an ethnically and socio-economically diverse sample of 323 7th grade students from twelve urban schools within one school district, this mixed method study examined early adolescents' self-reported health risk behaviors as related to their conflict resolution strategies and their school's conflict resolution climate. Survey data…

  18. Early Adolescent Health Risk Behaviors, Conflict Resolution Strategies, and School Climate

    ERIC Educational Resources Information Center

    LaRusso, Maria; Selman, Robert

    2011-01-01

    Drawing upon an ethnically and socio-economically diverse sample of 323 7th grade students from twelve urban schools within one school district, this mixed method study examined early adolescents' self-reported health risk behaviors as related to their conflict resolution strategies and their school's conflict resolution climate. Survey data…

  19. Positive School Climate Is Associated with Lower Body Mass Index Percentile among Urban Preadolescents

    ERIC Educational Resources Information Center

    Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R.

    2014-01-01

    Background: Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment…

  20. Examining the Impact of Leadership Style and School Climate on Student Achievement

    ERIC Educational Resources Information Center

    Robinson, Tina

    2010-01-01

    The purpose of this quantitative study was to investigate whether or not leadership style and school climate are significant predictors of student achievement. The target population consisted of elementary and high school teachers from Virginia public schools who had taught under the leadership of their respective current principals for at least 4…

  1. Deaf and Hard of Hearing Students' Perspectives on Bullying and School Climate

    ERIC Educational Resources Information Center

    Weiner, Mary T.; Day, Stefanie J.; Galvan, Dennis

    2013-01-01

    Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data…

  2. Examining the Impact of Leadership Style and School Climate on Student Achievement

    ERIC Educational Resources Information Center

    Robinson, Tina

    2010-01-01

    The purpose of this quantitative study was to investigate whether or not leadership style and school climate are significant predictors of student achievement. The target population consisted of elementary and high school teachers from Virginia public schools who had taught under the leadership of their respective current principals for at least 4…

  3. Deaf and Hard of Hearing Students' Perspectives on Bullying and School Climate

    ERIC Educational Resources Information Center

    Weiner, Mary T.; Day, Stefanie J.; Galvan, Dennis

    2013-01-01

    Student perspectives reflect school climate. The study examined perspectives among deaf and hard of hearing students in residential and large day schools regarding bullying, and compared these perspectives with those of a national database of hearing students. The participants were 812 deaf and hard of hearing students in 11 U.S. schools. Data…

  4. Coordinating Social-Emotional and Character Development (SECD) Initiatives Improves School Climate and Student Learning

    ERIC Educational Resources Information Center

    Elias, Maurice J.; DeFini, Jennifer; Bergmann, Jennifer

    2010-01-01

    Many schools attempt to implement multiple programs to promote positive young adolescent development; however, these programs are often fragmented and lack coordination. The authors describe an initiative designed to help schools coordinate their social-emotional and character development (SECD) efforts to improve school climate and help students…

  5. Positive School Climate Is Associated with Lower Body Mass Index Percentile among Urban Preadolescents

    ERIC Educational Resources Information Center

    Gilstad-Hayden, Kathryn; Carroll-Scott, Amy; Rosenthal, Lisa; Peters, Susan M.; McCaslin, Catherine; Ickovics, Jeannette R.

    2014-01-01

    Background: Schools are an important environmental context in children's lives and are part of the complex web of factors that contribute to childhood obesity. Increasingly, attention has been placed on the importance of school climate (connectedness, academic standards, engagement, and student autonomy) as 1 domain of school environment…

  6. A Case Study of Reducing a Junior High School Disciplinary Infractions and Increasing a Positive School Climate: After-School Detentions vs. Evidence-Based Computer Program

    ERIC Educational Resources Information Center

    Burnham, Stephen Videon

    2009-01-01

    The reduction and/or elimination of future disciplinary infractions and increasing positive school climate were the two goals of a junior high school in Eastern Pennsylvania, for the 2007-2008 school year. In order to accomplish those goals the administrative staff used two disciplinary consequences to determine which one had the greatest impact…

  7. Teaching climate change: Pressures and practice in the middle school science classroom

    NASA Astrophysics Data System (ADS)

    Crayne, Jennifer A.

    What are middle school science teachers teaching their students about climate change? And why? This qualitative study examined the experience of middle school science teachers from western Oregon, finding that while participating teachers accept the science of climate change and express concern about it, many teachers are reluctant to make the topic a priority in their classrooms. When they do include the subject, teachers frequently address "both sides." They also report that students have persistent doubts and misconceptions about climate change. What accounts for these trends? I argue that the way teachers address climate change is a result of complex interactions between structural pressures, emotional pressures, and cultural pressures. I conclude that, in order to promote the inclusion of sound climate science instruction in public schools, advocates of climate change education need to address challenges at all these levels: structural, emotional, and cultural.

  8. The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate. REL 2014-039

    ERIC Educational Resources Information Center

    Hanson, Thomas; Voight, Adam

    2014-01-01

    A growing number of states and school districts use school climate assessments in progress reporting systems and are interested in incorporating these assessments into accountability systems. This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the…

  9. A School-University Research Partnership to Identify Disengaged Students: A Descriptive Case Analysis of School Climate

    ERIC Educational Resources Information Center

    Biag, Manuelito D.; Sanchez, Monika A.

    2016-01-01

    Background/Context: Much of the literature on school-university research partnerships has focused on collaborations that address curriculum, instruction, and leadership. Less scholarly attention has been paid to how practitioners and academics work together to improve school climate. Purpose: We seek to deepen understanding of how educators and…

  10. The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools

    ERIC Educational Resources Information Center

    Kosciw, Joseph G.; Greytak, Emily A.; Bartkiewicz, Mark J.; Boesen, Madelyn J.; Palmer, Neal A.

    2012-01-01

    In 1999, the Gay, Lesbian and Straight Education Network (GLSEN) identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national…

  11. Principals' Perceptions of Superintendents' Leadership Practices and Its Impact on School Climate in Selected South Florida Public School District Areas

    ERIC Educational Resources Information Center

    McFarlane, Donovan A.

    2010-01-01

    Purpose: This research study sought to determine the leadership practices of area superintendents in selected South Florida public school district areas based on principals' perceptions and assess school climate impact using descriptive and inferential approaches. Methodology: The "Leadership Practices Inventory" ("LPI") 360 Online was used…

  12. A School-University Research Partnership to Identify Disengaged Students: A Descriptive Case Analysis of School Climate

    ERIC Educational Resources Information Center

    Biag, Manuelito D.; Sanchez, Monika A.

    2016-01-01

    Background/Context: Much of the literature on school-university research partnerships has focused on collaborations that address curriculum, instruction, and leadership. Less scholarly attention has been paid to how practitioners and academics work together to improve school climate. Purpose: We seek to deepen understanding of how educators and…

  13. Alternative Methodologies for Identifying Effective Schools.

    ERIC Educational Resources Information Center

    Webster, William J.; And Others

    If an effective school is defined as a school that causes student improvement on a number of important educational outcomes, the problem of identifying effective schools becomes one of establishing legitimate predictions of student performance and comparing those predictions to actual student or school outcomes. In attempting to identify effective…

  14. Measuring School Effectiveness Using Hierarchical Linear Models.

    ERIC Educational Resources Information Center

    Mandeville, Garrett K.; Heidari, Khosrow

    Two major groups of researchers focus on identifying schools that have been unusually effective in terms of their students' achievement: (1) "effective schools" researchers; and (2) those charged with the responsibility of identifying schools for special recognition. However, all legitimate attemps to operationalize school effectiveness that are…

  15. Effective Schools: Mirror or Mirage?

    ERIC Educational Resources Information Center

    Tomlinson, Tommy M.

    1981-01-01

    Identifies and analyzes characteristics which are frequently mentioned as contributing to effective schools. Among the characteristics are that they improve the effectiveness and efficiency of students' work by organizing material and/or instruction, increase the amount of work students perform per unit of time, reduce distractions, and encourage…

  16. Mental health effects of climate change

    PubMed Central

    Padhy, Susanta Kumar; Sarkar, Sidharth; Panigrahi, Mahima; Paul, Surender

    2015-01-01

    We all know that 2014 has been declared as the hottest year globally by the Meteorological department of United States of America. Climate change is a global challenge which is likely to affect the mankind in substantial ways. Not only climate change is expected to affect physical health, it is also likely to affect mental health. Increasing ambient temperatures is likely to increase rates of aggression and violent suicides, while prolonged droughts due to climate change can lead to more number of farmer suicides. Droughts otherwise can lead to impaired mental health and stress. Increased frequency of disasters with climate change can lead to posttraumatic stress disorder, adjustment disorder, and depression. Changes in climate and global warming may require population to migrate, which can lead to acculturation stress. It can also lead to increased rates of physical illnesses, which secondarily would be associated with psychological distress. The possible effects of mitigation measures on mental health are also discussed. The paper concludes with a discussion of what can and should be done to tackle the expected mental health issues consequent to climate change. PMID:26023264

  17. Mental health effects of climate change.

    PubMed

    Padhy, Susanta Kumar; Sarkar, Sidharth; Panigrahi, Mahima; Paul, Surender

    2015-01-01

    We all know that 2014 has been declared as the hottest year globally by the Meteorological department of United States of America. Climate change is a global challenge which is likely to affect the mankind in substantial ways. Not only climate change is expected to affect physical health, it is also likely to affect mental health. Increasing ambient temperatures is likely to increase rates of aggression and violent suicides, while prolonged droughts due to climate change can lead to more number of farmer suicides. Droughts otherwise can lead to impaired mental health and stress. Increased frequency of disasters with climate change can lead to posttraumatic stress disorder, adjustment disorder, and depression. Changes in climate and global warming may require population to migrate, which can lead to acculturation stress. It can also lead to increased rates of physical illnesses, which secondarily would be associated with psychological distress. The possible effects of mitigation measures on mental health are also discussed. The paper concludes with a discussion of what can and should be done to tackle the expected mental health issues consequent to climate change. PMID:26023264

  18. Climate statistics: Natural or human effects?

    NASA Astrophysics Data System (ADS)

    Bell, Peter M.

    Changes in the global climate may be caused by human activities or variations in the sun's energy—by both or by neither. The reports of two panels of the National Research Council (NRC) that examined the questions of the climate changes induced by humans and the changes of weather patterns caused by solar variations concluded independently that such effects cannot be established at the present time. For example, the Panel on Carbon Dioxide and Climate: A Second Assessment stated (NRC Report 1982): ‘understanding the climate's response to a given scenario of CO2 change in the atmosphere is hardly distinguishable from the fundamental problem of understanding the natural variation and change of climate.’ On the matter of natural variation, the Panel on Solar Variability, Weather, and Climate (Studies in Geophysics; NRC Report 1982) expressed the view that ‘the combined weight of all … of the statistical attempts to correlate solar variations … has not … proved sufficient to establish unequivocal connections between solar variability and meteorological response’ (National Academy of Sciences News Report, Sept. 1982).

  19. Protective School Climates and Reduced Risk for Suicide Ideation in Sexual Minority Youths

    PubMed Central

    Birkett, Michelle; Van Wagenen, Aimee; Meyer, Ilan H.

    2014-01-01

    Objectives. We examined whether sexual minority students living in states and cities with more protective school climates were at lower risk of suicidal thoughts, plans, and attempts. Methods. Data on sexual orientation and past-year suicidal thoughts, plans, and attempts were from the pooled 2005 and 2007 Youth Risk Behavior Surveillance Surveys from 8 states and cities. We derived data on school climates that protected sexual minority students (e.g., percentage of schools with safe spaces and Gay–Straight Alliances) from the 2010 School Health Profile Survey, compiled by the Centers for Disease Control and Prevention. Results. Lesbian, gay, and bisexual students living in states and cities with more protective school climates reported fewer past-year suicidal thoughts than those living in states and cities with less protective climates (lesbians and gays: odds ratio [OR] = 0.68; 95% confidence interval [CI] = 0.47, 0.99; bisexuals: OR = 0.81; 95% CI = 0.66, 0.99). Results were robust to adjustment for potential state-level confounders. Sexual orientation disparities in suicidal thoughts were nearly eliminated in states and cities with the most protective school climates. Conclusions. School climates that protect sexual minority students may reduce their risk of suicidal thoughts. PMID:24328634

  20. Solar Variability and Its Effects on Climate

    NASA Astrophysics Data System (ADS)

    Lifland, Jonathan

    2004-07-01

    A new AGU book, Solar Variability and Its Effects on Climate, edited by Judit M. Pap and Peter Fox, presents a description of the most recent results on solar variability and its possible influence on the Earth's climate and atmosphere. The book explores the challenges facing researchers studying solar-terrestrial physics in their interdisciplinary work to understand and predict the global effects from the Sun's influence. Sections in the monograph focus on the energy transport from the Sun's interior to Earth's atmosphere, the influences that can lead to varying solar signals and how they affect long-term global climate change, and a summary of strategies and requirements for future research. In this issue, Eos talks with lead editor Judit M. Pap. Pap is senior research scientist at the Goddard Earth Sciences and Technology Center at University of Maryland-Baltimore County and the NASA Goddard Space Science Center in Greenbelt, Maryland.

  1. Bringing Global Climate Change Education to Alabama Middle School and High School Classrooms

    NASA Astrophysics Data System (ADS)

    Lee, M.; Mitra, C.; Percival, E.; Thomas, A.; Lucy, T.; Hickman, E.; Cox, J.; Chaudhury, S. R.; Rodger, C.

    2013-12-01

    A NASA-funded Innovations in Climate Education (NICE) Program has been launched in Alabama to improve high school and middle school education in climate change science. The overarching goal is to generate a better informed public that understands the consequences of climate change and can contribute to sound decision making on related issues. Inquiry based NICE modules have been incorporated into the existing course of study for 9-12 grade biology, chemistry, and physics classes. In addition, new modules in three major content areas (earth and space science, physical science, and biological science) have been introduced to selected 6-8 grade science teachers in the summer of 2013. The NICE modules employ five E's of the learning cycle: Engage, Explore, Explain, Extend and Evaluate. Modules learning activities include field data collection, laboratory measurements, and data visualization and interpretation. Teachers are trained in the use of these modules for their classroom through unique partnership with Alabama Science in Motion (ASIM) and the Alabama Math Science Technology Initiative (AMSTI). Certified AMSTI teachers attend summer professional development workshops taught by ASIM and AMSTI specialists to learn to use NICE modules. During the school year, the specialists in turn deliver the needed equipment to conduct NICE classroom exercises and serve as an in-classroom resource for teachers and their students. Scientists are partnered with learning and teaching specialists and lead teachers to implement and test efficacy of instructional materials, models, and NASA data used in classroom. The assessment by professional evaluators after the development of the modules and the training of teachers indicates that the modules are complete, clear, and user-friendly. The overall teacher satisfaction from the teacher training was 4.88/5.00. After completing the module teacher training, the teachers reported a strong agreement that the content developed in the NICE modules should be included in the Alabama secondary curriculum. Eventually, the NICE program has the potential to reach over 200,000 students when the modules are fully implemented in every school in the state of Alabama. The project can give these students access to expertise and equipment, thereby strengthening the connections between the universities, state education administrators, and the community.

  2. Combining Knowledge and Beliefs in High School Climate Science Instruction

    NASA Astrophysics Data System (ADS)

    Davis, J.

    2012-12-01

    Teachers face a seemingly insurmountable task when asked to address the science of climate change with the general public. This topic is unique because of its complexity, political implications and urgency for action. Developing tools that teachers need to address the National Science Standards begin with comprehensive professional development. After one year's implementation of our program (after participation in UCAR's NASA-funded Research Experiences for Teachers Institute), we are beginning to see evidence that with intentional delivery and preparation of climate science curriculum it is possible to combine knowledge and beliefs in order to nurture a desire for action. Teachers need to acquire an appreciation and understanding for the level of connectedness between disciplines used to study climate and repeatedly present the scientific process as a way of gathering evidence to arrive at factual conclusions. This emphasis on scientific process is important in dealing with the difference between personal beliefs and knowledge. In students' everyday lives their beliefs often matter much more to them than scientific facts. Today's media frequently gives opinions as much clout as verifiable data. Therefore, science teachers need to become anthropologists in order to navigate between cultures, traditions, economic realities and foundational beliefs to effect a change in attitude. Climate change affects us all whether we like it or not, and the challenge is finding a personal connection for each student that supports their journey instead of polarizing each other into the "believers" and "non-believers". It is important to listen to those whose worldview is not best explained by science in order to address the problem with the least resistance. At the end of a program that implemented techniques described above the student's overwhelming response was not: "climate change is a hoax" but instead "ok, I get it, NOW WHAT?" This is the million-dollar question that we strive to be asked and struggle to answer. We can get the student's attention but keeping them active in the pursuit of change is our next hurdle. Initial results are available in the form of case studies including pre and post attitudes about this global issue.

  3. Context Matters for Social-Emotional Learning: Examining Variation in Program Impact by Dimensions of School Climate.

    PubMed

    McCormick, Meghan P; Cappella, Elise; O'Connor, Erin E; McClowry, Sandee G

    2015-09-01

    This paper examines whether three dimensions of school climate-leadership, accountability, and safety/respect-moderated the impacts of the INSIGHTS program on students' social-emotional, behavioral, and academic outcomes. Twenty-two urban schools and N = 435 low-income racial/ethnic minority students were enrolled in the study and received intervention services across the course of 2 years, in both kindergarten and first grade. Intervention effects on math and reading achievement were larger for students enrolled in schools with lower overall levels of leadership, accountability, and safety/respect at baseline. Program impacts on disruptive behaviors were greater in schools with lower levels of accountability at baseline; impacts on sustained attention were greater in schools with lower levels of safety/respect at baseline. Implications for Social-Emotional Learning program implementation, replication, and scale-up are discussed. PMID:26099299

  4. Teachers' Perception of School Climate in Independent Jewish Day Schools in Relation to Change and Transition of Leadership Personnel

    ERIC Educational Resources Information Center

    Knafo, Sharon

    2012-01-01

    This study examined the relationship between turnover of school leadership personnel and school climate as perceived by teachers. The study focused on Jewish day schools in the United States in different cities and states. Fifty Jewish day schools (ranging from preschool age to high school) participated in the study with 200 teachers from these…

  5. Teachers' Perception of School Climate in Independent Jewish Day Schools in Relation to Change and Transition of Leadership Personnel

    ERIC Educational Resources Information Center

    Knafo, Sharon

    2012-01-01

    This study examined the relationship between turnover of school leadership personnel and school climate as perceived by teachers. The study focused on Jewish day schools in the United States in different cities and states. Fifty Jewish day schools (ranging from preschool age to high school) participated in the study with 200 teachers from these…

  6. School Uniform Policies: Students' Views of Effectiveness.

    ERIC Educational Resources Information Center

    McCarthy, Teresa M.; Moreno, Josephine

    2001-01-01

    Focus-group interviews of New York City middle-school students about their perceptions of the effectiveness of the school-uniform policy. Finds that students' perceptions of the effects of school-uniform policy on school culture varied considerably with those intended by the principal. (Contains 40 references.) (PKP)

  7. ASK Florida; a climate change education professional development program for middle school teachers in Florida

    NASA Astrophysics Data System (ADS)

    Weihs, R. R.

    2012-12-01

    A series of professional development workshops covering the fundamentals of climate change have been developed and facilitated for two groups of middle school science teachers in three Florida counties. The NASA-supported joint venture between Florida State University's Center for Ocean-Atmospheric Prediction Studies (COAPS) and the University of South Florida's (USF's) Coalition for Science Literacy, ASK Florida, focuses on expanding and deepening teachers' content knowledge of a wide range of climate change topics, connecting local and regional changes to the global picture, and supporting classroom implementation and effective teaching practices. Education experts from USF, climate scientists from COAPS, and Hillsborough county teachers and science coaches coordinated and developed the workshop content, which is based on Florida's Next Generation Sunshine State Standards in science, science curriculum guides for 6th grade, and teacher interest. Several scientists have facilitated activities during the workshop, including professors in meteorology and climatology, research scientists in the field, a NOAA program manager, the state climatologists for Florida, and others. Having these climate scientists present during the workshop provides teachers an opportunity to interact directly with the scientists and gain insight into the climatology field. Additionally, we host an open-forum discussion panel during which teachers can ask the experts about any topics of interest. Activities are designed to enhance the scientific skill level of the teachers. Introductory activities reinforce teachers' abilities to distinguish facts from opinions and to evaluate sources. Other activities provide hands-on experience using actual scientific data from NASA and other agencies. For example, teachers analyze precipitation data to create distributions of Florida rainfall, examine sea level trends at various locations, identify Atlantic hurricane frequencies during the phases of ENSO, and create maps of climate data available on the MYNASADATA web portal. The human aspect of climate change is addressed by discussing anthropological influences such as land use changes. In addition, we examine scientific and public use and interpretation of climate models, scenarios, and projections, and explore adaptation and mitigation strategies for Florida-specific climate projections. Pedagogy is incorporated throughout the workshops to demonstrate how the content and activities can be adapted for their students. Furthermore, we support educators in overcoming obstacles associated with teaching global and regional climate change. This program targets teachers from Title-I schools because students from these schools are typically underrepresented in the STEM fields. Additionally, classroom technology is often limited; therefore, it is important to adapt resources so they can be used in the classroom with or without computers. Activities are presented through an inquiry-based format to encourage knowledge acquisition and discovery similar to that occurring in the actual scientific field. Finally, we prepare teachers to address apathetic or antiscientific sentiments their students may have about climate change by identifying the background issues and ideology and developing strategies to make the content more relevant to their students' lives.

  8. Establishing and Monitoring a School and Classroom Climate That Promotes Desired Behavior and Academic Achievement. CASE/CCBD Mini-Library Series on Safe, Drug-Free, and Effective Schools.

    ERIC Educational Resources Information Center

    Van Acker, Richard

    This monograph explores the social context of the school and how this context influences, for better or worse, the academic and social behavior of students. It reviews how most student behavior serves a meaningful purpose for the student and how similar behaviors may serve distinctly different functions for various students. It also explores how…

  9. The CLIMATE schools combined study: a cluster randomised controlled trial of a universal Internet-based prevention program for youth substance misuse, depression and anxiety

    PubMed Central

    2014-01-01

    Background Anxiety, depressive and substance use disorders account for three quarters of the disability attributed to mental disorders and frequently co-occur. While programs for the prevention and reduction of symptoms associated with (i) substance use and (ii) mental health disorders exist, research is yet to determine if a combined approach is more effective. This paper describes the study protocol of a cluster randomised controlled trial to evaluate the effectiveness of the CLIMATE Schools Combined intervention, a universal approach to preventing substance use and mental health problems among adolescents. Methods/design Participants will consist of approximately 8400 students aged 13 to 14-years-old from 84 secondary schools in New South Wales, Western Australia and Queensland, Australia. The schools will be cluster randomised to one of four groups; (i) CLIMATE Schools Combined intervention; (ii) CLIMATE Schools - Substance Use; (iii) CLIMATE Schools - Mental Health, or (iv) Control (Health and Physical Education as usual). The primary outcomes of the trial will be the uptake and harmful use of alcohol and other drugs, mental health symptomatology and anxiety, depression and substance use knowledge. Secondary outcomes include substance use related harms, self-efficacy to resist peer pressure, general disability, and truancy. The link between personality and substance use will also be examined. Discussion Compared to students who receive the universal CLIMATE Schools - Substance Use, or CLIMATE Schools - Mental Health or the Control condition (who received usual Health and Physical Education), we expect students who receive the CLIMATE Schools Combined intervention to show greater delays to the initiation of substance use, reductions in substance use and mental health symptoms, and increased substance use and mental health knowledge. Trial registration This trial is registered with the Australian and New Zealand Clinical Trials registry, ACTRN12613000723785. PMID:24499060

  10. Overview of climatic effects of nuclear winter

    SciTech Connect

    Jones, E.M.; Malone, R.C.

    1985-01-01

    A general description of the climatic effects of a nuclear war are presented. This paper offers a short history of the subject, a discussion of relevant parameters and physical processes, and a description of plausible nuclear winter scenario. 9 refs. (ACR)

  11. Effects of climate change on croplands

    EPA Science Inventory

    This talk will describe likely changes in temperature and precipitation expected in the northwestern US with global climate change, and their potential impacts on Oregon croplands. The focus will be on the effects of temperature and carbon dioxide on crop productivity, weed cont...

  12. Schooling, the School Effectiveness Movement, and Educational Reform.

    ERIC Educational Resources Information Center

    Angus, Lawrence

    The widely accepted notion that the management of resources in schools involves merely strategic decisions about the deployment of finances, staff, and materials must be contested. The school effectiveness movement ignores the social and political context of schools and, through emphasis upon superficial managerial matters, teaches pupils to…

  13. Barriers to Incorporating Climate Change Science into High School and Community College Energy Course Offerings

    NASA Astrophysics Data System (ADS)

    Howell, C.

    2013-05-01

    In reviewing studies evaluating trends in greenhouse gasses, weather, climate and/or ecosystems, it becomes apparent that climate change is a reality. It has also become evident that the energy sector accounts for most of the greenhouse gas emissions with worldwide emissions of carbon dioxide increasing by 31 percent from 1990 to 2005, higher than in the previous thousands of years. While energy courses and topics are presented in high school and community college classes the topic of Climate Change Science is not always a part of the conversation. During the summer of 2011 and 2012, research undergraduates conducted interviews with a total of 39 national community college and 8 high school instructors who participated in a two week Sustainable Energy Education Training (SEET) workshop. Interview questions addressed the barriers and opportunities to the incorporation of climate change as a dimension of an energy/renewable energy curriculum. Barriers found included: there is not enough instruction time to include it; some school administrators including community members do not recognize climate change issues; quality information about climate change geared to students is difficult to find; and, most climate change information is too scientific for most audiences. A Solution to some barriers included dialogue on sustainability as a common ground in recognizing environmental changes/concerns among educators, administrators and community members. Sustainability discussions are already supported in school business courses as well as in technical education. In conclusion, we cannot expect climate change to dissipate without humans making more informed energy and environmental choices. With global population growth producing greater emissions resulting in increased climate change, we must include the topic of climate change to students in high school and community college classrooms, preparing our next generation of leaders and workforce to be equipped to find solutions, (such as renewable energy and sustainability practices), to climate change and environmental sustainability.

  14. Climatic and landscape controls on effective discharge

    NASA Astrophysics Data System (ADS)

    Basso, S.; Frascati, A.; Marani, M.; Schirmer, M.; Botter, G.

    2015-10-01

    The effective discharge constitutes a key concept in river science and engineering. Notwithstanding many years of studies, a full understanding of the effective discharge determinants is still challenged by the variety of values identified for different river catchments. The present paper relates the observed diversity of effective discharge to the underlying heterogeneity of flow regimes. An analytic framework is proposed, which links the effective ratio (i.e., the ratio between effective discharge and mean streamflow) to the empirical exponent of the sediment rating curve and to the streamflow variability, resulting from climatic and landscape drivers. The analytic formulation predicts patterns of effective ratio versus streamflow variability observed in a set of catchments of the continental United States and helps in disentangling the major climatic and landscape drivers of sediment transport in rivers. The findings highlight larger effective ratios of erratic hydrologic regimes (characterized by high flow variability) compared to those exhibited by persistent regimes, which are attributable to intrinsically different streamflow dynamics. The framework provides support for the estimate of effective discharge in rivers belonging to diverse climatic areas.

  15. The Measurement of School Effectiveness.

    ERIC Educational Resources Information Center

    Cahan, Sorel; Elbaz, J. Gabriel

    2000-01-01

    Applied a between-grade design to the estimation of school effectiveness and examined the agreement between the resulting estimates and those obtained from the traditional statistical control model. Analysis of data from 11,099 intermediate-grade students in Israel shows that neither method produced estimates that were stable across grade level…

  16. Effective School Management. Fourth Edition

    ERIC Educational Resources Information Center

    Everard, K.B.; Morris, Geoffrey; Wilson, Ian

    2004-01-01

    The main purpose of this book is to help teachers with senior management responsibilities, and the schools and colleges that they work in, to become more effective. It is a book by practitioners for practitioners. They authors believe their book is unique, because there are so few people who have had enough management responsibility and training…

  17. Serious Doubts about School Effectiveness

    ERIC Educational Resources Information Center

    Gorard, Stephen

    2010-01-01

    This paper considers the model of school effectiveness (SE) currently dominant in research, policy and practice in England (although the concerns it raises are international). It shows, principally through consideration of initial and propagated error, that SE results cannot be relied upon. By considering the residual difference between the…

  18. Effective School Management. Fourth Edition

    ERIC Educational Resources Information Center

    Everard, K.B.; Morris, Geoffrey; Wilson, Ian

    2004-01-01

    The main purpose of this book is to help teachers with senior management responsibilities, and the schools and colleges that they work in, to become more effective. It is a book by practitioners for practitioners. They authors believe their book is unique, because there are so few people who have had enough management responsibility and training…

  19. Upper Colorado River Basin Climate Effects Network

    USGS Publications Warehouse

    Belnap, Jayne; Campbell, Donald; Kershner, Jeff

    2011-01-01

    The Upper Colorado River Basin (UCRB) Climate Effects Network (CEN) is a science team established to provide information to assist land managers in future decision making processes by providing a better understanding of how future climate change, land use, invasive species, altered fire cycles, human systems, and the interactions among these factors will affect ecosystems and the services they provide to human communities. The goals of this group are to (1) identify science needs and provide tools to assist land managers in addressing these needs, (2) provide a Web site where users can access information pertinent to this region, and (3) provide managers technical assistance when needed. Answers to the team's working science questions are intended to address how interactions among climate change, land use, and management practices may affect key aspects of water availability, ecosystem changes, and societal needs within the UCRB.

  20. Effects of climate changes on skin diseases.

    PubMed

    Balato, Nicola; Megna, Matteo; Ayala, Fabio; Balato, Anna; Napolitano, Maddalena; Patruno, Cataldo

    2014-02-01

    Global climate is changing at an extraordinary rate. Climate change (CC) can be caused by several factors including variations in solar radiation, oceanic processes, and also human activities. The degree of this change and its impact on ecological, social, and economical systems have become important matters of debate worldwide, representing CC as one of the greatest challenges of the modern age. Moreover, studies based on observations and predictive models show how CC could affect human health. On the other hand, only a few studies focus on how this change may affect human skin. However, the skin is the most exposed organ to environment; therefore, it is not surprising that cutaneous diseases are inclined to have a high sensitivity to climate. The current review focuses on the effects of CC on skin diseases showing the numerous factors that are contributing to modify the incidence, clinical pattern and natural course of some dermatoses. PMID:24404995

  1. Climatic Effects of Regional Nuclear War

    NASA Technical Reports Server (NTRS)

    Oman, Luke D.

    2011-01-01

    We use a modern climate model and new estimates of smoke generated by fires in contemporary cities to calculate the response of the climate system to a regional nuclear war between emerging third world nuclear powers using 100 Hiroshima-size bombs (less than 0.03% of the explosive yield of the current global nuclear arsenal) on cities in the subtropics. We find significant cooling and reductions of precipitation lasting years, which would impact the global food supply. The climate changes are large and longlasting because the fuel loadings in modern cities are quite high and the subtropical solar insolation heats the resulting smoke cloud and lofts it into the high stratosphere, where removal mechanisms are slow. While the climate changes are less dramatic than found in previous "nuclear winter" simulations of a massive nuclear exchange between the superpowers, because less smoke is emitted, the changes seem to be more persistent because of improvements in representing aerosol processes and microphysical/dynamical interactions, including radiative heating effects, in newer global climate system models. The assumptions and calculations that go into these conclusions will be described.

  2. Students' Academic Climate Perception of the School of Business of a Mexican University

    ERIC Educational Resources Information Center

    Valdés-Flores, Patricia; Campos-Rodríguez, Javier Arturo; Sánchez-Franco, Jorge

    2010-01-01

    This paper discusses student perception of the academic climate of the School of Business in a private university in Tijuana, México. With the participation of 257 students out of 348 enrolled in five academic programs, the survey results show that students perceive that the criteria that make up the academic climate occur "Always" in…

  3. Energy Design Guidelines for High Performance Schools: Hot and Dry Climates.

    ERIC Educational Resources Information Center

    Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable Energy.

    This guide contains recommendations for designing high performance, energy efficient schools located in hot and dry climates. A high performance checklist for designers is included along with several case studies of projects that successfully demonstrated high performance design solutions for hot and dry climates. The guide's 10 sections…

  4. The Relationship of Bureaucratic Structure to School Climate: An Exploratory Factor Analysis of Construct Validity

    ERIC Educational Resources Information Center

    Lennon, Patricia A.

    2010-01-01

    This researcher examined the relationship of bureaucratic structure to school climate by means of an exploratory factor analysis of a measure of bureaucracy developed by Hoy and Sweetland (2000) and the four dimensional measure of climate developed by Hoy, Smith, and Sweetland (2002). Since there had been no other empirical studies whose authors…

  5. The Relationship of Bureaucratic Structure to School Climate: An Exploratory Factor Analysis of Construct Validity

    ERIC Educational Resources Information Center

    Lennon, Patricia A.

    2010-01-01

    This researcher examined the relationship of bureaucratic structure to school climate by means of an exploratory factor analysis of a measure of bureaucracy developed by Hoy and Sweetland (2000) and the four dimensional measure of climate developed by Hoy, Smith, and Sweetland (2002). Since there had been no other empirical studies whose authors…

  6. Effects of nontropical forest cover on climate

    NASA Technical Reports Server (NTRS)

    Otterman, J.; Chou, M.-D.; Arking, A.

    1984-01-01

    The albedo of a forest with snow on the ground is much less than that of snow-covered low vegetation such as tundra. As a result, simulation of the Northern Hemisphere climate, when fully forested south of a suitably chosen taiga/tundra boundary (ecocline), produces a hemispheric surface air temperature 1.9 K higher than that of an earth devoid of trees. Using variations of the solar constant to force climate changes in the GLAS Multi-Layer Energy Balance Model, the role of snow-albedo feedback in increasing the climate sensitivity to external perturbations is reexamined. The effect of snow-albedo feedback is found to be significantly reduced when a low albedo is used for snow over taiga, south of the fixed latitude of the ecocline. If the ecocline shifts to maintain equilibrium with the new climate - which is presumed to occur in a prolonged perturbation when time is sufficient for trees to grow or die and fall - the feedback is stronger than for a fixed ecocline, especially at high latitudes. However, this snow/vegetation-albedo feedback is still essentially weaker than the snow-albedo feedback in the forest-free case. The loss of forest to agriculture and other land-use would put the present climate further away from that associated with the fully forested earth south of the ecocline and closer to the forest-free case. Thus, the decrease in nontropical forest cover since prehistoric times has probably affected the climate by reducing the temperatures and by increasing the sensitivity to perturbations, with both effects more pronounced at high latitudes.

  7. Building a Comprehensive Discipline System and Strengthening School Climate

    ERIC Educational Resources Information Center

    Rubin, Ron

    2004-01-01

    Communities that enjoy a safe school work hard to inform themselves about what it might look and feel like, how a safe school sounds. They work hard to identify the elements of policy, school community involvement, professional development, curriculum, instruction, school and classroom management, and support and referral that comprise the…

  8. Potential effects of global climate change

    SciTech Connect

    Gucinski, H.; Vance, E.; Reiners, W.A.

    1995-07-01

    The difficulties of detecting climatic changes do not diminish the need to examine the consequences of a changing global radiative energy balance. In part, detecting global changes is difficult (even though many, though by no means all, theoretical climatic processes are well understood) because the potential effects of changes on the unmanaged ecosystems of the globe, especially forests, which may have great human significance, involve tightly woven ecosystems, inextricably linked to global habitat. Coniferous forests are of particular interest because they dominate high-latitude forest systems, and potential effects of global climate change are likely to be greatest at high latitudes. The degree of projected climate change is a function of many likely scenarios of fossil fuel consumption, and the ratios of manmade effects to natural sources and sinks of CO{sub 2}. Because CO{sub 2}, like water vapor, CH{sub 4}, CFCs, and other gases, absorbs infrared energy, it will alter the radiation balance of the global atmosphere. The consequences of this alteration to the radiation balance cannot simply be translated into changing climate because (1) the existence of large energy reservoirs (the oceans) can introduce a lag in responses, (2) feedback loops between atmosphere, oceans, and biosphere can change the net rate of buildup of greenhouse gases in the atmosphere, (3) complex interactions in the atmospheric water balance can change the rate of cloud formation with their persistence, in turn, changing the global albedo and the energy balance, and (4) there is intrusion of other global effects, such as periodic volcanic gas injections to the stratosphere.

  9. The Structure and Climate of Size: Small Scale Schooling in an Urban District

    ERIC Educational Resources Information Center

    LeChasseur, Kimberly

    2009-01-01

    This study explores mechanisms involved in small scale schooling and student engagement. Specifically, this study questions the validity of arguments for small scale schooling reforms that confound the promised effects of small scale schooling "structures" (such as smaller enrollments, schools-within-schools, and smaller class sizes) with the…

  10. A Study of the Perceived Relationships between the Leadership Style of Elementary Administrators and School Climate

    ERIC Educational Resources Information Center

    Ferree, Stephanie A.

    2013-01-01

    As national and state demands continue to mandate school improvement, leaders in schools have continued to seek answers from leadership theory and research to improve and sustain the culture and climate that has been created in order for diverse populations to meet academic excellence. The purpose of this research was to determine the relationship…

  11. High School Students' Metaphors towards "Climate" Concept According to Gender Variable

    ERIC Educational Resources Information Center

    Coskun, Mucahit

    2010-01-01

    This research was carried out to determine the metaphors of high school students towards "climate" concept according to gender variable. A total of 108 students in two high schools in Karabuk City participated in the research in 2009-2010 academic years. The data of the research were gathered from the students' completing the expressions: "climate…

  12. Methodology for the Preliminary Design of High Performance Schools in Hot and Humid Climates

    ERIC Educational Resources Information Center

    Im, Piljae

    2009-01-01

    A methodology to develop an easy-to-use toolkit for the preliminary design of high performance schools in hot and humid climates was presented. The toolkit proposed in this research will allow decision makers without simulation knowledge easily to evaluate accurately energy efficient measures for K-5 schools, which would contribute to the…

  13. Evaluation of Authentic Science Projects on Climate Change in Secondary Schools: A Focus on Gender Differences

    ERIC Educational Resources Information Center

    Dijkstra, Elma; Goedhart, Martin

    2011-01-01

    Background and purpose: This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from…

  14. Does Leadership Matter? Examining the Relationship among Transformational Leadership, School Climate, and Student Achievement

    ERIC Educational Resources Information Center

    Allen, Nancy; Grigsby, Bettye; Peters, Michelle L.

    2015-01-01

    The purpose of this correlational study was to examine the relationship between transformational leadership, school climate, and student mathematics and reading achievement. Survey data were collected from a purposeful sample of elementary school principals and a convenience sample of his or her respective teachers located in a small suburban…

  15. Perceptions of School and Family Climates and Experiences of Relational Aggression

    ERIC Educational Resources Information Center

    Pernice-Duca, Francesca; Taiariol, Jennifer; Yoon, Jina

    2010-01-01

    The role of family and school-level variables on relational aggression and relational victimization was investigated among 158 fourth- and fifth-grade children. Family cohesion, maternal and paternal responsiveness, and school climate were hypothesized to be significant predictors of relational aggression and relational victimization. The results…

  16. Climate Profile and OCBs of Teachers in Public and Private Schools of India

    ERIC Educational Resources Information Center

    Garg, Pooja; Rastogi, Renu

    2006-01-01

    Purpose: This research aims to assess the significant differences in the climate profile and organizational citizenship behaviors (OCBs) of teachers working in public and private schools of India. Design/methodology/approach: The sample comprised of 100 teachers, out of which 50 teachers were from public school and 50 teachers were from private…

  17. The Relationship between School's Organizational Climate and Teacher's Job Satisfaction: Malaysian Experience

    ERIC Educational Resources Information Center

    Ghavifekr, Simin; Pillai, Nova Sheila

    2016-01-01

    The purpose of this paper was to examine the relationship between school organizational climate and teachers' job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The…

  18. Playgrounds and Prejudice: Elementary School Climate in the United States. A Survey of Students and Teachers

    ERIC Educational Resources Information Center

    Gay, Lesbian and Straight Education Network (GLSEN), 2012

    2012-01-01

    Students' school education consists of not only what they are explicitly taught in the classroom, but also what they implicitly learn through the language, attitudes and actions of other students and teachers. When these attitudes, remarks and actions are unsupportive or hostile, they create a school climate that can negatively impact students'…

  19. Guiding Principles: A Resource Guide for Improving School Climate and Discipline

    ERIC Educational Resources Information Center

    US Department of Education, 2014

    2014-01-01

    Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving…

  20. Perceptions of School and Family Climates and Experiences of Relational Aggression

    ERIC Educational Resources Information Center

    Pernice-Duca, Francesca; Taiariol, Jennifer; Yoon, Jina

    2010-01-01

    The role of family and school-level variables on relational aggression and relational victimization was investigated among 158 fourth- and fifth-grade children. Family cohesion, maternal and paternal responsiveness, and school climate were hypothesized to be significant predictors of relational aggression and relational victimization. The results…

  1. School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction

    ERIC Educational Resources Information Center

    Goddard, Yvonne; Goddard, Roger; Kim, Minjung

    2015-01-01

    The purpose of this article is to investigate the relationship between school instructional climate and students' fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed…

  2. Evaluation of Authentic Science Projects on Climate Change in Secondary Schools: A Focus on Gender Differences

    ERIC Educational Resources Information Center

    Dijkstra, Elma; Goedhart, Martin

    2011-01-01

    Background and purpose: This study examines secondary-school students' opinions on participating in authentic science projects which are part of an international EU project on climate change research in seven countries. Partnerships between schools and research institutes result in student projects, in which students work with and learn from…

  3. Perceived Motivational Climates and Self-Reported Emotional and Behavioural Problems among Norwegian Secondary School Students

    ERIC Educational Resources Information Center

    Stornes, Tor; Bru, Edvin

    2011-01-01

    This study investigates the relationship between perceived motivational climates and self-reported emotional and behavioural problems (EBP: symptoms of depression, lack of on-task-orientation and disruptive behaviour), among 1171 Norwegian 8th grade secondary school students from 65 school classes. Statistical analyses showed significant…

  4. School Instructional Climate and Student Achievement: An Examination of Group Norms for Differentiated Instruction

    ERIC Educational Resources Information Center

    Goddard, Yvonne; Goddard, Roger; Kim, Minjung

    2015-01-01

    The purpose of this article is to investigate the relationship between school instructional climate and students' fifth-grade mathematics and reading achievement, with a particular emphasis on norms for practice consistent with differentiated instruction. Using data from a stratified random sample of Michigan elementary schools, we employed…

  5. A Study of the Perceived Relationships between the Leadership Style of Elementary Administrators and School Climate

    ERIC Educational Resources Information Center

    Ferree, Stephanie A.

    2013-01-01

    As national and state demands continue to mandate school improvement, leaders in schools have continued to seek answers from leadership theory and research to improve and sustain the culture and climate that has been created in order for diverse populations to meet academic excellence. The purpose of this research was to determine the relationship…

  6. Perceived Motivational Climates and Self-Reported Emotional and Behavioural Problems among Norwegian Secondary School Students

    ERIC Educational Resources Information Center

    Stornes, Tor; Bru, Edvin

    2011-01-01

    This study investigates the relationship between perceived motivational climates and self-reported emotional and behavioural problems (EBP: symptoms of depression, lack of on-task-orientation and disruptive behaviour), among 1171 Norwegian 8th grade secondary school students from 65 school classes. Statistical analyses showed significant…

  7. Methodology for the Preliminary Design of High Performance Schools in Hot and Humid Climates

    ERIC Educational Resources Information Center

    Im, Piljae

    2009-01-01

    A methodology to develop an easy-to-use toolkit for the preliminary design of high performance schools in hot and humid climates was presented. The toolkit proposed in this research will allow decision makers without simulation knowledge easily to evaluate accurately energy efficient measures for K-5 schools, which would contribute to the…

  8. The Relationship between School's Organizational Climate and Teacher's Job Satisfaction: Malaysian Experience

    ERIC Educational Resources Information Center

    Ghavifekr, Simin; Pillai, Nova Sheila

    2016-01-01

    The purpose of this paper was to examine the relationship between school organizational climate and teachers' job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The…

  9. Psychometric Support of the School Climate Measure in a Large, Diverse Sample of Adolescents: A Replication and Extension

    ERIC Educational Resources Information Center

    Zullig, Keith J.; Collins, Rani; Ghani, Nadia; Patton, Jon M.; Huebner, E. Scott; Ajamie, Jean

    2014-01-01

    Background: The School Climate Measure (SCM) was developed and validated in 2010 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large, diverse sample of Arizona public school adolescents (N = 20,953). Methods: Four SCM domains (positive student-teacher relationships,…

  10. Perceived School Climate and Chinese Adolescents' Suicidal Ideation and Suicide Attempts: The Mediating Role of Sleep Quality

    ERIC Educational Resources Information Center

    Li, Dongping; Bao, Zhenzhou; Li, Xian; Wang, Yanhui

    2016-01-01

    Background: School factors play important roles in adolescent suicide. However, little is known about how school climate is associated with adolescent suicide. This study examined the relationship between perceived school climate and adolescent suicidal ideation and suicide attempts, and whether these relations were explained by adolescent sleep…

  11. Psychometric Support of the School Climate Measure in a Large, Diverse Sample of Adolescents: A Replication and Extension

    ERIC Educational Resources Information Center

    Zullig, Keith J.; Collins, Rani; Ghani, Nadia; Patton, Jon M.; Huebner, E. Scott; Ajamie, Jean

    2014-01-01

    Background: The School Climate Measure (SCM) was developed and validated in 2010 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large, diverse sample of Arizona public school adolescents (N = 20,953). Methods: Four SCM domains (positive student-teacher relationships,…

  12. Perceived School Climate and Chinese Adolescents' Suicidal Ideation and Suicide Attempts: The Mediating Role of Sleep Quality

    ERIC Educational Resources Information Center

    Li, Dongping; Bao, Zhenzhou; Li, Xian; Wang, Yanhui

    2016-01-01

    Background: School factors play important roles in adolescent suicide. However, little is known about how school climate is associated with adolescent suicide. This study examined the relationship between perceived school climate and adolescent suicidal ideation and suicide attempts, and whether these relations were explained by adolescent sleep…

  13. The Perceived School Climate in Invitational Schools in Hong Kong: Using the Chinese Version of the Inviting School Survey-Revised (ISS-R)

    ERIC Educational Resources Information Center

    Ng, Carmen K. M.; Yuen, Mantak

    2011-01-01

    This article describes the use of the Chinese translation of the revised Inviting School Survey (ISS-R; Smith, 2005; Smith & Bernard, 2004) to measure the invitational climate of seven invitational secondary schools in Hong Kong. The five subscales of Chinese version of ISS-R were found to be valid and reliable in a sample of 706 Grade 11…

  14. Effective Hand Washing in an Elementary School.

    ERIC Educational Resources Information Center

    Hezel, Linda; Bartlett, Connie; Hileman, Judy Willis; Dillon, Lisa; Cessna, Tamara

    2000-01-01

    Elementary school is the perfect place to teach and reinforce the lifelong skill of effective handwashing for students and adults. One collaboration between an elementary school and a nursing education program to augment school health services without taxing the school budget is described. Nursing students spent 260 professional nursing service…

  15. The biotic effects of climate change.

    PubMed

    Lister, Adrian M

    2009-02-01

    Humans are part of the biosphere and dependent upon it. The impact of climate change on 'ecosystem services' is therefore of extreme concern. Many studies demonstrate unequivocally that global warming is shifting the distribution of animal and plant species, affecting the composition not only of natural ecosystems but of agricultural ones as well, and also altering the range and impact of pathogenic organisms. The future trajectory of such complex processes is hard to map accurately, but even conservative estimates predict substantial species extinctions and changes in regional productivity. There is still a chance to significantly mitigate these effects, however, if urgent measures are taken. The biotic effects of climate change are strongly exacerbated by ongoing habitat destruction, which no less urgently needs to be halted or reversed by concerted international action. In terms of its rate and its human causation, the present crisis is not analogous to past 'natural' events. PMID:19271593

  16. The Violence Continuum: Creating a Safe School Climate

    ERIC Educational Resources Information Center

    Manvell, Elizabeth C.

    2012-01-01

    We expect schools to be a safe haven, but after more than a decade of targeted school violence prevention laws and safety plans, students are still marginalized and bullied to the point of despondence, retaliation, and even suicide. This thoughtful exploration of what makes a school a safe place is based on the understanding that violence is a…

  17. High School Identity Climate and Student Identity Development

    ERIC Educational Resources Information Center

    Rich, Yisrael; Schachter, Elli P.

    2012-01-01

    This research investigated whether schools characterized by high school students as being rich in identity promoting features contribute to student identity development. A theoretical model posited that student perceptions of teachers as caring role models and their school as cultivating the whole student will foster student exploration and…

  18. Prejudice in Schools: Promotion of an Inclusive Culture and Climate

    ERIC Educational Resources Information Center

    Dessel, Adrienne

    2010-01-01

    Public schools represent the pluralism of American society. Unfortunately, many children experience their public school environment as unwelcoming or even violent. Prejudicial attitudes contribute to problematic intergroup relations in public school settings. Furthermore, teachers are often unprepared to work with the diversity of class,…

  19. High School Identity Climate and Student Identity Development

    ERIC Educational Resources Information Center

    Rich, Yisrael; Schachter, Elli P.

    2012-01-01

    This research investigated whether schools characterized by high school students as being rich in identity promoting features contribute to student identity development. A theoretical model posited that student perceptions of teachers as caring role models and their school as cultivating the whole student will foster student exploration and…

  20. Magnets Adjust to New Climate of School Choice

    ERIC Educational Resources Information Center

    Fleming, Nora

    2012-01-01

    Once considered a way to help integrate racially divided districts, magnet schools today have been forced to evolve, given increasing pressure to provide more public school choices and legal barriers against using race to determine school enrollment. In a post-desegregation era, many large districts like Chicago, Los Angeles, and Baltimore County…

  1. Prejudice in Schools: Promotion of an Inclusive Culture and Climate

    ERIC Educational Resources Information Center

    Dessel, Adrienne

    2010-01-01

    Public schools represent the pluralism of American society. Unfortunately, many children experience their public school environment as unwelcoming or even violent. Prejudicial attitudes contribute to problematic intergroup relations in public school settings. Furthermore, teachers are often unprepared to work with the diversity of class,…

  2. Magnets Adjust to New Climate of School Choice

    ERIC Educational Resources Information Center

    Fleming, Nora

    2012-01-01

    Once considered a way to help integrate racially divided districts, magnet schools today have been forced to evolve, given increasing pressure to provide more public school choices and legal barriers against using race to determine school enrollment. In a post-desegregation era, many large districts like Chicago, Los Angeles, and Baltimore County…

  3. Uncertainty in deforestation's effects on Amazonian climate

    NASA Astrophysics Data System (ADS)

    Schultz, Colin

    2014-12-01

    Deforestation of the Amazon rainforest is expected to cause the temperature in the region to rise and rainfall patterns to shift. Exactly how and how much the regional climate will change in the face of rampant deforestation, however, is a matter of considerable ongoing investigation. With their research, Lorenz and Pitman add a new piece to the puzzle by showing that the strength of land-atmosphere coupling in a given model influences how it represents deforestation's effects.

  4. Effects of School Lighting on Physical Development and School Performance.

    ERIC Educational Resources Information Center

    Hathaway, Warren E.

    1995-01-01

    This study collected data on the physical development, attendance, and school performance effects of four types of school lighting on elementary students over a two-year period. Results indicated that regular exposure to the lights had important nonvisual effects on students. Full-spectrum fluorescent lamps with ultraviolet supplements were found…

  5. Effects of School Lighting on Physical Development and School Performance.

    ERIC Educational Resources Information Center

    Hathaway, Warren E.

    1995-01-01

    This study collected data on the physical development, attendance, and school performance effects of four types of school lighting on elementary students over a two-year period. Results indicated that regular exposure to the lights had important nonvisual effects on students. Full-spectrum fluorescent lamps with ultraviolet supplements were found…

  6. Population effects of increased climate variation.

    PubMed

    Drake, John M

    2005-09-01

    Global circulation models predict and numerous observations confirm that anthropogenic climate change has altered high-frequency climate variability. However, it is not yet well understood how changing patterns of environmental variation will affect wildlife population dynamics and other ecological processes. Theory predicts that a population's long-run growth rate is diminished and the chance of population extinction is increased as environmental variation increases. This results from the fact that population growth is a multiplicative process and that long-run population growth rate is the geometric mean of growth rates over time, which is always less than the arithmetic mean. However, when population growth rates for unstructured populations are related nonlinearly to environmental drivers, increasing environmental variation can increase a population's long-run growth rate. This suggests that patterns of environmental variation associated with different aspects of climate change may affect population dynamics in different ways. Specifically, increasing variation in rainfall might result in diminished long-run growth rates for many animal species while increasing variation in temperature might result in increased long-run growth rates. While the effect of rainfall is theoretically well understood and supported by data, the hypothesized effect of temperature is not. Here, I analyse two datasets to study the effect of fluctuating temperatures on growth rates of zooplankton. Results are consistent with the prediction that fluctuating temperatures should increase long-run growth rates and the frequency of extreme demographic events. PMID:16096095

  7. NASA/JPL CLIMATE DAY: Middle and High School Students Get the Facts about Global Climate Change

    NASA Astrophysics Data System (ADS)

    Richardson, Annie; Callery, Susan; Srinivasan, Margaret

    2013-04-01

    In 2007, NASA Headquarters requested that Earth Science outreach teams brainstorm new education and public outreach activities that would focus on the topic of global climate change. At the Jet Propulsion Laboratory (JPL), Annie Richardson, outreach lead for the Ocean Surface Topography missions came up with the idea of a "Climate Day", capitalizing on the popular Earth Day name and events held annually throughout the world. JPL Climate Day would be an education and public outreach event whose objectives are to provide the latest scientific facts about global climate change - including the role the ocean plays in it, the contributions that NASA/JPL satellites and scientists make to the body of knowledge on the topic, and what we as individuals can do to promote global sustainability. The primary goal is that participants get this information in a fun and exciting environment, and walk away feeling empowered and capable of confidently engaging in the global climate debate. In March 2008, JPL and its partners held the first Climate Day event. 950 students from seven school districts heard from five scientists; visited exhibits, and participated in hands-on-activities. Pleased with the outcome, we organized JPL Climate Day 2010 at the Pasadena Convention Center in Pasadena, California, reaching more than 1700 students, teachers, and members of the general public over two days. Taking note of this successful model, NASA funded a multi-center, NASA Climate Day proposal in 2010 to expand Climate Day nation-wide. The NASA Climate Day proposal is a three-pronged project consisting of a cadre of Earth Ambassadors selected from among NASA-affiliated informal educators; a "Climate Day Kit" consisting of climate-related electronic resources available to the Earth Ambassadors; and NASA Climate Day events to be held in Earth Ambassador communities across the United States. NASA/JPL continues to host the original Climate Day event and in 2012 held its 4th event, at the Pasadena Convention Center in Pasadena, California. Although our goals and objectives remain the same, we continue to improve the event, which now includes student staff and student exhibitors. Our poster will give an overview and highlights of the November 16, 2012 event.

  8. e-Leadership of School Principals: Increasing School Effectiveness by a School Data Management System

    ERIC Educational Resources Information Center

    Blau, Ina; Presser, Ofer

    2013-01-01

    In recent years, school management systems have become an important tool for effective e-leadership and data-based decision making. School management systems emphasize information flow and e-communication between teachers, students and parents. This study examines e-leadership by secondary-school principals through the Mashov school management…

  9. e-Leadership of School Principals: Increasing School Effectiveness by a School Data Management System

    ERIC Educational Resources Information Center

    Blau, Ina; Presser, Ofer

    2013-01-01

    In recent years, school management systems have become an important tool for effective e-leadership and data-based decision making. School management systems emphasize information flow and e-communication between teachers, students and parents. This study examines e-leadership by secondary-school principals through the Mashov school management…

  10. The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students' Climate Change Understandings

    ERIC Educational Resources Information Center

    Bodzin, Alec M.; Fu, Qiong

    2014-01-01

    Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students'…

  11. The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students' Climate Change Understandings

    ERIC Educational Resources Information Center

    Bodzin, Alec M.; Fu, Qiong

    2014-01-01

    Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students'…

  12. Assessing effects of variation in global climate data sets on spatial predictions from climate envelope models

    USGS Publications Warehouse

    Romanach, Stephanie; Watling, James I.; Fletcher, Robert J., Jr.; Speroterra, Carolina; Bucklin, David N.; Brandt, Laura A.; Pearlstine, Leonard G.; Escribano, Yesenia; Mazzotti, Frank J.

    2014-01-01

    Climate change poses new challenges for natural resource managers. Predictive modeling of species–environment relationships using climate envelope models can enhance our understanding of climate change effects on biodiversity, assist in assessment of invasion risk by exotic organisms, and inform life-history understanding of individual species. While increasing interest has focused on the role of uncertainty in future conditions on model predictions, models also may be sensitive to the initial conditions on which they are trained. Although climate envelope models are usually trained using data on contemporary climate, we lack systematic comparisons of model performance and predictions across alternative climate data sets available for model training. Here, we seek to fill that gap by comparing variability in predictions between two contemporary climate data sets to variability in spatial predictions among three alternative projections of future climate. Overall, correlations between monthly temperature and precipitation variables were very high for both contemporary and future data. Model performance varied across algorithms, but not between two alternative contemporary climate data sets. Spatial predictions varied more among alternative general-circulation models describing future climate conditions than between contemporary climate data sets. However, we did find that climate envelope models with low Cohen's kappa scores made more discrepant spatial predictions between climate data sets for the contemporary period than did models with high Cohen's kappa scores. We suggest conservation planners evaluate multiple performance metrics and be aware of the importance of differences in initial conditions for spatial predictions from climate envelope models.

  13. Teaching about Climate Change: Cool Schools Tackle Global Warming.

    ERIC Educational Resources Information Center

    Grant, Tim, Ed.; Littlejohn, Gail, Ed.

    Within the last couple of decades, the concentration of greenhouse gases in the atmosphere has increased significantly due to human activities. Today climate change is an important issue for humankind. This book provides a starting point for educators to teach about climate change, although there are obstacles caused by the industrialized…

  14. Teaching about Climate Change: Cool Schools Tackle Global Warming.

    ERIC Educational Resources Information Center

    Grant, Tim, Ed.; Littlejohn, Gail, Ed.

    Within the last couple of decades, the concentration of greenhouse gases in the atmosphere has increased significantly due to human activities. Today climate change is an important issue for humankind. This book provides a starting point for educators to teach about climate change, although there are obstacles caused by the industrialized…

  15. Exploring the Competitive Effects of Charter Schools

    ERIC Educational Resources Information Center

    Carpenter, Dick M., II; Medina, Paul M.

    2011-01-01

    Central to the debate over school choice has been the question of how public schools respond to market-based competition. Many choice advocates suggest that competition can spur public schools to become more effective and efficient, but the evidence regarding the effect of competition from charters is comparably sparse and mixed. This article…

  16. Exploring the Competitive Effects of Charter Schools

    ERIC Educational Resources Information Center

    Carpenter, Dick M., II; Medina, Paul M.

    2011-01-01

    Central to the debate over school choice has been the question of how public schools respond to market-based competition. Many choice advocates suggest that competition can spur public schools to become more effective and efficient, but the evidence regarding the effect of competition from charters is comparably sparse and mixed. This article…

  17. Developing Effective Middle Schools through Faculty Participation.

    ERIC Educational Resources Information Center

    Merenbloom, Elliot Y.

    An eight-chapter manual describes how to involve school faculty in the development of effective middle schools. The author identifies the components of effective middle school programs and suggests processes for implementing the programs using group and staff development techniques. Chapter 1 discusses staff development programs to train teachers…

  18. Climate effects of aerosol nitrate from lightning

    NASA Astrophysics Data System (ADS)

    Tost, Holger; Chang, Dong Yeong; Pringle, Kirsty

    2014-05-01

    The atmospheric aerosol, especially secondary semi-volatile aerosol species, are still a major uncertainty in the assessment of aerosol - climate interactions. In this study, we try to reduce some of the uncertainty by systematically analysing the effects of aerosol nitrate originating from lightning NOx production under present day and preindustrial conditions. As the formation of aerosol nitrate, mostly in the form of NH4NO3, is more efficient at colder temperatures such as in the middle and upper troposphere and lightning represents an upper tropospheric source after chemical conversion of the NOx to HNO3, the vertical distribution of aerosol nitrate can have a substantially different impact on the climate system compared to surface emitted hydrophilic aerosol compounds. To analyse theses effects, we will present decadal global model simulation results, investigating whether the nitrate from lightning in addition to the cooling by additional scattering (direct effect) causes positive or negative indirect aerosol effects. A potential cooling could result from the increase in CCN activity for low clouds, but as the nitrate will also substantially affect the upper troposphere it also plays a role in the IN activity of aerosol particles. Due to coating effects the IN number could be potentially decreased, reducing short wave cloud effects of high clouds.

  19. Assessing Students' Views of School Climate: Developing and Validating the What's Happening in This School? (WHITS) Questionnaire

    ERIC Educational Resources Information Center

    Aldridge, Jill; Ala'I, Kate

    2013-01-01

    This article describes the development and validation of a six-scale survey to assess school climate in terms of students' perceptions of the degree to which they feel welcome and connected, together with a scale to assess students' perceptions of bullying. The development of each survey involved a multi-stage approach, including: 1) an extensive…

  20. Preliminary Development of the Brief-California School Climate Survey: Dimensionality and Measurement Invariance across Teachers and Administrators

    ERIC Educational Resources Information Center

    You, Sukkyung; O'Malley, Meagan D.; Furlong, Michael J.

    2014-01-01

    A brief 15-item version of the California School Climate Scale (Brief-CSCS) is presented to fill a need for a measure that could be used for periodic monitoring of school personnel's general perception of the climate of their school campus. From a sample of 81,261 California school personnel, random subsamples of 2,400 teachers and 2,400…

  1. Effects of Feedback on Achievement Goals and Perceived Motivational Climate in Physical Education

    ERIC Educational Resources Information Center

    Erturan-Ilker, Gökçe

    2014-01-01

    The aim of the study is to determine the effects of teacher's positive and negative feedback on high school students' perceived motivational climate and achievement goals in a physical education setting. Forty seven ninth grade students participated in the study. The design was a 2 x 2 between subjects factorial crossing feedback…

  2. Effects of Feedback on Achievement Goals and Perceived Motivational Climate in Physical Education

    ERIC Educational Resources Information Center

    Erturan-Ilker, Gökçe

    2014-01-01

    The aim of the study is to determine the effects of teacher's positive and negative feedback on high school students' perceived motivational climate and achievement goals in a physical education setting. Forty seven ninth grade students participated in the study. The design was a 2 x 2 between subjects factorial crossing feedback…

  3. Climate Effects of Global Land Cover Change

    SciTech Connect

    Gibbard, S G; Caldeira, K; Bala, G; Phillips, T; Wickett, M

    2005-08-24

    There are two competing effects of global land cover change on climate: an albedo effect which leads to heating when changing from grass/croplands to forest, and an evapotranspiration effect which tends to produce cooling. It is not clear which effect would dominate in a global land cover change scenario. We have performed coupled land/ocean/atmosphere simulations of global land cover change using the NCAR CAM3 atmospheric general circulation model. We find that replacement of current vegetation by trees on a global basis would lead to a global annual mean warming of 1.6 C, nearly 75% of the warming produced under a doubled CO{sub 2} concentration, while global replacement by grasslands would result in a cooling of 0.4 C. These results suggest that more research is necessary before forest carbon storage should be deployed as a mitigation strategy for global warming. In particular, high latitude forests probably have a net warming effect on the Earth's climate.

  4. Effects of climate on reproduction in cattle

    SciTech Connect

    Gwazdauskas, F.C.

    1985-01-01

    Animal environment is affected by climatic factors that include temperature, humidity, radiation, and wind. Extremes in climate alter energy transfer between the animal and its environment and can affect deleteriously reproduction. Seasonal variation of environment, nutrition, and management alters estrous activity and duration of estrus. Conception rates are reduced under stress of heat and cold. Endocrine functions are altered by climatic extremes. In hyperthermia, adrenal function is reduced, and this may allow the animal to cope with the environment because of the lower calorigenic actions of glucocorticoids. Estrogens are lower during the proestrus to metestrus period of the estrous cycle and during late gestation and appear to manifest their physiological actions through shorter duration of estrus and lower calf birth weights, respectively. Season alters endocrine profiles and influences fertility of males. Spermatogenesis is impaired, and testosterone is lower during early exposure to hyperthermia. Environmental modifications can alleviate stress of heat and cold to some extent. Experimentation using indices of environmental measures is needed to assess interactive effects of environment on reproduction.

  5. California Turnaround Schools: An Analysis of School Improvement Grant Effectiveness

    ERIC Educational Resources Information Center

    Graham, Khalil N.

    2013-01-01

    The purpose of this study was to evaluate the effectiveness of School Improvement Grants (SIGs) in the state of California (CA) in increasing student achievement using the turnaround implementation model. The American Recovery and Reinvestment Act of 2009 (ARRA) included educational priorities focused on fixing America's lowest achieving schools

  6. Stimulating School Effectiveness and School Improvement Research in Switzerland.

    ERIC Educational Resources Information Center

    Szaday, Christopher; Bueler, Xaver

    This paper describes a project undertaken for the Swiss National Science Foundation to investigate the efficiency of the Swiss education systems. The project entailed a literature review of current international trends in school-effectiveness and school-improvement research; a survey of 57 researchers in 10 countries; a survey of researchers in…

  7. "Effective Schools" Policy Training for Rural School Boards.

    ERIC Educational Resources Information Center

    Lipka, Richard P.; Gailey, Herbert A.

    This presentation describes a curriculum revitalization project begun in Spring, 1983 in Baxter Springs, Kansas. The cooperative "effective schools" effort used a broad base of support to establish a director of curriculum, create new school-university ties, focus a reading K-12 curriculum improvement effort, and hold instructional leadership…

  8. Measuring School Climate for Gauging Principal Performance: A Review of the Validity and Reliability of Publicly Accessible Measures. A Quality School Leadership Issue Brief

    ERIC Educational Resources Information Center

    Clifford, Matthew; Menon, Roshni; Gangi, Tracy; Condon, Christopher; Hornung, Katie

    2012-01-01

    This policy brief provides principal evaluation system designers information about the technical soundness and cost (i.e., time requirements) of publicly available school climate surveys. The authors focus on the technical soundness of school climate surveys because they believe that using validated and reliable surveys as an outcomes measure can…

  9. The Presence of the Correlates of Effective Schools at the District Level: A Case Study

    ERIC Educational Resources Information Center

    Thompson, DeNelle

    2013-01-01

    Although the No Child Left Behind Act (NCLB) requires all American public schools to meet Adequate Yearly Progress (AYP), many fail to meet this standard each year. Effective Schools Research has revealed several correlates, such as a clear mission, a safe climate, strong instructional leadership, monitoring of student progress, strong…

  10. Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior

    PubMed Central

    O’Brennan, Lindsey M.; Bradshaw, Catherine P.; Furlong, Michael J.

    2014-01-01

    Reducing student problem behavior remains a leading concern for school staff, as disruptive and aggressive behavior interferes with student achievement and the school climate. However, the multi-systemic nature of schools makes it difficult for researchers and practitioners to identify factors influencing to students’ behavior. The current study examined student problem behavior through an ecological lens by taking into account individual (e.g., gender, ethnicity, prosocial behavior), classroom (e.g., class size, average classroom behavior), and school-level factors (e.g., location, school climate). Using data from 37 elementary schools, 467 classrooms, and 8,750 students, a series of hierarchical linear models was tested. Multilevel analyses revealed that while individual student characteristics had the largest influence on problem behavior, average prosocial behavior and concentration problems of students within the classroom, as well as teacher perceptions of the school climate significantly related to how students behaved. These findings support the use of classroom-based intervention programs to reduce student problem behavior. PMID:25346779

  11. Questioning the Centipede: Sources of Climate in a Magnet School.

    ERIC Educational Resources Information Center

    Metz, Mary Haywood

    This paper reports on a study of a desegregated Individually Guided Education (IGE) middle school which drew volunteers from throughout a large, midwestern city. Findings are based on participant observation and interviews by the author. The author concludes that the school failed to incorporate all the features of IGE, which calls for alterations…

  12. School Vouchers in a Climate of Political Change

    ERIC Educational Resources Information Center

    Sutton, Lenford C.; King, Richard A.

    2011-01-01

    Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates…

  13. Questioning the Centipede: Sources of Climate in a Magnet School.

    ERIC Educational Resources Information Center

    Metz, Mary Haywood

    This paper reports on a study of a desegregated Individually Guided Education (IGE) middle school which drew volunteers from throughout a large, midwestern city. Findings are based on participant observation and interviews by the author. The author concludes that the school failed to incorporate all the features of IGE, which calls for alterations…

  14. School Vouchers in a Climate of Political Change

    ERIC Educational Resources Information Center

    Sutton, Lenford C.; King, Richard A.

    2011-01-01

    Legal scrutiny of school voucher policies initially focused on the establishment clause concerning with allocating public dollars to schools sponsored by religious organizations. In recent years, advocates asserted that the exclusion of faith-based organizations from voucher plans that permit expenditures in secular private organizations violates…

  15. School Climate and Continuity of Adolescent Personality Disorder Symptoms

    ERIC Educational Resources Information Center

    Kasen, Stephanie; Cohen, Patricia; Chen, Henian; Johnson, Jeffrey G.; Crawford, Thomas N.

    2009-01-01

    Background: Schools are key social contexts for shaping development and behavior in youths; yet, little is known of their influence on adolescent personality disturbance. Method: A community-based sample of 592 adolescents was assessed for family and school experiences, Axis I psychiatric disorders, and Axis II personality disorder (PD) symptoms,…

  16. School Climate and Continuity of Adolescent Personality Disorder Symptoms

    ERIC Educational Resources Information Center

    Kasen, Stephanie; Cohen, Patricia; Chen, Henian; Johnson, Jeffrey G.; Crawford, Thomas N.

    2009-01-01

    Background: Schools are key social contexts for shaping development and behavior in youths; yet, little is known of their influence on adolescent personality disturbance. Method: A community-based sample of 592 adolescents was assessed for family and school experiences, Axis I psychiatric disorders, and Axis II personality disorder (PD) symptoms,…

  17. Corporate Discourses in School: Adapting to the Prevailing Economic Climate.

    ERIC Educational Resources Information Center

    Bettis, Pamela J.

    2000-01-01

    Examines adaptations made by one high school when the surrounding city shifted from a textile mill-driven manufacturing economy to a post-industrial service economy. Using data from an extended field study, the paper examines how school discourses emerged from three related sources (a corporate sponsor, competition for good students, and preparing…

  18. Middle School Climate: A Study of Attitudes. Fastback 455.

    ERIC Educational Resources Information Center

    Gold, Joshua M.; Rotter, Joseph C.; Holmes, George R.; Motes, Patricia S.

    This fastback document presents the results of an opinion survey of middle-school students, parents, and teachers in South Carolina. Because no surveys in the literature had combined responses from these three groups, researchers asked 4,940 students, 735 teachers, and 2,576 parents about their attitudes toward school, students, and teachers. The…

  19. The climatic effects of nuclear war

    NASA Technical Reports Server (NTRS)

    Turco, R. P.; Toon, O. B.; Ackerman, T. P.; Pollack, J. B.; Sagan, C.

    1984-01-01

    The effects of various US-USSR nuclear-exchange scenarios on global climate are investigated by means of computer simulations, summarizing the results of Turco et al. (1983) and follow-up studies using 3D global-circulation models. A nuclear-scenario model is used to determine the amounts of dust, smoke, radioactivity, and pyrotoxins generated by a particular type of nuclear exchange (such as a general 5,000-Mt exchange, a 1,000-Mt limited exchange, a 5,000-Mt hard-target counterforce attack, and a 100-Mt attack on cities only): a particle-microphysics model predicts the evolution of the dust and smoke particles; and a radiative-convective climate model estimates the effects of the dust and smoke clouds on the global radiation budget. The findings are presented in graphs, diagrams, and a table. Thick clouds blocking most sunlight over the Northern Hemisphere midlatitudes for weeks or months and producing ground-temperature reductions of 20-40 C, disruption of global circulation patterns, and rapid spread of clouds to the Southern Hemisphere are among the 'nuclear-winter' effects predicted for the 5,000-Mt baseline case. The catastrophic consequences for plant, animal, and human populations are considered, and the revision of superpower nuclear strategies is urged.

  20. Effective Leadership Makes Schools Truly Inclusive

    ERIC Educational Resources Information Center

    McLeskey, James; Waldron, Nancy L.

    2015-01-01

    There's been much commitment and extensive legislation intended to make schools inclusive for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools inclusive and effective for all students, including those with disabilities and draw some inferences…

  1. Effective Leadership Makes Schools Truly Inclusive

    ERIC Educational Resources Information Center

    McLeskey, James; Waldron, Nancy L.

    2015-01-01

    There's been much commitment and extensive legislation intended to make schools inclusive for all students but not much real progress in improving student outcomes. The authors review and assess several schools that have succeeded at making schools inclusive and effective for all students, including those with disabilities and draw some inferences…

  2. Designing Effective School Improvement Strategies. Newsletter

    ERIC Educational Resources Information Center

    Center for Comprehensive School Reform and Improvement, 2009

    2009-01-01

    Across the country, educators in schools that have not met their targets for improved student learning are considering next steps. As a first step, a school improvement plan that is grounded in data and based on a comprehensive needs assessment can provide a framework for effecting change for a school's programming, student support systems, and…

  3. A Revision of School Effectiveness Analysis

    ERIC Educational Resources Information Center

    Longford, Nicholas T.

    2012-01-01

    Statistical modeling of school effectiveness data was originally motivated by the dissatisfaction with the analysis of (school-leaving) examination results that took no account of the background of the students or regarded each school as an isolated unit of analysis. The application of multilevel analysis was generally regarded as a breakthrough,…

  4. A Revision of School Effectiveness Analysis

    ERIC Educational Resources Information Center

    Longford, Nicholas T.

    2012-01-01

    Statistical modeling of school effectiveness data was originally motivated by the dissatisfaction with the analysis of (school-leaving) examination results that took no account of the background of the students or regarded each school as an isolated unit of analysis. The application of multilevel analysis was generally regarded as a breakthrough,…

  5. Airborne viable fungi in school environments in different climatic regions - A review

    NASA Astrophysics Data System (ADS)

    Salonen, Heidi; Duchaine, Caroline; Mazaheri, Mandana; Clifford, Sam; Lappalainen, Sanna; Reijula, Kari; Morawska, Lidia

    2015-03-01

    Elevated levels of fungi in indoor environments have been linked with mould/moisture damage in building structures. However, there is a lack of information about "normal" concentrations and flora as well as guidelines of viable fungi in the school environment in different climatic conditions. We have reviewed existing guidelines for indoor fungi and the current knowledge of the concentrations and flora of viable fungi in different climatic areas, the impact of the local factors on concentrations and flora of viable fungi in school environments. Meta-regression was performed to estimate the average behaviour for each analysis of interest, showing wide variation in the mean concentrations in outdoor and indoor school environments (range: 101-103 cfu/m3). These concentrations were significantly higher for both outdoors and indoors in the moderate than in the continental climatic area, showing that the climatic condition was a determinant for the concentrations of airborne viable fungi. The most common fungal species both in the moderate and continental area were Cladosporium spp. and Penicillium spp. The suggested few quantitative guidelines for indoor air viable fungi for school buildings are much lower than for residential areas. This review provides a synthesis, which can be used to guide the interpretation of the fungi measurements results and help to find indications of mould/moisture in school building structures.

  6. Classroom climate and science-related attitudes of junior high school students in Taiwan

    NASA Astrophysics Data System (ADS)

    Lin, Bao-Shan; Crawley, Frank E., III

    Differences in classroom climate and science related attitudes were investigated among junior high school science classes and students in Taiwan. The sample consisted of 1,269 students enrolled in 40 science classes distributed equally among ten junior high schools, five metropolitan and five rural. Classes were further classified according to sex (21 boys and 19 girls classes) and ability (19 high and 21 low ability classes). Using the Learning Environment Inventory (Anderson, Walberg, & Fraser, 1982) to measure climate, science classes in metropolitan schools, more than rural, were found to be characterized by Speed, Friction, Favoritism, Difficulty, Cliqueness, and Competitiveness. No differences were found in the classroom climates of classes in which students were grouped according to sex or ability. Using the Test of Science-Related Attitudes (Fraser, 1981), students in science classes in metropolitan schools, in contrast to rural, expressed more positive attitudes toward the Social Implications of Science, Adoption of Scientific Attitudes, and Attitude to Scientific Inquiry. Boys more than girls recorded high scores on Leisure Interest in Science and Career Interest in Science. High ability students were found to have higher scores on Attitude to Scientific Inquiry than did low ability students. When examining the relationship between the 15 subscale scores of the LEI and the seven subscale scores of the TOSRA for the 40 classes, only 9 out of 105 correlations proved to be significant. Most differences in climate, attitude, and their interactions were attributed to school location rather than to student characteristics.

  7. Using Rasch Measurement To Evaluate the Organizational Climate Index.

    ERIC Educational Resources Information Center

    Borkan, Bengu; Capa, Yesim; Figueiredo, Claudia; Loadman, William E.

    School climate has been acknowledged as a construct with impact on important aspects of educational outcomes, such as student achievement, school effectiveness, and school completion. The Organizational Climate Index was an instrument developed to measure school climate (W.Hoy, 2001). This study evaluated this instrument by using Rasch…

  8. The evolution of climate. [climatic effects of polar wandering and continental drift

    NASA Technical Reports Server (NTRS)

    Donn, W. L.; Shaw, D.

    1975-01-01

    A quantitative evaluation is made of the climatic effects of polar wandering plus continental drift in order to determine wether this mechanism alone could explain the deterioration of climate that occurred from the warmth of Mesozoic time to the ice age conditions of the late Cenozoic. By way of procedure, to investigate the effect of the changing geography of the past on climate Adem's thermodynamic model was selected. The application of the model is discussed and preliminary results are given.

  9. Perceptions of MBA Students towards Learning Climate for Managerial Knowledge: A Study of Business School in Lahore

    ERIC Educational Resources Information Center

    Raza, Ahmad; Murad, Hasan; Kayani, Ashraf

    2010-01-01

    Purpose: The purpose of this paper is to explore different cultural dimensions of the learning climate at a business school located at Lahore, Pakistan. Design/methodology/approach: This paper reports the result of an empirical study of the learning climate for managerial knowledge at a business school, located in Lahore, Pakistan. A sample of 150…

  10. The Cultural Climate of the Arts in Schools: Beyond the Color Wheel and the Bust of Beethoven Using Ethnographic Techniques.

    ERIC Educational Resources Information Center

    Alexander, Robin Ruth

    The document discusses a study to describe, analyze, and interpret the cultural climate of an elementary school in Texas which has a special fine arts program. Cultural climate is defined as the atmosphere that surrounds an arts program as defined by comments and actions of school administrators, art teachers, classroom teachers, students,…

  11. To What Extent Is Behaviour a Problem in English Schools? Exploring the Scale and Prevalence of Deficits in Classroom Climate

    ERIC Educational Resources Information Center

    Haydn, Terry

    2014-01-01

    The working atmosphere in the classroom is an important variable in the process of education in schools, with several studies suggesting that classroom climate is an important influence on pupil attainment. There are wide differences in the extent to which classroom climate is considered to be a problem in English schools. Some…

  12. Perceptions of MBA Students towards Learning Climate for Managerial Knowledge: A Study of Business School in Lahore

    ERIC Educational Resources Information Center

    Raza, Ahmad; Murad, Hasan; Kayani, Ashraf

    2010-01-01

    Purpose: The purpose of this paper is to explore different cultural dimensions of the learning climate at a business school located at Lahore, Pakistan. Design/methodology/approach: This paper reports the result of an empirical study of the learning climate for managerial knowledge at a business school, located in Lahore, Pakistan. A sample of 150…

  13. The Influences of Leadership Style and School Climate to Faculty Psychological Contracts: A Case of S University in Taiwan

    ERIC Educational Resources Information Center

    Chu, Hui-Chin; Fu, Chi-Jung

    2006-01-01

    This study was to investigate the impacts of leadership style and school climate on faculty psychological contracts. Demographic variables were also tested. The findings indicated that overall perceptions of the faculties toward leadership style, school climate, and psychological contract were favorable. Moreover, leadership style and school…

  14. Tapping into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

    ERIC Educational Resources Information Center

    Bosworth, Kris; Judkins, Maryann

    2014-01-01

    Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories--behaviorism, social learning…

  15. To What Extent Is Behaviour a Problem in English Schools? Exploring the Scale and Prevalence of Deficits in Classroom Climate

    ERIC Educational Resources Information Center

    Haydn, Terry

    2014-01-01

    The working atmosphere in the classroom is an important variable in the process of education in schools, with several studies suggesting that classroom climate is an important influence on pupil attainment. There are wide differences in the extent to which classroom climate is considered to be a problem in English schools. Some…

  16. Tapping into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

    ERIC Educational Resources Information Center

    Bosworth, Kris; Judkins, Maryann

    2014-01-01

    Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories--behaviorism, social learning…

  17. Effects of Arctic warming on Eurasian climate

    NASA Astrophysics Data System (ADS)

    Uotila, Petteri; Vihma, Timo

    2015-04-01

    The rapid warming in the Arctic has been one of the most dramatic signs of the climate change during the last decades. Arctic warming has been at least twice as fast as the global mean. Simultaneously with the strong warming in the central Arctic, an increased occurrence of extreme weather events, often of unprecedented strength and duration, has already been observed in the northern hemisphere. In this study we address the effects of Arctic warming patterns on climate extremes in Eurasia, and on the atmospheric circulation linking the Arctic with the mid-latitudes. Our objective is to enhance the understanding of the regional differences in the Arctic-mid-latitude linkages, which is an issue that has received a little attention in previous studies. We focus on the period since 1979, when high quality atmospheric reanalysis data are available. We apply the Self-Organizing Maps (SOMs) to extract the geographical patterns of Arctic surface temperature and relate these patterns with composites of atmospheric circulation and climate extreme indices. The extreme indices data are derived from the observational HadEX2 data set. We recognise the fact that the remote effects of Arctic warming may occur with a time lag of several weeks. Therefore we compare Arctic surface temperature patterns and temporally lagged composites of atmospheric circulation and climate extreme data. We compute the frequencies of occurrence of Arctic surface temperature patterns and decompose changes in relevant quantities, such as precipitation, into two components. The first component represents quantity changes associated with changes in frequencies of occurrence of temperature patterns, whilst the second component describes quantity changes due to the local temperature change within each surface temperature pattern. Our preliminary results demonstrate fundamental differences in the Arctic-mid-latitude linkages between the western and central parts of the Eurasian continent. For example, in autumn and early winter, the sea ice cover and air temperatures have a different relationship in the western and central Eurasia, but in late winter their statistical relationships turn similar. Furthermore, frequencies of occurrence of Arctic temperature change significantly from the 1980s until the latest decade. These frequency changes are associated with a particularly distinct reorganisation of the atmospheric circulation over Eurasia, while elsewhere the largest contribution to the atmospheric circulation change in the Northern Hemisphere is associated with local changes in Arctic surface temperatures. We are carrying out more analysis with the SOM technique to different seasons and variables that can provide further insights on the Arctic-mid-latitude linkages.

  18. Effect of global climate on termites population. Effect of termites population on global climate

    NASA Astrophysics Data System (ADS)

    Sapunov, Valentin

    2010-05-01

    The global climate is under control of factors having both earth and space origin. Global warming took place from XVII century till 1997. Then global cold snap began. This dynamics had effect on global distribution of some animals including termites. Direct human effect on climate is not significant. At the same time man plays role of trigger switching on significant biosphere processes controlling climate. The transformation of marginal lands, development of industry and building, stimulated increase of termite niche and population. Termite role in green house gases production increases too. It may have regular effect on world climate. The dry wood is substrate for metabolism of termites living under symbiosis with bacteria Hypermastigina (Flagellata). The use of dry wood by humanity increased from 18 *108 ton in XVIII to 9*109 to the middle of XX century. Then use of wood decreased because of a new technology development. Hence termite population is controlled by microevolution depending on dry wood and climate dynamics. Producing by them green house gases had reciprocal effect on world climate. It is possible to describe and predict dynamic of termite population using methods of mathematical ecology and analogs with other well studied insects (Colorado potatoes beetle, Chrisomelid beetle Zygogramma and so on). Reclamation of new ecological niche for such insects as termites needs 70 - 75 years. That is delay of population dynamics in relation to dynamics of dry wood production. General principles of population growth were described by G.Gause (1934) and some authors of the end of XX century. This works and analogs with other insects suggest model of termite distribution during XXI century. The extremum of population and its green house gases production would be gotten during 8 - 10 years. Then the number of specimens and sum biological mass would be stabilized and decreased. Termite gas production is not priority for climate regulation, but it has importance as fine regulator of global temperature and climate stability. Key words: termites, green house gases, mathematical modeling. Union symposia Biogeoscience BG2.1

  19. School Climate Factors Contributing to Student and Faculty Perceptions of Safety in Select Arizona Schools

    ERIC Educational Resources Information Center

    Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

    2011-01-01

    Background: To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Methods: Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected…

  20. School Climate Factors Contributing to Student and Faculty Perceptions of Safety in Select Arizona Schools

    ERIC Educational Resources Information Center

    Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

    2011-01-01

    Background: To ensure that schools are safe places where students can learn, researchers and educators must understand student and faculty safety concerns. This study examines student and teacher perceptions of school safety. Methods: Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected…

  1. Making Schools Safe and Inclusive: Gay-Straight Alliances and School Climate in Ontario

    ERIC Educational Resources Information Center

    Kitchen, Julian; Bellini, Christine

    2013-01-01

    Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Canadian schools. This study, based on a survey…

  2. Conceptual Change regarding middle school students' experience with Global Climate Change

    NASA Astrophysics Data System (ADS)

    Golden, B. W.; Lutz, B.

    2011-12-01

    Given the complexity of the science involving climate change (IPCC, 2007), its lack of curricular focus within US K-12 schooling (Golden, 2009), and the difficulty in effecting conceptual change in science (Vosniadou, 2007), we sought to research middle school students' conceptions about climate change, in addition to how those conceptions changed during and as a result of a deliberately designed global climate change (GCC) unit. In a sixth grade classroom, a unit was designed which incorporated Argumentation-Driven Inquiry (Sampson & Grooms, 2010). That is, students were assigned to groups and asked to make sense of standard GCC data such as paleoclimate data from ice cores, direct temperature measurement, and Keeling curves, in addition to learning about the greenhouse effect in a modeling lesson (Hocking, et al, 1993). The students were then challenged, in groups, to create, on whiteboards, explanations and defend these explanations to and with their peers. They did two iterations of this argumentation. The first iteration focused on the simple identification of climate change patterns. The second focused on developing causal explanations for those patterns. After two rounds of such argumentation, the students were then asked to write (individually) a "final" argument which accounted for the given data. Interview and written data were analyzed prior to the given unit, during it, and after it, in order to capture complicated nuance that might escape detection by simpler research means such as surveys. Several findings emerged which promised to be of interest to climate change educators. The first is that many students tended to "know" many "facts" about climate change, but were unable to connect these disparate facts in any meaningful ways. A second finding is that while no students changed their entire belief systems, even after a robust unit which would seemingly challenge such, each student engaged did indeed modify the manner in which they discussed the validation of their beliefs. That is, we argue that the unit, and the emphases contained within the unit, resulted in the "epistemic scaffolding" of their ideas, to the extent that they shifted from arguing from anecdote to arguing based on other types of data, especially from line graphs. A third finding underscores prior research in conceptual change, indicating that learning, especially conceptual change, is not a strictly rational process. Students, and others, are highly influenced by extra rational factors, such as the given political, scientific, and/or religious leanings of their families, their own willingness to explore anomalies, and other factors. Given these known difficulties, it is critical to explore further research of this sort in order to better understand what students are actually thinking, and how that thinking is prone to change, modification, or not. Subsequently, K-12 strategies might be better designed, if that is indeed a priority of US/Western society.

  3. Organizational Climate in Schools in White Communities in South Africa: A Validation of the OCDQ-RS.

    ERIC Educational Resources Information Center

    Mentz, Kobus; Westhuizen, Philip van der

    Teacher-principal relations play an important role in creating a positive school climate. This paper describes findings of a study that sought to: (1) determine the reliability of the Organizational Climate Description Questionnaire--Rutgers Secondary (OCDQ-RS) in a South African context, and (2) measure the openness of the organizational climates…

  4. Academic Achievement in Effective Schools

    ERIC Educational Resources Information Center

    Basque, Marc; Bouchamma, Yamina

    2013-01-01

    Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…

  5. Academic Achievement in Effective Schools

    ERIC Educational Resources Information Center

    Basque, Marc; Bouchamma, Yamina

    2013-01-01

    Purpose: The purpose of this study is to identify predictors of achievement in mathematics in elementary schools in New Brunswick (Canada). Data Collection: Both teachers and school leaders (N = 111) completed a questionnaire on their practices and on school functioning. Findings: Multiple regression analyses revealed that the students'…

  6. Professional Learning Communities: Do Leadership Practices Impact Implementation and Sustainability and What Is the Relationship between a School's PLC and a School's Climate?

    ERIC Educational Resources Information Center

    Moore, Theresa

    2010-01-01

    Research indicates that a theoretical framework known as a professional learning community can make a positive difference in schools. This mixed-method study examines teacher perceptions of school leadership and climate in two rural elementary schools in South Carolina. Using interviews, focus group sessions and a survey, the researcher answers…

  7. The Experiences of Lesbian, Gay, Bisexual and Transgender Middle School Students: Findings from the 2007 National School Climate Survey. Research Brief

    ERIC Educational Resources Information Center

    Gay, Lesbian and Straight Education Network (GLSEN), 2009

    2009-01-01

    In 2007, Gay, Lesbian and Straight Education Network (GLSEN) conducted the fifth National School Climate Survey (NSCS), a biennial survey of LGBT (lesbian, gay, bisexual and transgender) secondary school students. The NSCS examines the experiences of LGBT youth in U.S. middle and high schools, documenting bias and behaviors that make schools…

  8. The GLSEN 2001 National School Climate Survey: The School-Related Experiences of Our Nation's Lesbian, Gay, Bisexual and Transgender Youth.

    ERIC Educational Resources Information Center

    Kosciw, Joseph G.; Cullen, M. K.

    This paper presents data from the 2001 National School Climate Survey on school-related experiences of lesbian, gay, bisexual, and transgender (LGBT) students. LGBT students described experiences of homophobic remarks; verbal, physical, and sexual harassment; and comfort within their schools. They described experiences with racial and sexual…

  9. Considering Students' Out-of-School Lives and Values in Designing Learning Environments for Climate Change

    NASA Astrophysics Data System (ADS)

    Walsh, E.; Tsurusaki, B.

    2012-12-01

    What are the implications of social controversy for the teaching and learning of climate change science? How do the political dimensions of this controversy affect learners' attitudes towards and reasoning about climate change and climate science? Case studies from a pilot enactment of an ecological impacts of climate change curriculum explore these questions by describing how five high school students' understandings of climate change science developed at the intersection of political and scientific values, attitudes, and ways of knowing. Case studies combine qualitative, ethnographic methods including interviews and classroom video observations with quantitative pre/post-assessments of student conceptual understandings and weekly surveys of student engagement. Data indicate that students had initial perceptions of climate change informed by the media and their families—both supporting and rejecting the scientific consensus—that influenced how they engaged with the scientific evidence. While students who were initially antagonistic to anthropogenic climate change did develop conceptual understandings of the scientific evidence for human-influences on climate change, this work was challenging and at times frustrating for them. These case studies demonstrate the wide range of initial attitudes and understandings that students bring to the study of climate change. They also demonstrate that it is possible to make significant shifts in students' understandings of climate change science, even in students who were initially resistant to the idea of anthropogenic climate change. Finally, multiple case studies discuss ways that the learning that occurred in the classroom crossed out of the classroom into the students' homes and family talk. This work highlights how learners' pathways are shaped not only by their developing understanding of the scientific evidence but also by the political and social influences that learners navigate across the contexts of their lives. It underscores the need to understand and support students as they interact with climate change across the contexts of their lives.

  10. Development of a Climate Concept Inventory and Assessment of High-school Students Engaged in the EarthLabs Climate Modules

    NASA Astrophysics Data System (ADS)

    McNeal, K.; Libarkin, J. C.; Ledley, T. S.; Gold, A. U.; Lynds, S. E.; Haddad, N.; Ellins, K. K.; Bardar, E.; Dunlap, C.; Youngman, E.

    2013-12-01

    The development of climate change education materials and curriculum is necessary to support educators in implementing easily accessible, reliable and accurate information for the classroom. Developers must design materials that are effective at reaching their learning goals. They also must use appropriate assessments that align with these goals and the content being taught in order to provide evidence of efficacy. EarthLabs consists of three on-line climate modules: Climate and the Cryosphere, Climate and the Biosphere, and Climate and the Carbon Cycle, where students engage in hands-on, visualization, and inquiry activities in each ~3 week module in their classroom. The project includes curriculum development, teacher professional development, research on student learning, and project evaluation components. In this presentation, we emphasize the research on student learning conducted in the classroom. We have worked with curriculum developers and scientists to develop a climate concept inventory which meets curriculum goals and is scientifically valid. We have completed the first phase of the climate concept inventory and assessed over 230 students in nine high school classrooms in Mississippi and Texas pre- and post-implementation of EarthLabs. The developed concept inventory included 10 content-driven multiple choice questions, six affective-based multiple choice questions, one confidence question, six open-ended questions, and eight demographic questions. Results indicate that students had gains on 9 out of the 10 of the content based multiple choice questions with positive gains in answer choice selection ranging from 1.72% to 42%. In regard to the confidence question, students significantly reported increased confidence with 15% more student reporting that they were either very or fairly confident with their answers. Of the six affective questions posed, 5 of 6 showed significant shifts towards gains in knowledge, awareness, and information about Earth's climate system. Open-ended responses provided information on common student misconceptions for the development of new multiple choice question stems and distractors. Our analysis considers reliability and validity of the assessment, including item response characteristic curve analysis, as well as expert and teacher responses to the climate concept inventory, as a validity comparison.

  11. The Role of School Climate in School Violence: A Validity Study of a Web-Based School Violence Survey

    ERIC Educational Resources Information Center

    Hurford, David P.; Lindskog, Rick; Cole, AmyKay; Jackson, Robyn; Thomasson, Sara; Wade, Amanda

    2010-01-01

    The "School Violence Survey" (SVS) was developed as an instrument to investigate students' perceptions of school environment, their experiences and interactions within diverse social groups, and their views on school violence issues including bullying. A total of 806 students across four Midwest high schools and middle schools completed the paper…

  12. Climate variations and the greenhouse effect

    SciTech Connect

    Michaels, P.J.; Knappenberger, P.C.; Gay, D.A.

    1994-12-31

    A number of recent publications have established the scientific paradigm that anthropogenerated sulfate aerosols are a sufficient explanation for the lack of observed greenhouse warming that has been predicted by transient general circulation climate models. This paper tests that hypothesis by examining the observed and modeled behavior of eigenvectors of the observed temperature field at three levels: hemispheric, polar, and over the regions where sulfate aerosol is most concentrated. Without sulfates in the transient model, there is no significant difference in explanatory power between the three test regions. In all three cases, the model creates much more spurious climatic change than it is able to capture. Most damaging to the sulfate hypothesis is that the GCM most accurately represents the behavior of the first eigenvector in summer in the high sulfate regions. This is where the difference between the model and observed temperatures is supposed to be greatest. Thus while the addition of sulfate aerosol to a transient general circulation model may improve its performance over some regions, this effect is insufficient to explain the overall lack of observed warming. This failure of the aerosol hypothesis is particularly evident in polar regions that are relatively aerosol-free, but also devoid of any significant warming.

  13. Estimating Contrail Climate Effects from Satellite Data

    NASA Technical Reports Server (NTRS)

    Minnis, Patrick; Duda, David P.; Palikonda, Rabindra; Bedka, Sarah T.; Boeke, Robyn; Khlopenkov, Konstantin; Chee, Thad; Bedka, Kristopher T.

    2011-01-01

    An automated contrail detection algorithm (CDA) is developed to exploit six of the infrared channels on the 1-km MODerate-resolution Imaging Spectroradiometer (MODIS) on the Terra and Aqua satellites. The CDA is refined and balanced using visual error analysis. It is applied to MODIS data taken by Terra and Aqua over the United States during 2006 and 2008. The results are consistent with flight track data, but differ markedly from earlier analyses. Contrail coverage is a factor of 4 less than other retrievals and the retrieved contrail optical depths and radiative forcing are smaller by approx.30%. The discrepancies appear to be due to the inability to detect wider, older contrails that comprise a significant amount of the contrail coverage. An example of applying the algorithm to MODIS data over the entire Northern Hemisphere is also presented. Overestimates of contrail coverage are apparent in some tropical regions. Methods for improving the algorithm are discussed and are to be implemented before analyzing large amounts of Northern Hemisphere data. The results should be valuable for guiding and validating climate models seeking to account for aviation effects on climate.

  14. The Development of the Classroom Social Climate during the First Months of the School Year

    ERIC Educational Resources Information Center

    Mainhard, M. Tim; Brekelmans, Mieke; den Brok, Perry; Wubbels, Theo

    2011-01-01

    In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students' interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average…

  15. Principals' Performance in Promoting Learning Climate in Ebonyi State Secondary Schools

    ERIC Educational Resources Information Center

    Egwu, Sarah Oben

    2015-01-01

    This study was conducted to determine principals' performance in promoting learning climate in Ebonyi State secondary schools. A sample of 630 teachers completed a 12-item questionnaire designed for the study. Out of 630 copies of the questionnaire distributed, 606 copies representing about 96.2% return rate were properly completed and returned.…

  16. School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy

    ERIC Educational Resources Information Center

    Collie, Rebecca J.; Shapka, Jennifer D.; Perry, Nancy E.

    2012-01-01

    The aims of this study were to investigate whether and how teachers' perceptions of social-emotional learning and climate in their schools influenced three outcome variables--teachers' sense of stress, teaching efficacy, and job satisfaction--and to examine the interrelationships among the three outcome variables. Along with sense of job…

  17. Middle School Students' Conceptual Change in Global Climate Change: Using Argumentation to Foster Knowledge Construction

    ERIC Educational Resources Information Center

    Golden, Barry W.

    2011-01-01

    This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the "framework theory" of conceptual change (Vosniadou, 2007a). This theory posits that students do not simply correct…

  18. Creating Climate Change Awareness in South African Schools through Practical Chemistry Demonstrations

    ERIC Educational Resources Information Center

    Sunassee, Suthananda N.; Young, Ryan M.; Sewry, Joyce D.; Harrison, Timothy G.; Shallcross, Dudley E.

    2012-01-01

    In accordance with the requirements for the National Curriculum Statement for both Life sciences and Physical sciences and the importance of community engagement in Higher Education in South Africa, this paper described the use of the lecture-demonstration "A Pollutant's Tale" to create climate change awareness amongst school learners.…

  19. New Opportunities for Principal Leadership: Shaping School Climates for Enhanced Teacher Development

    ERIC Educational Resources Information Center

    Drago-Severson, Eleanor

    2012-01-01

    Background/Context: Improved professional development for teachers and principals is central to our national educational agenda. Principals struggle with the challenge of how to build school climates that improve practice in an era of heightened accountability and increasingly complex adaptive challenges. Purpose/Objective/Research Questions/Focus…

  20. The Relationship between Emotional Intelligence of Principals and the Overall Organizational Climate of Public Elementary Schools

    ERIC Educational Resources Information Center

    Juma, Dalal Sabri

    2013-01-01

    In this study the researcher examined the influence between a principal's self-perceived emotional intelligence and the overall organizational climate of one public elementary school as perceived by the principal's followers. These followers included teaching and non-teaching staff. It was not known how self-perceived emotional…

  1. Middle School Students' Conceptual Change in Global Climate Change: Using Argumentation to Foster Knowledge Construction

    ERIC Educational Resources Information Center

    Golden, Barry W.

    2011-01-01

    This research examined middle school student conceptions about global climate change (GCC) and the change these conceptions undergo during an argument driven instructional unit. The theoretical framework invoked for this study is the "framework theory" of conceptual change (Vosniadou, 2007a). This theory posits that students do not simply correct…

  2. The Relationship between Emotional Intelligence of Principals and the Overall Organizational Climate of Public Elementary Schools

    ERIC Educational Resources Information Center

    Juma, Dalal Sabri

    2013-01-01

    In this study the researcher examined the influence between a principal's self-perceived emotional intelligence and the overall organizational climate of one public elementary school as perceived by the principal's followers. These followers included teaching and non-teaching staff. It was not known how self-perceived emotional…

  3. Focusing on the Campus Milieu: A Guide for Enhancing the Graduate School Climate.

    ERIC Educational Resources Information Center

    Adams, Howard G.

    This guide addresses programming strategies for enhancing the campus climate or environmental support for graduate students in engineering and the sciences, with emphasis on aspects relevant to minority students. It contains an analysis of the graduate school experience, i.e., as it relates to success in graduate programs, with emphasis on…

  4. Analyzing Context/Climate in School Settings--Which Is Which?

    ERIC Educational Resources Information Center

    Hall, Gene E.; Griffin, Teresa

    The basic model of concepts and measures developed for the Principal-Teacher Interaction Study is described. School organizational climate and contextual variables were defined to be consistent with the work of researchers in industrial and military settings. Many of the variables were generic to any type of organization. The model and variables…

  5. Developing Climate Literate, Pre-service, Middle- and High-school Teachers

    NASA Astrophysics Data System (ADS)

    Veron, D. E.; Ad-Marbach, G.; Wolfson, J.; Ozbay, G.; Mead, H.; Merrill, J.; Sezen, A.; Fox-Lykens, R.

    2014-12-01

    The Maryland and Delaware Climate Change Education Assessment and Research (MADE-CLEAR) project strives to improve climate literacy throughout Delaware and Maryland by enhancing the ability of pre-service teachers to teach climate change related material. One branch of this effort focuses on assessing, and then improving on, the climate literacy content that pre-service teachers have been exposed to and have retained throughout their degree studies. To this end, higher education faculty who teach basic science courses at four institutions in our two states have been surveyed to determine the amount of climate literacy content already present in their courses. In addition, a pilot study to assess the core climate knowledge and understanding of pre-service teachers is underway. Results from both studies are being used to develop workshops that will address pre-service teacher alternate conceptions or incomplete understanding of climate, as well as provide methods for teaching climate content aligned with NGSS in the middle- and high-school classroom.

  6. Climate variation and its effects on our land and water : Part C, Geological Survey climate plan

    USGS Publications Warehouse

    Howard, Keith A.; Smith, George I.

    1978-01-01

    To better coordinate information being generated by the U.S. Geological Survey, a workshop was convened near Denver, Colo., on December 7-9, 1976, to exchange ideas about research that is oriented toward climate, climate variation, and the effects of climate on the Nation 's land and water resources. This is the first circular of a three-part report resulting from that workshop. Hydrologic records provide information to the earth scientist about the responses of ground water, surface water, and glaciers to climatic change; geologic sequences provide evidence of earth-surface water, and glaciers to climatic change; geologic sequences provide evidence of earth-surface responses to climatic change; biological records yield information about the effects of climatic change on the Earth 's biota; archeological records tell us where and how man was able to live under changing climatic conditions; and historical records allow the specific effects of short-term changes in climate to be accurately documented. The interrelation between present and past geologic environments, various methods of study , and the span of time over which the results can be applied are shown in a table. (Woodard-USGS)

  7. Effects of climate change on polar bears.

    PubMed

    Wiig, Øystein; Aars, Jon; Born, Erik W

    2008-01-01

    In this article, we review the effects on polar bears of global warming that have already been observed, and try to evaluate what may happen to the polar bears in the future. Many researchers have predicted a wide range of impacts of climate change on polar bear demography and conditions. A predicted major reduction in sea ice habitat will reduce the availability of ice associated seals, the main prey of polar bears, and a loss and fragmentation of polar bear habitat will ultimately lead to large future reductions in most subpopulations. It is likely that polar bears will be lost from many areas where they are common today and also that the total population will change into a few more distinctly isolated populations. PMID:18717367

  8. School Climate for Gay and Lesbian Students and Staff Members.

    ERIC Educational Resources Information Center

    Anderson, John D.

    1994-01-01

    In high schools, a conspiracy of silence shrouds the sexual orientation issue. Although the social atmosphere is vaguely supportive, fear and the realities of life cause most gays and lesbians to keep their sexual identities hidden. Homophobia can be addressed through staff development, support staff and services, inclusion of homosexual issues in…

  9. Evaluating Changes in Climate Literacy among Middle and High School Students who Participate in Climate Change Education Modules

    NASA Astrophysics Data System (ADS)

    DeWaters, J.; Powers, S.; Dhaniyala, S.; Small, M.

    2012-12-01

    Middle school (MS) and high school (HS) teachers have developed and taught instructional modules that were created through their participation in Clarkson University's NASA-funded Project-Based Global Climate Change Education project. A quantitative survey was developed to help evaluate the project's impact on students' climate literacy, which includes content knowledge as well as affective and behavioral attributes. Content objectives were guided primarily by the 2009 document, Climate Literacy: The Essential Principles of Climate Sciences. The survey was developed according to established psychometric principles and methodologies in the sociological and educational sciences which involved developing and evaluating a pool of survey items, adapted primarily from existing climate surveys and questionnaires; preparing, administering, and evaluating two rounds of pilot tests; and preparing a final instrument with revisions informed by both pilot assessments. The resulting survey contains three separate subscales: cognitive, affective, and behavioral, with five self-efficacy items embedded within the affective subscale. Cognitive items use a multiple choice format with one correct response; non-cognitive items use a 5-point Likert-type scale with options generally ranging from "strongly agree" to "strongly disagree" (affective), or "almost always" to "hardly ever" (behavioral). Three versions of the survey were developed and administered using an on-line Zoomerang™ platform to college students/adults; HS students; and MS students, respectively. Instrument validity was supported by using items drawn from existing surveys, by reviewing/applying prior research in climate literacy, and through comparative age-group analysis. The internal consistency reliability of each subscale, as measured by Cronbach's alpha, ranges from 0.78-0.86 (cognitive), 0.87-0.89 (affective) and 0.84-0.85 (behavioral), all satisfying generally accepted criteria for internal reliability of educational surveys. MS and HS students completed the on-line survey prior to and at least 3 weeks following participation in one of the newly developed project-based climate change modules. Surveys were completed anonymously. In all, 9 HS and 3 MS teachers successfully completed the educational programming and assessment protocol in AY2012, yielding 200 HS and 227 MS matched pre/post climate literacy surveys. Both groups of students demonstrated significant gains in climate-related content knowledge (p<<0.001) and affect (p<0.01). MS students also experienced significant gains in their climate-related self-efficacy (p=0.03), with no significant change in self-efficacy for HS students and no change in either group on the behavioral subscale. Post-scores were remarkably similar for the two groups of students; reported as percent of maximum attainable score for HS/MS students: 59%/58%, knowledge; 65%/64%, affect; 71%/72%, self-efficacy, and 63%/62%, behavior. The presentation will include a description of the development and content of the climate literacy survey used in this research, as well the interpretation of specific pre/post changes in participating MS and HS students relative to the content of and approach used in the project-based modules.

  10. Climatic effects of surface albedo geoengineering

    NASA Astrophysics Data System (ADS)

    Irvine, Peter J.; Ridgwell, Andy; Lunt, Daniel J.

    2011-12-01

    Various surface albedo modification geoengineering schemes such as those involving desert, urban, or agricultural areas have been proposed as potential strategies for helping counteract the warming caused by greenhouse gas emissions. However, such schemes tend to be inherently limited in their potential and would create a much more heterogeneous radiative forcing than propositions for space-based "reflectors" and enhanced stratospheric aerosol concentrations. Here we present results of a series of atmosphere-ocean general circulation model (GCM) simulations to compare three surface albedo geoengineering proposals: urban, cropland, and desert albedo enhancement. We find that the cooling effect of surface albedo modification is strongly seasonal and mostly confined to the areas of application. For urban and cropland geoengineering, the global effects are minor but, because of being colocated with areas of human activity, they may provide some regional benefits. Global desert geoengineering, which is associated with significant global-scale changes in circulation and the hydrological cycle, causes a smaller reduction in global precipitation per degree of cooling than sunshade geoengineering, 1.1% K-1 and 2.0% K-1 respectively, but a far greater reduction in the precipitation over land, 3.9% K-1 compared with 1.0% K-1. Desert geoengineering also causes large regional-scale changes in precipitation with a large reduction in the intensity of the Indian and African monsoons in particular. None of the schemes studied reverse the climate changes associated with a doubling of CO2, with desert geoengineering profoundly altering the climate and with urban and cropland geoengineering providing only some regional amelioration at most.

  11. Students as Mentors and Owners of Geoscience and Environmental Education: Advancing the Science of Climate Change in the Public Schools

    NASA Astrophysics Data System (ADS)

    Schuster, D. A.; Thomas, C. W.; Smith, J. S.; Wood, E. J.; Filippelli, G. M.

    2007-12-01

    The importance of K-12 educational programs and resources that seek to share the science of climate change has recently come into focus. During the fall 2006 AGU meeting, we presented the conceptual framework used to guide both the curriculum and year-one programs of Students as Mentors and Owners of Geoscience and Environmental Education: The Global Warming Road Show. Currently this dynamic, three-phase, tiered mentoring program selects and empowers a diverse population of 11th and 12th grade students from a large urban high school in the Midwest to teach a curriculum on climate change to 7th graders from a local feeder school. In December 2007 we will complete year-one of the program and will present an overview of 1) students' conceptual representations of climate change, 2) the most recent curriculum and programs, and 3) the ongoing program evaluation. We will synthesize these three areas and reflect on how to improve upon year-two of both the curriculum and the program. During various stages of the program, students have constructed concept maps, written in journals, created lesson plans, and participated in focus group interviews. These materials are being analyzed to provide a brief overview of high school students' initial conceptualizations of climate change. During the intensive 2007 summer workshop, these 11th and 12th grade students were supported by university scientists and science educators, secondary science teachers, and museum educators as they attempted to better understand climate change and as they reflected on how to effectively teach this topic to 7th graders. During the fall semester of 2007, the workshop graduates are scheduled to teach 25 to 30 7th graders a five week climate unit. The program will culminate with the 11th and 12th grade student-mentors working with the 7th graders to create a "Road Show," which will be presented to other 7th and 8th graders within the same school district. To ensure that this program is current, a team of scientists and science educators supplemented and further developed a well known and tested 15-year-old curriculum (Great Explorations in Math and Science, 1990) with recent data and analysis focusing on key concepts of climate change. The updated curriculum was structured using two driving questions: - How do we know the earth has experienced climate change in the past, including the ice ages and the age of the dinosaurs? - How do we know that humans have an impact on climate? Science educators and scientists also worked together to create templates that prompted the 11th and 12th grade students to first reflect on their understandings of climate change and then on how they would teach their younger peers. As students work with experiments, data sets, and news-media articles, they are also prompted to reflect on discrepancies between primary science sources and secondary media sources (Drake and Nelson, 2005). An evaluation team observed the summer workshops, administered surveys, reviewed the adapted curriculum, and participated in planning sessions. The evaluators are in the process of analyzing these multiple indicators to examine the extent to which the program aligns with its stated goals. The initial formative evaluation findings suggest that students were active participants in the workshop and that they enjoyed their experience. Areas of year-two development include improved communication and collaboration between university and secondary school units.

  12. The Effectiveness of the Geospatial Curriculum Approach on Urban Middle-Level Students' Climate Change Understandings

    NASA Astrophysics Data System (ADS)

    Bodzin, Alec M.; Fu, Qiong

    2014-08-01

    Climate change science is a challenging topic for student learning. This quantitative study examined the effectiveness of a geospatial curriculum approach to promote climate change science understandings in an urban school district with eighth-grade students and investigated whether teacher- and student-level factors accounted for students' climate change knowledge achievement. The participants included 12 science teachers and 956 eighth-grade students. Data included a pre- and posttest climate change assessment measures for both teachers and students and a teacher measure of Geospatial Science-Technological Pedagogical Content Knowledge. Paired-sample t tests revealed statistically significant gains from pretest to posttest on their climate change knowledge ( p < .001; effect sizes being large on multiple-choice items and medium on the open-ended response assessment). Both ordinary least squares (OLS) multiple regression and 2-level hierarchical linear modeling found that students' initial climate change knowledge and gender were significant predictors for students' posttest scores, p < .05. Students' pretest scores were the strongest significant predictor of the posttest scores, p < .001. Neither the teachers' climate change knowledge nor their Geospatial Science-Technological Pedagogical Content Knowledge had significant association with the students' posttest scores. Teaching years was a significant predictor for students' posttest scores in OLS regression ( p < .001). The findings provide support that a geospatial curriculum approach is an effective science curriculum approach for learners in urban middle-level education.

  13. Excellence in Schooling: Effective Styles for Effective Schools.

    ERIC Educational Resources Information Center

    Georgiades, William D. H.

    School principals are an important factor in the improvement of American schools. Key findings of two studies show that principals are the most significant people in the educational change process. Outlined are seven important steps involved in the process of instructional improvement that will take place only if committed and knowledgeable…

  14. Student Perceptions of School Climate: A Validity and Data Use Study of a District-Developed Survey

    ERIC Educational Resources Information Center

    Martin-Glenn, Mya L.

    2013-01-01

    Over the past 25 years, researchers have consistently reported that students' perceptions of their school's climate can have a measurable impact on their level of engagement in school, motivation to learn, social development, and, ultimately, their academic achievement. In light of the continued emphasis on education reform and school…

  15. The Relationship between Student Voice and Perceptions of Motivation, Attachment, Achievement and School Climate in Davidson and Rutherford Counties

    ERIC Educational Resources Information Center

    Matthews, Sharon Elizabeth

    2010-01-01

    This study investigated the extent to which there were statistically significant relationships between school administrators' systemic implementation of student voice work and student perceptions (i.e. achievement, motivation, attachment and school climate) and PLAN performance. Student voice was defined as students being equal partners in school…

  16. An Empirical Approach to Identifying Effective Schools.

    ERIC Educational Resources Information Center

    Webster, William J.; Olson, George H.

    One approach to identifying effective schools defines effectiveness in terms of student achievement in reading, mathematics, and language usage. Exceptional school achievement is indicated by performance above or below the level expected if students were merely to maintain their previous rate of growth. Regression analysis is used to compute…

  17. Age versus Schooling Effects on Intelligence Development.

    ERIC Educational Resources Information Center

    Cahan, Sorel; Cohen, Nora

    1989-01-01

    A study of effects of age and schooling in grades five and six on raw scores from a variety of general ability tests found that schooling: (1) is the major factor underlying the increase of intelligence test scores as a function of age; and (2) has a larger effect on verbal than nonverbal tests. (RH)

  18. Key Stakeholders' Perceptions of Effective School Leadership

    ERIC Educational Resources Information Center

    Odhiambo, George; Hii, Amy

    2012-01-01

    There has been limited research on how teachers, parents and students perceive effective school leadership in practice. The purpose of this article is to present some of the findings derived from a study of key stakeholders' perceptions of effective school leadership. Key stakeholders were identified as teachers, students and parents. Data were…

  19. Effective Schools Questionnaires, 1981-82.

    ERIC Educational Resources Information Center

    Austin Independent School District, TX. Office of Research and Evaluation.

    Five questionnaires based on Ronald Edmonds' work on "effective schools" were developed for elementary and secondary students, teachers, principals, and parents. They were designed to assess the perceptions of each group on the five areas identified by Edmonds as distinguishing effective and ineffective schools for students from low-income…

  20. The International Baccalaureate Diploma Program's Impacting High School Culture and Climate

    ERIC Educational Resources Information Center

    Duarte, George

    2013-01-01

    School reformers are often searching for a program that will have a positive and far-reaching effect on a school campus. Researchers and writers have described the International Baccalaureate Diploma Program (IB DP) as a largely positive influence on a school campus, providing a rigorous and standards-based curriculum to IB DP students. However,…