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

2015-10-08

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.

Teachers' Perceptions of School Organizational Climate as Predictors of Dosage and Quality of Implementation of a Social-Emotional and Character Development Program.

PubMed

Malloy, Margaret; Acock, Alan; DuBois, David L; Vuchinich, Samuel; Silverthorn, Naida; Ji, Peter; Flay, Brian R

2015-11-01

Organizational climate has been proposed as a factor that might influence a school's readiness to successfully implement school-wide prevention programs. The aim of this study was to evaluate the influence of teachers' perceptions of three dimensions of school organizational climate on the dosage and quality of teacher implementation of Positive Action, a social-emotional and character development (SECD) program. The dimensions measured were teachers' perceptions of (a) the school's openness to innovation, (b) the extent to which schools utilize participatory decision-making practices, and (c) the existence of supportive relationships among teachers (teacher-teacher affiliation). Data from 46 teachers in seven schools enrolled in the treatment arm of a longitudinal, cluster-randomized, controlled trial were analyzed. Teacher perceptions of a school's tendency to be innovative was associated with a greater number of lessons taught and self-reported quality of delivery, and teacher-teacher affiliation was associated with a higher use of supplementary activities. The findings suggest that perceptions of a school's organizational climate impact teachers' implementation of SECD programs and have implications for school administrators and technical assistance providers as they work to implement and sustain prevention programs in schools.

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data

PubMed Central

Maxwell, Sophie; Reynolds, Katherine J.; Lee, Eunro; Subasic, Emina; Bromhead, David

2017-01-01

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add “value” to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests (N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the “social identity approach,” school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed. PMID:29259564

The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data.

PubMed

Maxwell, Sophie; Reynolds, Katherine J; Lee, Eunro; Subasic, Emina; Bromhead, David

2017-01-01

School climate is a leading factor in explaining student learning and achievement. Less work has explored the impact of both staff and student perceptions of school climate raising interesting questions about whether staff school climate experiences can add "value" to students' achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. Achievement was assessed using a national literacy and numeracy tests ( N = 760 staff and 2,257 students from 17 secondary schools). In addition, guided by the "social identity approach," school identification is investigated as a possible psychological mechanism to explain the relationship between school climate and achievement. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests (while accounting for students' responses). However, staff's school identification did not play a significant role. Implications of these findings for organizational, social, and educational research are discussed.

Differences in Assessments of Organizational School Climate between Teachers and Adminsitrators

ERIC Educational Resources Information Center

Duff, Brandy Kinlaw

2013-01-01

The purpose of this quantitative study was to examine the organizational school climate perceptions of teachers and principals and to ascertain the extent to which their perceptions differed. This causal comparative study used the Organizational Climate Description Questionnaire for Elementary Schools (OCDQ-RE) as the survey instrument for data…

Using Children's Drawings to Examine Student Perspectives of Classroom Climate in a School-within-a-School Elementary School

ERIC Educational Resources Information Center

Farmer, Jennie L.; Spearman, Mindy; Qian, Meihua; Leonard, Alison E.; Rosenblith, Suzanne

2018-01-01

This study examines student perceptions of classroom climate at a school-within-a-school (SWAS) elementary school located in the southeastern United States. The elementary school contains a school for students identified as highly gifted within a neighborhood school. Researchers utilized drawings to determine students' perceptions of their…

An Examination of School Climate, Victimization, and Mental Health Problems among Middle School Students Self-Identifying with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

La Salle, Tamika; George, Heather Peshak; McCoach, D. Betsy; Polk, Tiffany; Evanovich, Lauren L.

2018-01-01

The purpose of the current study was to examine perceptions of school climate among students who self-identify as having an emotional and behavioral disorder (EBD) and their counterparts without disabilities on the "Georgia Student Health Survey 2.0." Although research examining the link between perceptions of school climate and student…

Perception of School Climate: A Comparison of Black and White Teachers within the Same Schools

ERIC Educational Resources Information Center

Wittmer, Joe; Ferinden, Fred

1970-01-01

This study compares perceptions of the interpersonal school climate as viewed by black and white teachers. Differences do exist between the two groups regarding the teacher versus different type student andon the teacher versus self. No differences exist in perception of the principal or as to how students should learn. (Author/KJ)

School climate: perceptual differences between students, parents, and school staff

PubMed Central

Ramsey, Christine M.; Spira, Adam P.; Parisi, Jeanine M.; Rebok, George W.

2016-01-01

Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement, and staff gave the lowest ratings of academic emphasis (ps < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes. PMID:28642631

School climate: perceptual differences between students, parents, and school staff.

PubMed

Ramsey, Christine M; Spira, Adam P; Parisi, Jeanine M; Rebok, George W

2016-01-01

Research suggests that school climate can have a great impact on student, teacher, and school outcomes. However, it is often assessed as a summary measure, without taking into account multiple perspectives (student, teacher, parent) or examining subdimensions within the broader construct. In this study, we assessed school climate from the perspective of students, staff, and parents within a large, urban school district using multilevel modeling techniques to examine within- and between-school variance. After adjusting for school-level demographic characteristics, students reported worse perceptions of safety and connectedness compared to both parent and staff ratings (all p < 0.05). Parents gave the lowest ratings of parental involvement , and staff gave the lowest ratings of academic emphasis ( p s < 0.05). Findings demonstrate the importance of considering the type of informant when evaluating climate ratings within a school. Understanding how perceptions differ between informants can inform interventions to improve perceptions and prevent adverse outcomes.

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…

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…

Impact of Experience Corps(®) participation on school climate.

PubMed

Parisi, Jeanine M; Ramsey, Christine M; Carlson, Michelle C; Xue, Qian-Li; Huang, Jin; Romani, William A; McGill, Sylvia; Seeman, Teresa E; Tanner, Elizabeth K; Barron, Jeremy; Tan, Erwin J; Gruenewald, Tara L; Diibor, Ike; Fried, Linda P; Rebok, George W

2015-07-01

We examined the impact of the Experience Corps(®) (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 h per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted.

Impact of Experience Corps® Participation on School Climate

PubMed Central

Parisi, Jeanine M.; Ramsey, Christine M.; Carlson, Michelle C.; Xue, Qian-Li; Huang, Jin; Romani, William A.; McGill, Sylvia; Seeman, Teresa E.; Tanner, Elizabeth K.; Barron, Jeremy; Tan, Erwin; Gruenewald, Tara L.; Diibor, Ike; Fried, Linda P.; Rebok, George W.

2015-01-01

We examined the impact of the Experience Corps® (EC) program on school climate within Baltimore City public elementary schools. In this program, teams of older adult volunteers were placed in high intensity (>15 hours per week), meaningful roles in public elementary schools, to improve the educational outcomes of children as well as the health and well-being of volunteers. During the first year of EC participation, school climate was perceived more favorably among staff and students in EC schools as compared to those in comparison schools. However, with a few notable exceptions, perceived school climate did not differ for staff or students in intervention and comparison schools during the second year of exposure to the EC program. These findings suggest that perceptions of school climate may be altered by introducing a new program into elementary schools; however, research examining how perceptions of school climate are impacted over a longer period is warranted. PMID:25708453

Perceptions of School Climate and Culture

ERIC Educational Resources Information Center

Barkley, Brian; Lee, David; Eadens, Daniel

2014-01-01

The purpose of this study was to determine the relationship between Leader in Me schools teachers' perceptions of culture, climate, and discipline referrals during the 2010-11 school year. Primary data were obtained from 172 teacher-reported surveys, from nine schools in three districts in Florida and Mississippi. A MANOVA analysis was used to…

What Influences Principals' Perceptions of Academic Climate? A Nationally Representative Study of the Direct Effects of Perception on Climate

ERIC Educational Resources Information Center

Urick, Angela; Bowers, Alex J.

2011-01-01

Using a nationally representative sample of public high schools (N = 439), we examined the extent to which the principal's perception of their influence over instruction, the evaluation of nonacademic related tasks as well as academic related tasks, and their relationship with the school district relates to their perception of academic climate…

Differences among Teachers' Perceptions of School Climate: Does Support for the Local Teacher Union Make a Difference?

ERIC Educational Resources Information Center

Griffith, Jason S.

2009-01-01

Although some school improvement literature has suggested that schools will improve when unions are removed from the school system, unions have rarely been isolated in the research. This study involved a mixed method case study approach to explore whether support of the local teacher union affected perceptions of school climate, as measured by the…

Student Perceptions of School Climate as Predictors of Office Discipline Referrals

ERIC Educational Resources Information Center

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

2016-01-01

Research indicates that school climate influences students' academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses…

Eighth-Grade Students' Perceptions of School Climate Based on School Diversity, Ethnicity, Educational Category, Socioeconomic Status, and Achievement

ERIC Educational Resources Information Center

Edwards, Patricia Thomas

2010-01-01

The purpose of this research study was to investigate if there were differences in students' school climate perceptions based on the independent variables, which were measured on a nominal scale and included school diversity (highly, moderately, minimally), ethnicity (Black, Hispanic, White, Other), educational category (general education, special…

A Correlational Study Examining Demonstrated Emotional Intelligence and Perceptions of School Climate

ERIC Educational Resources Information Center

Anderson, Chris James

2016-01-01

A quantitative study with a correlational design, this research investigated whether certified teachers' ratings of their school leader's demonstrated emotional intelligence behaviors correlated with the teacher's perceptions of school climate. A sample of 42 graduate and post baccalaureate students from a Mid-Atlantic region college accessed a…

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…

How school climate relates to chronic absence: A multi-level latent profile analysis.

PubMed

Van Eck, Kathryn; Johnson, Stacy R; Bettencourt, Amie; Johnson, Sarah Lindstrom

2017-04-01

Chronic absence is a significant problem in schools. School climate may play an important role in influencing chronic absence rates among schools, yet little research has evaluated how school climate constructs relate to chronic absence. Using multilevel latent profile analysis, we evaluated how profiles of student perceptions of school climate at both the student and school level differentiated school-level rates of chronic absence. Participants included 25,776 middle and high school students from 106 schools who completed a district administered school climate survey. Students attended schools in a large urban school district where 89% of 6th through 12th grade students were African-American and 61% were eligible for the federally subsidized school meals program. Three student-level profiles of perceptions of school climate emerged that corresponded to "positive," "moderate," and "negative" climate. Two predominant patterns regarding the distribution of these profiles within schools emerged that corresponded to the two school-level profiles of "marginal climate" and "climate challenged" schools. Students reporting "moderate" and "negative" climate in their schools were more likely to attend schools with higher chronic absence rates than students reporting that their school had "positive" climate. Likewise, "climate challenged" schools had significantly higher chronic absence rates than "marginal climate" schools. These results suggest that school climate shares an important relation with chronic absence among adolescent students attending urban schools. Implications for prevention and intervention programs are discussed. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Effect of the good school toolkit on school staff mental health, sense of job satisfaction and perceptions of school climate: Secondary analysis of a cluster randomised trial.

PubMed

Kayiwa, Joshua; Clarke, Kelly; Knight, Louise; Allen, Elizabeth; Walakira, Eddy; Namy, Sophie; Merrill, Katherine G; Naker, Dipak; Devries, Karen

2017-08-01

The Good School Toolkit, a complex behavioural intervention delivered in Ugandan primary schools, has been shown to reduce school staff-perpetrated physical violence against students. We aimed to assess the effect of this intervention on staff members' mental health, sense of job satisfaction and perception of school climate. We analysed data from a cluster-randomised trial administered in 42 primary schools in Luwero district, Uganda. The trial was comprised of cross-sectional baseline (June/July 2012) and endline (June/July 2014) surveys among staff and students. Twenty-one schools were randomly selected to receive the Toolkit, whilst 21 schools constituted a wait-listed control group. We generated composite measures to assess staff members' perceptions of the school climate and job satisfaction. The trial is registered at clinicaltrials.gov (NCT01678846). No schools dropped out of the study and all 591 staff members who completed the endline survey were included in the analysis. Staff in schools receiving the Toolkit had more positive perspectives of their school climate compared to staff in control schools (difference in mean scores 2.19, 95% Confidence Interval 0.92, 3.39). We did not find any significant differences for job satisfaction and mental health. In conclusion, interventions like the Good School Toolkit that reduce physical violence by school staff against students can improve staff perceptions of the school climate, and could help to build more positive working and learning environments in Ugandan schools. Copyright © 2017 Elsevier Inc. All rights reserved.

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 perceptions…

Racial/Ethnic Differences in Perceptions of School Climate and Its Association with Student Engagement and Peer Aggression.

PubMed

Konold, Timothy; Cornell, Dewey; Shukla, Kathan; Huang, Francis

2017-06-01

Research indicates that a positive school climate is associated with higher levels of student engagement and lower rates of peer aggression. However, less attention has been given to whether such findings are consistent across racial/ethnic groups. The current study examined whether Black, Hispanic, and White high school students differed in their perceptions of school climate, student engagement, and peer aggression as measured by the Authoritative School Climate survey. In addition, the study tested whether the associations between school climate and both student engagement and peer aggression varied as a function of racial/ethnic group. The sample consisted of 48,027 students in grades 9-12 (51.4 % female; 17.9 % Black, 10.5 % Hispanic, 56.7 % White, and 14.9 % other) attending 323 high schools. Regression models that contrasted racial/ethnic groups controlled for the nesting of students within schools and used student covariates of parent education, student gender, and percentage of schoolmates sharing the same race/ethnicity, as well as school covariates of school size and school percentage of students eligible for free- or reduced-price meals. Perceptions of school climate differed between Black and White groups, but not between Hispanic and White groups. However, race/ethnicity did not moderate the associations between school climate and either engagement or peer aggression. Although correlational and cross-sectional in nature, these results are consistent with the conclusion that a positive school climate holds similar benefits of promoting student engagement and reducing victimization experiences across Black, Hispanic, and White groups.

School Climate for Academic Success: A Multilevel Analysis of School Climate and Student Outcomes

ERIC Educational Resources Information Center

Kwong, Darren; Davis, Jonathan Ryan

2015-01-01

This multilevel study examined the relationship between school climate and academic achievement. Using the Educational Longitudinal Survey (ELS, 2002), and a sample of 16,258 students and 1954 schools nationwide, we found that student-level perception of school climate--especially the student learning environment--was highly predictive of academic…

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…

School Climate in American Secondary Schools: A Psychometric Examination of PISA 2009 School Climate Scale

ERIC Educational Resources Information Center

Sun, Letao; Royal, Kenneth

2017-01-01

The purpose of this study was to examine the quality of the Program for International Student Assessment (PISA) 2009 school climate survey instrument and evaluate perceptions of secondary school principals' located in the United States about school climate using an Item Response Theory (IRT) methodological approach. In particular, this study…

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…

Impact of an Inclusive Programme on Achievement, Attendance and Perceptions towards the School Climate and Social-Emotional Adaptation among Students with Disabilities

ERIC Educational Resources Information Center

Sakiz, Halis

2017-01-01

The aim of this paper is to report outcomes of a school-based programme aiming to promote achievement, attendance and positive perceptions towards the school climate and social-emotional adaptation among students with disabilities (SWD). The programme included a series of training and social activities for school staff, parents and children…

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…

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…

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…

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,…

Parental Aspirations for Their Children's Educational Attainment: Relations to Ethnicity, Parental Education, Children's Academic Performance, and Parental Perceptions of School Climate

ERIC Educational Resources Information Center

Spera, Christopher; Wentzel, Kathryn R.; Matto, Holly C.

2009-01-01

This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All…

I Don't Do School: Correlations of School Culture, Power, Fairness, and Behaviour Perceptions

ERIC Educational Resources Information Center

Robinson, Derrick; Watson, Marcia; Adams, Tempestt

2015-01-01

Student perceptions of fairness shape behavioural responses that impact the climate of a school. However, prevailing literature on student perceptions fails to critically explore culture, power, and self-concept. This study bridges these gaps through connecting student perception and self-concept as a collective and individual experience of…

Dimensions of school climate: teachers' or principals' power styles and subjects' propensities to be climate vigilant as related to students' perceptions of satisfaction and of peers' abusive behavior.

PubMed

Verhoek-Miller, Nancy; Miller, Duane I; Shirachi, Miyoko; Hoda, Nicholas

2002-08-01

Two studies investigated teachers' and principals' power styles as related to college students' retrospective ratings of satisfaction and peers' abusive behavior. One study also investigated retrospective self-perception as related to students' sensitivity to the occurrence of physical and psychological abuse in the school environment. Among the findings were positive correlations between subjects' perceptions that their typical elementary school teacher used referent, legitimate, or expert power styles and subjects' reported satisfaction with their elementary school experience. Small but statistically significant correlations were found suggesting that principals' power style was weakly associated with ratings of psychological abuse in elementary school and physical abuse in middle school. Also, students who rated themselves as intelligent, sensitive, attractive, and depressive had higher ratings of perceived psychological and physical abuse at school. It was concluded that parameters of leaders' power styles and subjects' vigilance might be useful for understanding school climates. Experimentally designed studies are required.

Differences in school climate and student engagement in China and the United States.

PubMed

Bear, George G; Yang, Chunyan; Chen, Dandan; He, Xianyou; Xie, Jia-Shu; Huang, Xishan

2018-06-01

The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two measures administered: The Delaware School Climate Survey-Student and the Delaware Student Engagement Scale. Differences in latent means were tested, and differences in relations between variables were examined using multilevel hierarchical linear modeling. Participants consisted of 3,176 Chinese and 4,085 American students, Grades 3-5, 7-8, and 10-12. Chinese students perceived school climate more favorably than American students, particularly beyond elementary school. Findings were more complex for student engagement. In elementary school, American students reported greater cognitive-behavioral and emotional engagement, and especially the former. In middle school and high school, Chinese students reported greater emotional engagement; however, no significant differences were found for cognitive-behavioral engagement. Most intriguing were results of multilevel hierarchical modeling that examined associations between school climate and student engagement: They were significant in American schools but not Chinese schools. Chinese students, compared with American students, perceived the climate of their schools more favorably, especially after elementary school. However, among Chinese students, their perceptions of school climate were unrelated to their self-reported engagement in school-school climate did not seem to matter as much. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Safety First: A Quantitative Study on Teachers' Perceptions of School Climate in Rural Louisiana Schools

ERIC Educational Resources Information Center

Brumfield-Sanders, Tongia M.

2017-01-01

The purpose of this descriptive quantitative study was to explore the perceptions of school safety among middle and high school teachers in rural Louisiana. In order to achieve this objective, a specific research question was formulated pertaining to teacher perceptions. The Safe Communities Safe Schools (SCSS) survey was used to assess teachers'…

Does Block Scheduling Live Up to Its Promise?

ERIC Educational Resources Information Center

McCoy, Mary Helen S.; Taylor, Dianne L.

This paper examines how block scheduling affects teachers' perceptions of school climate. It is based on information taken from 21 high schools in a southern state that used 4X4 block scheduling. Data were collected through interviews, a survey instrument that measured teacher perceptions of climate, and focus groups. Based on results from the…

Empathy and Effortful Control Effects on Early Adolescents' Aggression: When Do Students' Perceptions of Their School Climate Matter?

ERIC Educational Resources Information Center

Batanova, Milena; Loukas, Alexandra

2016-01-01

Guided by the social emotional learning framework, this study examined whether early adolescents' social awareness (empathic concern, perspective taking) and self-management (effortful control) would uniquely contribute to early adolescents' subsequent forms of aggression, and whether perceptions of their school climate (friction, cohesion,…

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…

School climate and teachers' beliefs and attitudes associated with implementation of the positive action program: a diffusion of innovations model.

PubMed

Beets, Michael W; Flay, Brian R; Vuchinich, Samuel; Acock, Alan C; Li, Kin-Kit; Allred, Carol

2008-12-01

Teacher- and school-level factors influence the fidelity of implementation of school-based prevention and social character and development (SACD) programs. Using a diffusion of innovations framework, the relationships among teacher beliefs and attitudes towards a prevention/SACD program and the influence of a school's administrative support and perceptions of school connectedness, characteristics of a school's climate, were specified in two cross-sectional mediation models of program implementation. Implementation was defined as the amount of the programs' curriculum delivered (e.g., lessons taught), and use of program-specific materials in the classroom (e.g., ICU boxes and notes) and in relation to school-wide activities (e.g., participation in assemblies). Teachers from 10 elementary schools completed year-end process evaluation reports for year 2 (N = 171) and 3 (N = 191) of a multi-year trial. Classroom and school-wide material usage were each favorably associated with the amount of the curriculum delivered, which were associated with teachers' attitudes toward the program which, in turn, were related to teachers' beliefs about SACD. These, in turn, were associated with teachers' perceptions of school climate. Perceptions of school climate were indirectly related to classroom material usage and both indirectly and directly related to the use of school-wide activities. Program developers need to consider the importance of a supportive environment on program implementation and attempt to incorporate models of successful school leadership and collaboration among teachers that foster a climate promoting cohesiveness, shared visions, and support.

The Perceptions of Academic Women in School Psychology: A National Survey

ERIC Educational Resources Information Center

Akin-Little, K. Angeleque; Bray, Melissa A.; Eckert, Tanya L.; Kehle, Thomas J.

2004-01-01

There is a paucity of research examining the experiences and perceptions of women employed as school psychology academicians. The purpose of this investigation was to ascertain female school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress. Comparisons…

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…

The Relationship between Perceived School Climate and the Adolescents' Adherence to Humanitarian Values

ERIC Educational Resources Information Center

Turhan, Muhammed; Akgül, Tülin

2017-01-01

This study investigates the relationship between students' perception of school climate and their adherence to humanitarian values. To this end, the study group consisted of 1094 students in 21 secondary schools in Elazig province of Turkey. The "School Climate Scale," developed by Çalik and Kurt, and the "Humanitarian Values…

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,…

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…

Adolescent cybervictimization - Who they turn to and their perceived school climate.

PubMed

Veiga Simão, A M; Ferreira, P Costa; Freire, I; Caetano, A P; Martins, M J; Vieira, C

2017-07-01

The purpose of this study was to understand how adolescent cybervictims perceive their school climate and whether telling school community members, such as teachers, play a significant role in these perceptions. Another objective was to understand whether age and gender played a significant role in the relation between whom cybervictims told and their perceived school climate. The Cybervictims Scale for Adolescents and Children and the Perceived School Climate Scale were applied to 3525 Portuguese students of whom 218 were cybervictims attending 6th, 8th , and 11th grades. Results showed that even though adolescent cybervictims reported cybervictimization more to friends and parents, those who told teachers about their experience, tended to report more positive perceptions of their school climate. Gender and age did not play a significant role in the relationship between cybervictimization and perceived school climate. Implications of the findings are discussed with regards to the role of teachers and in-service training in preventing cyberbullying. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

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…

Differences in School Climate and Student Engagement in China and the United States

ERIC Educational Resources Information Center

Bear, George G.; Yang, Chunyan; Chen, Dandan; He, Xianyou; Xie, Jia-Shu; Huang, Xishan

2018-01-01

Objective: The purpose of this study was to examine differences between American and Chinese students in their perceptions of school climate and engagement in school, and in the relation between school climate and engagement. Method: Confirmatory factor analyses were used to support the factor structure and measurement invariance of the two…

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.…

Rural Middle School Students' Perceptions of Bullying

ERIC Educational Resources Information Center

Taylor, Jonte' C.

2009-01-01

The present study is an examination of bullying perceptions by rural middle school students. Three rural middle schools participated in the study which involved 138 students completing The School Bullying Survey to determine their experiences with bullying by types and the overall school climate as it relates to bullying behavior. Results from…

The Correlation between Teachers' Perceptions about Principal's Emotional Intelligence and Organizational Climate and Job Satisfaction of Teachers of State Senior High School in Gunungsitoli Nias, Indonesia

ERIC Educational Resources Information Center

Waruwu, Binahati

2015-01-01

This study is aimed at finding out the significant correlation between: (1) teachers' perceptions about principal's emotional intelligence and job satisfaction of teachers, (2) organizational climate and job satisfaction of teachers, and (3) teachers' perceptions about principal's emotional intelligence and organizational climate and job…

School climate factors contributing to student and faculty perceptions of safety in select Arizona schools.

PubMed

Bosworth, Kris; Ford, Lysbeth; Hernandaz, Diley

2011-04-01

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. Twenty-two focus groups with students and faculty were conducted in 11 secondary schools. Schools were selected from a stratified sample to vary in location, proximity to Indian reservations, size, and type. The data analysis was based on grounded theory. In 9 of 11 schools, neither faculty nor students voiced overwhelming concerns about safety. When asked what makes school safe, students tended to report physical security features. School climate and staff actions also increased feelings of safety. Faculty reported that relationships and climate are key factors in making schools safe. High student performance on standardized tests does not buffer students from unsafe behavior, nor does living in a dangerous neighborhood necessarily lead to more drug use or violence within school walls. School climate seemed to explain the difference between schools in which students and faculty reported higher versus lower levels of violence and alcohol and other drug use. The findings raise provocative questions about school safety and provide insight into elements that lead to perceptions of safety. Some schools have transcended issues of location and neighborhood to provide an environment perceived as safe. Further study of those schools could provide insights for policy makers, program planners, and educational leaders. © 2011, American School Health Association.

The Prediction of Teachers' Perceptions of School Climate from Their School's Utilization of Positive Behavior Interventions and Supports

ERIC Educational Resources Information Center

Quackenbush, Rebecca J.

2017-01-01

School climate is an aspect of school life that has been examined closely in recent literature as it related to student interactions, behavior, and student achievement. Problem behaviors can affect students' academic learning as well as teachers' instructional time. Research has emphasized how a healthy school climate can yield positive effects on…

Improving School Climate Is Everybody's Business. City-Neighborhood Schools Initiative.

ERIC Educational Resources Information Center

Yanoff, Shelly D.; Collings, Kelley; Jordon, Aldustus; Fynes, Steven E.; Page-Gaither, Melania; Ruiz, Luz; Correll, Audrey; James, Cecilia

Responding to concerns expressed by state legislators, teacher union leadership, the Philadelphia school district, parents, children, and school staff, the Philadelphia Citizens for children and Youth (PCCY) and the Alliance Organizing Project identified perceptions of the current climate in the city's schools and obtained suggestions for…

Schools, Peers, and Prejudice in Adolescence

PubMed Central

Benner, Aprile D.; Crosnoe, Robert; Eccles, Jacquelynne S.

2014-01-01

Adolescents’ perceptions of the prejudice in their social environments can factor into their developmental outcomes. The degree to which others in the environment perceive such prejudice—regardless of adolescents’ own perceptions—also matters by shedding light on the contextual climate in which adolescents spend their daily lives. Drawing on the National Longitudinal Study of Adolescent Health, this study revealed that schoolwide perceptions of peer prejudice, which tap into the interpersonal climate of schools, appeared to be particularly risky for adolescents’ academic achievement. In contrast, adolescents’ own perceptions of peer prejudice at schools were associated with their feelings of alienation in school. Importantly, these patterns did not vary substantially by several markers of vulnerability to social stigmatization. PMID:25750496

The Relationships between Childhood Depression, Perceptions of Family Functioning and Perceptions of Classroom Social Climate: Implications for School Counselors.

ERIC Educational Resources Information Center

Russell, Todd T.; Russell, Debra K.

This study investigated the relationships between children's levels of depression, their perceptions of their classroom social climate, and their perceptions of their families' functioning. The three self-report instruments employed were the Reynolds Child Depression Scale (RCDS), the relationship dimension of the Classroom Environment Scale…

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

The Impact of School Climate on the Achievement of Elementary School Students Who Are Economically Disadvantaged a Quantitative Study

ERIC Educational Resources Information Center

Smallwood, Gina W.

2014-01-01

The purpose of this research was to explore the impact of school climate on the achievement of third and fourth grade students who are economically disadvantaged in Mathematics and Reading/Language Arts. Students' perception of school climate was studied using the "Tripod Survey" variables of a caring, captivating, and academically…

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…

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…

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…

Toward a Knowledge Base for School Climate in Cyprus's Schools

ERIC Educational Resources Information Center

Pashiardis, Georgia

2008-01-01

Purpose: The main purpose of this study was to explore and analyze secondary school students' (8th grade) perceptions about school climate in three areas, namely: the physical environment of the school, the social environment and the learning environment Design/methodology/approach: A questionnaire, which was designed and pilot-tested around the…

The Effects of Teacher Perceptions of Administrative Support, School Climate, and Academic Success in Urban Schools

ERIC Educational Resources Information Center

Robinson, Lakishia N.

2015-01-01

Teacher turnover refers to major changes in teachers' assignments from one school year to the next. Past research has given an overview of several factors of teacher turnover. These factors include the school environment, teacher collaborative efforts, administrative support, school climate, location, salary, classroom management, academic…

Anti-Bullying/Harassment Legislation and Educator Perceptions of Severity, Effectiveness, and School Climate: A Cross-Sectional Analysis

ERIC Educational Resources Information Center

Cosgrove, Heather E.; Nickerson, Amanda B.

2017-01-01

In this cross-sectional study, we examined a matched sample of 924 educators' perceptions of severity of bullying and harassment and school climate prior to (Wave 1 n = 435) and following (Wave 2 n = 489) the implementation of New York's anti-bullying and harassment legislation, the Dignity for All Students Act (DASA). Alignment with DASA mandates…

Adolescents in transition: school and family characteristics in the development of violent behaviors entering high school.

PubMed

Frey, Ariel; Ruchkin, Vladislav; Martin, Andrés; Schwab-Stone, Mary

2009-03-01

Adolescents are vulnerable to becoming involved in problematic behaviors, disengaging academically, and dropping out of school. This study was designed to evaluate the protective role of self-perceived school attachment and family involvement on the development of these negative behaviors during adolescence. The Social and Health Assessment (SAHA) survey was conducted among 652 predominantly minority, inner-city adolescents during their transition from middle to high school in order to examine school attachment, perceived teacher support, parental control, and exposure to community violence as predictors of engagement in violent activities, development of aggressive beliefs, perception of school climate, and academic motivation one year later. Family and school factors appeared to be differentially associated with the negative outcomes. School attachment was associated with lower levels of violent delinquency and aggressive beliefs, as well as with academic motivation. Perceived teacher support was associated with positive perceptions of school climate and with academic motivation. Parental control was associated with lower levels of violent activity and with higher levels of academic motivation. Violence exposure was related to violent delinquency and negative perception of school climate. School attachment, teacher support, parental control, and violence exposure must all be incorporated into school reform efforts intended to break the inner city cycle of violence.

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 educational…

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…

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…

Students' Perceptions of Single-Gender Science and Mathematics Classroom Experiences

ERIC Educational Resources Information Center

Brown, Sherri L.; Ronau, Robert R.

2012-01-01

While participating in single- and mixed-gender science and mathematics classes, ninth-grade urban high school students' (n = 118) academic self-concept, self-efficacy, and school climate perceptions were examined. Their perceptions were measured quantitatively from the Fennema-Sherman Mathematics (modified for Science) Attitude and the Patterns…

Perceptions of Ethical Climate and Research Pressures in Different Faculties of a University: Cross-Sectional Study at the University of Split, Croatia.

PubMed

Malički, Mario; Katavić, Vedran; Marković, Domagoj; Marušić, Matko; Marušić, Ana

2017-10-25

We determined the prevailing ethical climate at three different schools of a single university, in order to explore possible differences in the ethical climate related to different research fields: the School of Electrical Engineering, Mechanical Engineering, and Naval Architecture; the School of Humanities and Social Sciences; and the School of Medicine. We used the Ethical Climate Questionnaire to survey the staff (teachers and administration) at the three schools, and used the research integrity and organizational climate (RIOC) survey for early-stage researchers at the three schools. The dominant ethical climate type perceived collectively at the three university schools (response rate 49%, n = 294) was Laws and professional codes, which is associated with the cosmopolitan level of analysis and the ethical construct of principle. Individually, the same climate predominated at the schools for engineering and humanities, but the School of Medicine had the Self-interest ethical climate, which is associated with the individual level of analysis and the egoism ethical construct. In the RIOC survey (response rate 85%; n = 70), early-stage researchers from the three university schools did not differ in their perceptions of the organizational research integrity climate, or in their perceived individual, group or organizational pressures. Our study is the first, to the best of our knowledge, to show differences in perceived ethical climate at a medical school compared to other schools at a university. Further studies are needed to explore the reasons for these differences and how they translate to organizational outcomes, such as job satisfaction, commitment to the institution and dysfunctional behaviour, including research misconduct.

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,…

The Relationships among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools

ERIC Educational Resources Information Center

Chong, Wan Har; Klassen, Robert M.; Huan, Vivien S.; Wong, Isabella; Kates, Allison Diane

2010-01-01

The authors explored how prior student achievement, through school types, predicted teacher self- and collective efficacy and perceived academic climate of 222 middle school teachers in Singapore. Teachers assigned to high-track and regular middle schools differed in their perception of self- and collective efficacy to promote organizational…

Profiles of Student Perceptions of School Climate: Relations with Risk Behaviors and Academic Outcomes.

PubMed

Shukla, Kathan; Konold, Timothy; Cornell, Dewey

2016-06-01

School climate has been linked to a variety of positive student outcomes, but there may be important within-school differences among students in their experiences of school climate. This study examined within-school heterogeneity among 47,631 high school student ratings of their school climate through multilevel latent class modeling. Student profiles across 323 schools were generated on the basis of multiple indicators of school climate: disciplinary structure, academic expectations, student willingness to seek help, respect for students, affective and cognitive engagement, prevalence of teasing and bullying, general victimization, bullying victimization, and bullying perpetration. Analyses identified four meaningfully different student profile types that were labeled positive climate, medium climate-low bullying, medium climate-high bullying, and negative climate. Contrasts among these profile types on external criteria revealed meaningful differences for race, grade-level, parent education level, educational aspirations, and frequency of risk behaviors. © Society for Community Research and Action 2016.

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,…

Parsonian Influence and the Effect of School Climate and Bureaucracy on the Perceived Effectiveness in Schools

ERIC Educational Resources Information Center

McVey, Deidre

2009-01-01

School climate is a significant way to predict school achievement as a positive correlation to students' standardized test scores and also teachers' perceptions of bureaucratic effectiveness and empowerment (Hoy, Tarter & Kottkamp, 1991; Sweetland & Hoy, 2000). Enabling bureaucracies are positively related to teacher empowering; however,…

Pupils' Perceptions of Discipline and Academic Standards in Belgian Coeducational and Single-Sex Schools

ERIC Educational Resources Information Center

Brutsaert, Herman

2002-01-01

In this paper, single-sex and coeducational schools are compared in terms of pupils' perceptions of disciplinary and academic climates. Use was made of data from 68 secondary schools in Flanders (Belgium). Of these schools, 25 were mixed and 43 were single-sex (21 girls, and 22 boys, schools). Respondents were third-year students: 3370 girls and…

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…

High School Athletes' Perceptions of the Motivational Climate in Their Off-Season Training Programs.

PubMed

Chamberlin, Jacob M; Fry, Mary D; Iwasaki, Susumu

2017-03-01

Chamberlin, JM, Fry, MD, and Iwasaki, S. High school athletes' perceptions of the motivational climate in their off-season training programs. J Strength Cond Res 31(3): 736-742, 2017-Athletes benefit tremendously from working hard in off-season training (OST) because it sets them up to avoid injuries and perform their best during the season. Ironically, many athletes struggle to stay motivated to participate regularly in this training. Research has highlighted the benefits for athletes perceiving a caring and task-involving climate, where they gauge their success based on their personal effort and improvement, and perceive each member of the team is treated with mutual kindness and respect. Athletes who perceive a caring and task-involving climate on their teams are more likely to report greater adaptive motivational responses. Research has not currently examined athletes' perceptions of the climate in OST programs. The purpose of this study was to examine the relationship between athletes' perceptions of the climate in an OST program and their motivational responses. High school athletes (N = 128; 90 males 35 females; mean age = 15.3 years) participating in summer OST programs completed a survey that included measures of intrinsic motivation, commitment, their valuing OST, feeling like it is their decision to participate in OST, their perceptions that their teammates take OST seriously, and attendance. A canonical correlation revealed that athletes, who perceived a highly caring and task-involving climate reported higher intrinsic motivation, value of and commitment to OST; attendance; and perceived teammates take OST seriously. Results suggest that creating a caring and task-involving climate in OST programs may help athletes optimize their motivation to participate in important strength and conditioning programs.

Men in Academic School Psychology: A National Survey

ERIC Educational Resources Information Center

Little, Steven G.; Akin-Little, Angeleque; Palomares, Ronald S.; Eckert, Tanya L.

2012-01-01

There is a paucity of research examining the experiences and perceptions of men employed as school psychology academicians. The purpose of this investigation was to ascertain male school psychology academicians' perceptions of their respective academic climates, levels of support, incidences of harassment, and levels of stress, and to compare…

Measurement Invariance of the Student Personal Perception of Classroom Climate Scale (SPPCC) in the Turkish Context

ERIC Educational Resources Information Center

Bahar, Mustafa; Asil, Mustafa; Rubie-Davies, Christine M.

2018-01-01

Among school psycho-social factors with considerable effect on student outcomes are both school and classroom climate. Because how students perceive the classroom climate strongly predicts achievement, measuring classroom climate gains importance and the need for testing the existing results across cultures persists. In this study, we assessed the…

Safe Schools? Transgender Youth's School Experiences and Perceptions of School Climate.

PubMed

Day, Jack K; Perez-Brumer, Amaya; Russell, Stephen T

2018-06-01

The magnitude of gender identity-related disparities in school-based outcomes is unknown because of a lack of representative studies that include measures of gender identity. By utilizing a representative sample generalizable to a broader population, this study elucidates the size of gender identity-related disparities, independent of sexual orientation, in school experiences associated with school connectedness and perceptions of school climate. Additionally, the inclusion of and comparison to results of a large non-representative sample allows for more direct comparisons to previous studies of the school experiences of transgender youth. The analyses in this study primarily draw on a sample of 31,896 youth representative of the middle and high school population in California who participated in the 2013-2015 California Student Survey (a subsample of the California Healthy Kids Survey, which includes the largest known sample of transgender youth). Over half the sample identified their sex as female (51.3%), and 398 identified as transgender (1.0%). The sample was racially and ethnically diverse: 30.7% identified as multiracial, 33.0% as White, 11.1% as Asian, 7.4% as Black, and 52.9% as Hispanic. Findings from multilevel analyses show that relative to non-transgender youth, transgender youth were more likely to be truant from school, to experience victimization and bias-based bullying, and to report more negative perceptions of school climate, though did not differ in self-reported grades. The findings have implications for improving school policies and practices to create safer and more supportive school climates for all youth.

Collegial Climate and Novice Teachers' Intent to Remain Teaching

ERIC Educational Resources Information Center

Pogodzinski, Ben; Youngs, Peter; Frank, Kenneth A.

2013-01-01

Using survey data from novice teachers across 99 schools, we estimated multilevel regressions to identify the association between novices' intent to remain teaching within their schools and their perceptions of the collegial climate. The results suggest that novice teachers who perceive a more positive collegial climate marked by higher degrees…

Block Scheduling in Missouri: A Study of Administrator and Teacher Perceptions.

ERIC Educational Resources Information Center

Stader, David L.; DeSpain, B. C.

This paper reports on a Missouri study that compared block scheduling to traditional schedules in small high schools (schools with fewer than 500 students in grades 9 to 12). The study focused on small-school administrator and teacher perceptions of the effects of block scheduling on student achievement, school climate, and teacher methodology.…

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…

Scale Development for Perceived School Climate for Girls' Physical Activity

ERIC Educational Resources Information Center

Birnbaum, Amanda S.; Evenson, Kelly R.; Motl, Robert W.; Dishman, Rod K.; Voorhees, Carolyn C.; Sallis, James F.; Elder, John P.; Dowda, Marsha

2005-01-01

Objectives: To test an original scale assessing perceived school climate for girls' physical activity in middle school girls. Methods: Confirmatory factor analysis (CFA) and structural equation modeling (SEM). Results: CFA retained 5 of 14 original items. A model with 2 correlated factors, perceptions about teachers' and boys' behaviors,…

Association Between Perceived Medical School Diversity Climate and Change in Depressive Symptoms Among Medical Students: A Report from the Medical Student CHANGE Study.

PubMed

Hardeman, Rachel R; Przedworski, Julia M; Burke, Sara; Burgess, Diana J; Perry, Sylvia; Phelan, Sean; Dovidio, John F; van Ryn, Michelle

2016-01-01

To determine whether perceptions of the medical school diversity climate are associated with depression symptoms among medical students. Longitudinal web-based survey conducted in the fall of 2010 and spring of 2014 administered to a national sample of medical students enrolled in 49 schools across the U.S. (n = 3756). Negative diversity climate measured by perceptions of the institution's racial climate; exposure to negative role modeling by medical educators; frequency of witnessing discrimination in medical school. Depression symptoms measured by the PROMIS Emotional Distress-Depression Short-Form. 64% of students reported a negative racial climate; 81% reported witnessing discrimination toward other students at least once, and 94% reported witnessing negative role modeling. Negative racial climate, witnessed discrimination, and negative role modeling were independently and significantly associated with an increase in depression symptoms between baseline and follow-up. Adjusting for students' personal experiences of mistreatment, associations between depressive symptoms and negative racial climate and negative role modeling, remained significant (.72 [.51-.93]; .33 [.12-.54], respectively). Among medical students, greater exposure to a negative medical school diversity climate was associated with an increase in self-reported depressive symptoms. Copyright © 2016 National Medical Association. All rights reserved.

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…

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,…

Deconstructing Peer Victimization: Relationships with Connectedness, Gender, Grade, and Race/Ethnicity

ERIC Educational Resources Information Center

La Salle, Tamika P.; Parris, Leandra; Morin, Melissa; Meyers, Joel

2016-01-01

School connectedness has been shown to be an integral part of students' perceptions of school climate, which in turn affects their mental health functioning. Research has suggested that student perceptions of school connectedness may be related to their experiences with peer victimization. However, there is limited evidence of the moderating…

The Educational Climate Inventory: Measuring Students' Perceptions of the Preclerkship and Clerkship Settings.

PubMed

Krupat, Edward; Borges, Nicole J; Brower, Richard D; Haidet, Paul M; Schroth, W Scott; Fleenor, Thomas J; Uijtdehaage, Sebastian

2017-12-01

To develop an instrument to assess educational climate, a critical aspect of the medical school learning environment that previous tools have not explored in depth. Fifty items were written, capturing aspects of Dweck's performance-learning distinction, to distinguish students' perceptions of the educational climate as learning/mastery oriented (where the goal is growth and development) versus performance oriented (where the goal is appearance of competence). These items were included in a 2014 survey of first-, second-, and third-year students at six diverse medical schools. Students rated their preclerkship or clerkship experiences and provided demographic and other data. The final Educational Climate Inventory (ECI) was determined via exploratory and confirmatory factor analysis. Relationships between scale scores and other variables were calculated. Responses were received from 1,441/2,590 students (56%). The 20-item ECI resulted, with three factors: centrality of learning and mutual respect; competitiveness and stress; and passive learning and memorization. Clerkship students' ratings of their learning climate were more performance oriented than preclerkship students' ratings (P < .001). Among preclerkship students, ECI scores were more performance oriented in schools with grading versus pass-fail systems (P < .04). Students who viewed their climate as more performance oriented were less satisfied with their medical school (P < .001) and choice of medicine as a career (P < .001). The ECI allows educators to assess students' perceptions of the learning climate. It has potential as an evaluation instrument to determine the efficacy of attempts to move health professions education toward learning and mastery.

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…

Students' Democratic Experiences in School: A Multilevel Analysis of Social-Emotional Influences

ERIC Educational Resources Information Center

Eckstein, Katharina; Noack, Peter

2014-01-01

Despite the importance of a democratic school context, little is known about its underling processes. The present research examined in how far a positive social-emotional classroom climate, namely perceptions of community in class and fairness of teachers, furthers students' democratic experiences in school (i.e., open classroom climate for…

A Qualitative Study of School Climate According to Teachers' Perceptions

ERIC Educational Resources Information Center

Ozen, Hamit

2018-01-01

Purpose: Academic researchers have reported that the climate of a school deeply affects students and other partners. A safe and caring school environment is one in which school attendees feel respected, feel that their work is meaningful, and feel that they are good at what they do. The purpose of this paper was to determine how teachers perceived…

A Multilevel Analysis of Student Perceptions of School Climate: The Effect of Social and Academic Risk Factors

ERIC Educational Resources Information Center

Fan, Weihua; Williams, Cathy M.; Corkin, Danya Marie

2011-01-01

This multilevel study examines the extent to which individual- and school-level variables are predictive of three aspects of students' perceived school climate (order, safety, and discipline; fairness and clarity of school rules; and teacher-student relationship) by using a nationally representative sample. A wide range of social and academic risk…

Perceptions of the School Community as It Implements New Jersey Harassment, Intimidation, and Bullying Legislation

ERIC Educational Resources Information Center

Schlenoff, Fran

2014-01-01

This study examined the success of five elementary schools in their implementation of the 2011 New Jersey Harassment, Intimidation, and Bullying law (NJ HIB law). It also explored stakeholders' perceptions of school climate since the law went into effect. Fourth and fifth grade parents, students, teachers, and counselors in the district's five…

Teachers' Perceptions of Tolerance in Teacher-Administrator Relationships in Turkey

ERIC Educational Resources Information Center

Karaman-Kepenekci, Yasemin; Aypay, Ahmet

2009-01-01

The concept of tolerance is closely related to education. There has been a growing body of literature on the issue of tolerance in schools, since it directly influences the school climate. This study has investigated teacher perceptions of tolerance in teacher-administrator relationships in state schools in Turkey. A sample of 308 teachers was…

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…

Impact of School Uniforms on Student Discipline and the Learning Climate: A Comparative Case Study of Two Middle Schools with Uniform Dress Codes and Two Middle Schools without Uniform Dress Codes

ERIC Educational Resources Information Center

Dulin, Charles Dewitt

2016-01-01

The purpose of this research is to evaluate the impact of uniform dress codes on a school's climate for student behavior and learning in four middle schools in North Carolina. The research will compare the perceptions of parents, teachers, and administrators in schools with uniform dress codes against schools without uniform dress codes. This…

Principals as Instruction Leaders, Determiners of School Climate, and Facilitators of Student Achievement

ERIC Educational Resources Information Center

Cole-Foppe, Leslie A.

2016-01-01

The principal needs to be a strong instructional leader and foster a healthy school climate while having sufficient time to dedicate to these roles with all that is expected of the position. This quantitative-based research study examined the relationship between the perceptions of elementary and high school principals and elementary and high…

Association of Grade Configuration with School Climate for 7th and 8th Grade Students

ERIC Educational Resources Information Center

Malone, Marisa; Cornell, Dewey; Shukla, Kathan

2017-01-01

Educational authorities have questioned whether middle schools provide the best school climate for 7th and 8th grade students, and proposed that other grade configurations such as K-8th grade schools may provide a better learning environment. The purpose of this study was to compare 7th and 8th grade students' perceptions of 4 key features of…

Appraisal of the dental school learning environment: the students' view.

PubMed

Henzi, David; Davis, Elaine; Jasinevicius, Roma; Hendricson, William; Cintron, Laura; Isaacs, Marcia

2005-10-01

The majority of studies examining dental school curriculum have addressed organization, structure, and content issues from the perspectives of administrators, faculty, practitioners/alumni, and professional organizations. However, few studies have focused on students' opinions of dental school. The purpose of this study was to determine students' perceptions of the learning environment, intellectual climate, and teacher-student relationships in dental school. This report describes how the "dental version" of the Medical Student Learning Environment Survey (MSLES) was used to identify students' perceptions of their dental education. Freshman and junior dental students' perceptions were measured with the Dental Student Learning Environment Survey (DSLES), which evaluates learning environment, intellectual climate, and relationships among students and teachers in seven areas: flexibility, student-to-student interaction, emotional climate, supportiveness, meaningful experience, organization, and breadth of interest. The DSLES was mailed to twenty-three dental schools in North America with eighteen of the schools distributing the inventory. A total of 619 dental students responded. Results were differentiated between freshman and junior dental students. Both freshman and junior students provided the highest (most positive) ratings for the DSLES subscales of "breadth of interest" (interest in dentistry and outside interests are encouraged) and "meaningful learning experience" (significance of courses to dentistry). Freshman students provided the lowest (least positive) ratings for "emotional climate" (students' responses to the way their courses were conducted and stress levels), and junior students provided the least positive ratings for "faculty supportiveness" (extent of faculty support and encouragement provided to students). The DSLES identified students' perceptions of their educational experience and localized areas for improvement. By addressing these areas of concern, faculty can increase student satisfaction with their dental education.

Parental aspirations for their children's educational attainment: relations to ethnicity, parental education, children's academic performance, and parental perceptions of school climate.

PubMed

Spera, Christopher; Wentzel, Kathryn R; Matto, Holly C

2009-09-01

This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children's academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children's educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations

PubMed Central

López, Verónica; Oyanedel, Juan C.; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students’ perceptions of teachers’ wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher’s wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students’ previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students’ social wellbeing at school, their perception of teachers’ wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students’ social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students’ individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students’ subjective experience and school achievement and performance, and reduce the probability of school failure and dropout. PMID:28769838

School Achievement and Performance in Chilean High Schools: The Mediating Role of Subjective Wellbeing in School-Related Evaluations.

PubMed

López, Verónica; Oyanedel, Juan C; Bilbao, Marian; Torres, Javier; Oyarzún, Denise; Morales, Macarena; Ascorra, Paula; Carrasco, Claudia

2017-01-01

School achievement gaps and school failure are problematic issues in Latin America, and are mainly explained by the socio-economic status (SES) of the students. What schools can do to improve school achievement and reduce school failure is a critical issue, both for school management and teacher training. In this study, we present the association of individual and school-related socio-emotional variables with school achievement and performance, controlling for the effects of SES. A probabilistic sample of 4,964 students, drawn from 191 schools enrolled in year 10 in urban areas of Chile, answered questionnaires assessing subjective wellbeing, social wellbeing in school, school climate, school social wellbeing and students' perceptions of teachers' wellbeing. Using structural equation modeling, and controlling for SES, we modeled subjective wellbeing as a mediator of the relationship between school-related variables, such as school climate and perception of teacher's wellbeing, and (a) school achievement, and (b) school performance. School achievement was computed as a product of (a) the probability of passing the school year, and (b) the percentage of yearly attendance at school. Data on school achievement was drawn from administrative registries from the Chilean Ministry of Education. School performance was computed as the estimated grade point average (GPA) at the end of the school year, based on the students' previous 5-year GPAs, and was also obtained through administrative data of the last 5 years. Findings reveal the mediating role of subjective wellbeing in the relationship between school-related evaluations (students' social wellbeing at school, their perception of teachers' wellbeing and school climate) and school achievement. For school achievement, two variables were mediated (students' social wellbeing at school and school climate). However, for school performance, no significant mediations were found. We conclude that, on the one hand, after controlling for SES, students' individual subjective wellbeing is associated with their achievement and performance in school. We discuss the importance of improving school experiences that may protect and promote students' subjective experience and school achievement and performance, and reduce the probability of school failure and dropout.

The Impact of Adult Degree-Completion Programs on the Organizational Climate of Christian Colleges and Universities

ERIC Educational Resources Information Center

Giles, Pamela

2010-01-01

Leaders in Christian higher education are often unaware of how adult degree completion programs (ADCPs) impact a school's organizational behavior, and no research has examined employees' perceptions of its impact. This nonexperimental, descriptive study examined differences in employees' perceptions of the impact on organizational climate of the…

Self-efficacy as a mediator of children's achievement motivation and in-class physical activity.

PubMed

Gao, Zan; Lochbaum, Marc; Podlog, Leslie

2011-12-01

The present study was designed to examine the mediating effect of self-efficacy on relations of middle school students' four achievement goals with their perceptions of two motivational climates and in-class physical activity in physical education. The four achievement goals (mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance), perceptions of the motivational climate (mastery- and performance-involving climates), and self-efficacy were measured in a sample of 194 students (93 boys, 101 girls) in a public school. Students' in-class physical activity was assessed using Actical Accelerometers. A series of multiple-regression analyses supported the mediating effect of self-efficacy on the relationships among students' mastery-approach goal, perceived mastery-involving climate, and physical activity.

School safe driving climate: Theoretical and practical considerations for promoting teen driver safety in school settings.

PubMed

Mirman, Jessica H; Roche, Brianne; Higgins-D'Alessandro, Ann

2018-06-21

The aims of this study were to extend the current literature on school climate that is focused on understanding how teacher, administrator, and student perceptions about driving-focused aspects of the social, educational, and institutional climate of schools can affect students' achievement, behavior, and adjustment towards the development of the concept of school safe driving climate (SSDC) and initiate the development of tools and processes for assessing SSDC. A mixed-methods approach was used to develop an initial version of a survey-based measure of SSDC that involved self-report surveys (students) and in-depth interviews (teachers). Exploratory factor analytic procedures identified SSDC constructs and a regression framework was used to examine associations among SSDC constructs and self-reported driver behaviors. Qualitative data were subjected to inductive analysis, with a goal of elucidating teachers' perspectives on SSDC and an SSDC intervention. The study sample consisted of 947 adolescents (48% male) from one large high school and 44 teacher advisors. Participants were recruited from a school participating in a state-wide effort to promote transportation safety through peer-led programming. Two SSDC factors were identified: Administrative Contributions to School Safety and Value of School Safety, which were associated with adolescents' perceptions of their driving behaviors. Adolescents' perceived that the intervention affected administrative safety. Teacher interviews contextualized these results and provided guidance on program revisions. Safe driving climate may be an important, modifiable, and measurable aspect of school climate. Additional research is needed to refine the assessment tool and to use it in longitudinal and experimental studies.

The relationship between constructivist supervisory practices, school climate, and student proficiency in reading, mathematics, and science: Evidence from NELS:88

NASA Astrophysics Data System (ADS)

Molnar, John Alexander

In an effort to improve instruction and student learning, school reform efforts have become prevalent. School reformers have examined many aspects of the school experience, including learning theories such as behaviorism and constructivism, the changing roles of teachers and supervisors, and even the concept of the school itself. The theoretical framework for this study centered around constructivist learning theory. The study itself focused on the application of constructivist learning theory to the supervisory process. The study examined five areas of interest: (a) teachers' perceptions of constructivist supervisory behavior; (b) teachers' perceptions of efficacy and control in the classroom; (c) teachers' perceptions of school climate; (d) teachers' perceptions of job satisfaction, and (e) the influences of each of the aforementioned on student proficiency in mathematics, reading, and science. Data for the study was drawn from the first follow-up survey of the National Educational Longitudinal Study of 1988 (NELS: 88). NELS: 88 investigated a wide variety of factors that influence the educational process. The first follow-up focuses on environmental factors that affect teachers and students. Variables were selected from the NELS:88 data set that represented the areas to be examined. Factor analysis and correlational analysis were applied to ensure that the variables were measuring distinct constructs and to determine ways they could be grouped for analysis. Multiple linear regression analysis was applied to determine relationships among the individual and composite variables, controlling for student and teacher demographic factors. The results of the study suggest that varying relationships do exist between constructivist supervisory practices and the constructs measuring school climate and job satisfaction. The results also suggest that varying relationships exist between each of these factors and student proficiency in mathematics, reading, and science. Specifically, school climate, job satisfaction, and student proficiency were influenced by constructivist supervisory practices that included teachers' freedom to experiment with teaching and teachers' control over texts and materials.

The Relationship between Teachers' Five Perceived Factors of School Climate and Their Satisfaction at Selected (K-8) School Districts

ERIC Educational Resources Information Center

Bitar, Maysa H.

2012-01-01

This non-experimental quantitative study followed a correlational design that examined the relationship between five factors of school climate: a) leadership, b) professional development, c) salary, d) working condition, and e) teacher collaboration as measured by the modified version of Teacher's Perception of Factors Leading to Attrition (TPFLA)…

How Students' Perceptions of the School Climate Influence Their Choice to Upstand, Bystand, or Join Perpetrators of Bullying

ERIC Educational Resources Information Center

Ferráns, Silvia Diazgranados; Selman, Robert L.

2014-01-01

The authors of this article, Silvia Diazgranados Ferráns and Robert Selman, use an emergent framework to explore how the rules of the school culture at different perceived school climates affect early adolescents' decisions to upstand, bystand, or join the perpetrators when they witness peer aggression and bullying. Through a grounded theory…

Administrative Climate and Novices' Intent to Remain Teaching

ERIC Educational Resources Information Center

Pogodzinski, Ben; Youngs, Peter; Frank, Kenneth A.; Belman, Dale

2012-01-01

Using survey data from novice teachers at the elementary and middle school level across 11 districts, multilevel logistic regressions were estimated to examine the association between novices' perceptions of the administrative climate and their desire to remain teaching within their schools. We find that the probability that a novice teacher…

Student Perceived Motivational Climate, Enjoyment, and Physical Activity in Middle School Physical Education

ERIC Educational Resources Information Center

Johnson, Christine E.; Erwin, Heather E.; Kipp, Lindsay; Beighle, Aaron

2017-01-01

We used achievement goal theory to examine students' physical activity (PA) motivation and physical education (PE) enjoyment. Purposes included: 1) determine whether schools with different pedagogical approaches varied in student perceptions of mastery and performance climate dimensions, enjoyment, and PA; 2) examine gender and grade differences…

Does Engagement in Forest School Influence Perceptions of Risk, Held by Children, Their Parents, and Their School Staff?

ERIC Educational Resources Information Center

Savery, Alice; Cain, Tim; Garner, Jo; Jones, Tracy; Kynaston, Emily; Mould, Kirsten; Nicholson, Laura; Proctor, Sophie; Pugh, Rosanne; Rickard, Emma; Wilson, Deborah

2017-01-01

In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a "zero risk childhood" on them, Forest School aims to offer learners the opportunity to take "supported risks". This study investigated perceptions of risk associated with the outdoors, held by…

A Multilevel Perspective on the Climate of Bullying: Discrepancies Among Students, School Staff, and Parents

PubMed Central

WAASDORP, TRACY EVIAN; PAS, ELISE T.; O’BRENNAN, LINDSEY M.; BRADSHAW, CATHERINE P.

2011-01-01

Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the association between school-level indicators of disorder, norms regarding bullying and bullies, and students, parents, and staff perceptions of safety, belonging, and witnessing bullying. Results revealed several important discrepancies between adults and youth with regard to their perceptions. Moreover, results highlight the significance of normative beliefs about bullies, retaliation, and the influence of school contextual factors on students’ risk for exposure to bullying. PMID:21552337

A Multilevel Perspective on the Climate of Bullying: Discrepancies Among Students, School Staff, and Parents.

PubMed

Waasdorp, Tracy Evian; Pas, Elise T; O'Brennan, Lindsey M; Bradshaw, Catherine P

2011-01-01

Although many bullying prevention programs aim to involve multiple partners, few studies have examined perceptual differences regarding peer victimization and the broader bullying climate among students, staff, and parents. The present study utilized multilevel data from 11,674 students, 960 parents, and 1,027 staff at 44 schools to examine the association between school-level indicators of disorder, norms regarding bullying and bullies, and students, parents, and staff perceptions of safety, belonging, and witnessing bullying. Results revealed several important discrepancies between adults and youth with regard to their perceptions. Moreover, results highlight the significance of normative beliefs about bullies, retaliation, and the influence of school contextual factors on students' risk for exposure to bullying.

Medical school deans' perceptions of organizational climate: useful indicators for advancement of women faculty and evaluation of a leadership program's impact.

PubMed

Dannels, Sharon; McLaughlin, Jean; Gleason, Katharine A; McDade, Sharon A; Richman, Rosalyn; Morahan, Page S

2009-01-01

The authors surveyed U.S. and Canadian medical school deans regarding organizational climate for faculty, policies affecting faculty, processes deans use for developing faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The usable response rate was 58% (n = 83/142). Deans perceived gender equity in organizational climate as neutral, improving, or attained on most items and deficient on four. Only three family-friendly policies/benefits were available at more than 68% of medical schools; several policies specifically designed to increase gender equity were available at fewer than 14%. Women deans reported significantly more frequent use than men (P = .032) of practices used to develop faculty leadership. Deans' impressions regarding the impact of ELAM alumnae on their schools was positive (M = 5.62 out of 7), with those having more fellows reporting greater benefit (P = .01). The deans felt the ELAM program had a very positive influence on its alumnae (M = 6.27) and increased their eligibility for promotion (M = 5.7). This study provides a unique window into the perceptions of medical school deans, important policy leaders at their institutions. Their opinion adds to previous studies of organizational climate focused on faculty perceptions. Deans perceive the organizational climate for women to be improving, but they believe that certain interventions are still needed. Women deans seem more proactive in their use of practices to develop leadership. Finally, deans provide an important third-party judgment for program evaluation of the ELAM leadership intervention, reporting a positive impact on its alumnae and their schools.

Perceptions of competence, implicit theory of ability, perception of motivational climate, and achievement goals: a test of the trichotomous conceptualization of endorsement of achievement motivation in the physical education setting.

PubMed

Cury, F; Da Fonséca, D; Rufo, M; Sarrazin, P

2002-08-01

To test and extend the conceptualization of the endorsement of achievement goals in the physical education setting Mastery, Performance-approach, and Performance-approach goals, Perception of the physical education competence, Implicit theory about sport ability, and Perception of the motivational climate were assessed among 682 boys attending five French schools. Analysis indicated that (1) Performance-approach goals were positively associated with perception of physical education Competence, Entity beliefs about sport ability, the Performance dimension of the motivational climate, and negatively associated with Incremental beliefs about sport ability. (2) Mastery goals were positively associated with perception of physical education Competence, Incremental beliefs about sport ability, the Mastery dimension of the motivational climate, and negatively associated with the Performance dimension of the motivational climate. Also, (3) Performance-avoidance goals were positively associated with Entity beliefs about sport ability and the Performance dimension of the motivational climate; these goals were negatively associated with Incremental beliefs about sport ability and perception of physical education Competence. These results clearly attested to the validity of the trichotomous model in the physical education setting.

A Longitudinal Study of the Effects of Family, Friends, and School Experiences on the Psychological Adjustment of Ethnic Minority, Low-SES Adolescents.

ERIC Educational Resources Information Center

Way, Niobe; Robinson, Melissa G.

2003-01-01

Examined the influence over time of demographic variables and perceived family and friend support and school climate on changes in psychological adjustment among Black, Latino, and Asian American adolescents from low-income families. Found a greater increase in self-esteem in students reporting more positive perceptions of school climate and,…

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…

The Principalship: Essential Core Competencies for Instructional Leadership and Its Impact on School Climate

ERIC Educational Resources Information Center

Ross, Dorrell J.; Cozzens, Jeffry A.

2016-01-01

The purpose of this quantitative study was to investigate teachers' perceptions of principals' leadership behaviors influencing the schools' climate according to Green's (2010) ideologies of the 13 core competencies within the four dimensions of principal leadership. Data from the "Leadership Behavior Inventory" (Green, 2014) suggest 314…

A Multilevel Analysis of the Effects of Disciplinary Climate Strength on Student Reading Performance

ERIC Educational Resources Information Center

Guo, Siwen; Li, Lingyan; Zhang, Danhui

2018-01-01

Climate strength was first conceptualised in the organisational psychology literature as the within-group agreement on the perceptions of climate. In contrast to the deep study of climate level, climate strength has not been clarified by school climate research. The purpose of this cross-cultural study is to identify the main effect of…

Relationships and Authentic Collaboration: Perceptions of a Building Leadership Team

ERIC Educational Resources Information Center

Conner, Tonya

2015-01-01

This research examined perceptions of a Building Leadership Team (BLT) regarding the school climate, collegial relationships, camaraderie, and team-building skills among certified faculty. Participants' perceptions changed from resistance accession once a clear understanding of authentic collaboration developed through five job-embedded…

Individual and Contextual Parameters Associated with Adolescents' Domain Specific Self-Perceptions

ERIC Educational Resources Information Center

Kokkinos, Constantinos M.; Hatzinikolaou, Stamatia

2011-01-01

The present study examined the role of adolescents' self-esteem and perceptions of family and classroom contexts on their domain specific self-perceptions. 345 Greek junior high school adolescents aged 14-16 completed measures of domain specific self-perceptions, self-esteem, parenting styles and classroom climate. Hierarchical regression analyses…

The Role of School Assistant Principals and Their Perceptions Regarding the Characteristics and Culture of a Good School

ERIC Educational Resources Information Center

Landry, Ted J.

2012-01-01

Throughout the literature, leadership and culture are intertwined. Organizational and leadership theorists alike hold that a leader's perceptions and behaviors are significant, if not primary, determinants of an organization's culture and climate. Given that the assistant principal is exceeded in positional authority only by the principal at a…

Authoritative school climate, number of parents at home, and academic achievement.

PubMed

Huang, Francis L; Eklund, Katie; Cornell, Dewey G

2017-12-01

School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Examining classroom influences on student perceptions of school climate: the role of classroom management and exclusionary discipline strategies.

PubMed

Mitchell, Mary M; Bradshaw, Catherine P

2013-10-01

There is growing emphasis on the use of positive behavior supports rather than exclusionary discipline strategies to promote a positive classroom environment. Yet, there has been limited research examining the association between these two different approaches to classroom management and students' perceptions of school climate. Data from 1902 students within 93 classrooms that were nested within 37 elementary schools were examined using multilevel structural equation modeling procedures to investigate the association between two different classroom management strategies (i.e., exclusionary discipline strategies and the use of positive behavior supports) and student ratings of school climate (i.e., fairness, order and discipline, student-teacher relationship, and academic motivation). The analyses indicated that greater use of exclusionary discipline strategies was associated with lower order and discipline scores, whereas greater use of classroom-based positive behavior supports was associated with higher scores on order and discipline, fairness, and student-teacher relationship. These findings suggest that pre-service training and professional development activities should promote teachers' use of positive behavior support strategies and encourage reduced reliance on exclusionary discipline strategies in order to enhance the school climate and conditions for learning. Copyright © 2013 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

White and African American Elementary Aged Student Perspectives of School Climate and the Relationship to Academic Achievement

ERIC Educational Resources Information Center

Spoor, Jeremy

2017-01-01

The achievement gap between White and African American students on the Missouri Assessment Program (MAP) is an educational phenomenon that has been around for generations and yet to be fully understood or eliminated. This study investigated the difference in school climate perceptions between African American and Caucasian (sic) elementary school…

Navigating Climate Science in the Classroom: Teacher Preparation, Perceptions and Practices

ERIC Educational Resources Information Center

Sullivan, Susan M. Buhr; Ledley, Tamara Shapiro; Lynds, Susan E.; Gold, Anne U.

2014-01-01

Results from a series of surveys describe dimensions of middle and high school science teachers' preparation for and practices around climate science instruction in the classroom. Descriptions are drawn from 877 respondents to four surveys of US middle and high school science teachers from 2009-2011. Most respondents had engaged in self-directed…

Scale Development for School and University Administrators

ERIC Educational Resources Information Center

Schulte, Laura E.

2007-01-01

As a result of the "No Child Left Behind Act," there is increased emphasis on assessment in P-12 schools today. School administrators are responsible for assessing student achievement, teacher and staff effectiveness, school climate, and graduates' perceptions of school programs. At the university level, organizations, such as the National Council…

School Uniform Policies in Public Schools

ERIC Educational Resources Information Center

Brunsma, David L.

2006-01-01

The movement for school uniforms in public schools continues to grow despite the author's research indicating little if any impact on student behavior, achievement, and self-esteem. The author examines the distribution of uniform policies by region and demographics, the impact of these policies on perceptions of school climate and safety, and…

School Counselors' Intervention in Bias-Related Incidents among Latino Students

ERIC Educational Resources Information Center

Toomey, Russell B.; Storlie, Cassandra A.

2016-01-01

School counselors help foster student's academic, social, and career development; yet, school counselors are often neglected in research on school climate and student safety. Framed by the theory of planned behavior, this study examined how 206 school counselors' multicultural counseling competence, multicultural self-efficacy, and perceptions of…

Hope in the Face of Climate Change: Associations with Environmental Engagement and Student Perceptions of Teachers' Emotion Communication Style and Future Orientation

ERIC Educational Resources Information Center

Ojala, Maria

2015-01-01

Is hope concerning climate change related to environmental engagement, or is it rather associated with unrealistic optimism and inactivity? This study on Swedish high school students identified two kinds of hope: constructive hope and hope based on denial. Constructive hope was positively associated with engagement and a perception that teachers…

Differences in the Psychosocial Work Environment of Different Types of Schools.

ERIC Educational Resources Information Center

Docker, John G.; And Others

1989-01-01

Discusses the use of the Work Environment Scale (WES) to measure teachers' perceptions of psychosocial dimensions of their school environment. Describes an application of WES in which work climates of different school types were compared and contrasted. (RJC)

Leadership Study in Hawaii--How Characteristics of Principals Affect the Schools.

ERIC Educational Resources Information Center

Araki, Charles T.

1982-01-01

Public and private school teachers in Hawaii were surveyed to obtain their perceptions of school organizational climate and principal leadership characteristics. In addition, data regarding the impact of school socioeconomic status and sex differences on leadership behavior were gathered and analyzed. (Author/MLF)

Teacher-student relationship climate and school outcomes: implications for educational policy initiatives.

PubMed

Barile, John P; Donohue, Dana K; Anthony, Elizabeth R; Baker, Andrew M; Weaver, Scott R; Henrich, Christopher C

2012-03-01

In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students (n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging 16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and student achievement were mediated by the teacher-student relationship climate. Results of this study were threefold. First, teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly, schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students' senior year. These findings are discussed in light of their educational policy implications.

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…

Principals' Perceptions of Multicultural Education and School Climate

ERIC Educational Resources Information Center

McCray, Carlos R.; Alston, Judy A.; Beachum, Floyd D.

2006-01-01

Scholars of multicultural education urge school administrators to produce curricula in which the heterogeneity found in our public schools becomes an asset and not a barrier. In this survey research, we examined the extent to which secondary school principals in a southeastern state positively viewed the values and principles of multicultural…

Individual and School Predictors of Middle School Aggression

ERIC Educational Resources Information Center

Reis, Janet; Trockel, Mickey; Mulhall, Peter

2007-01-01

Hierarchical linear modeling is used to assess individual student, family, and school predictors of aggression in 111,662 students in sixth, seventh, and eighth grades. Nine measures of problem-solving strategies, quality of family and peer interaction, and perceptions of school climate are analyzed at the individual student level. Eight measures…

Beyond Accommodations: Perceptions of Students with Disabilities in a Hispanic Serving Institution

ERIC Educational Resources Information Center

Agarwal, Neelam

2011-01-01

The purpose of this mixed method study was to explore perceptions of students with disabilities in a predominantly Hispanic serving institution. Factors of transition from high school to college, campus involvement, engagement in student organizations and their perceptions of campus climate were investigated through both a survey with 104…

Individual and contextual parameters associated with adolescents' domain specific self-perceptions.

PubMed

Kokkinos, Constantinos M; Hatzinikolaou, Stamatia

2011-04-01

The present study examined the role of adolescents' self-esteem and perceptions of family and classroom contexts on their domain specific self-perceptions. 345 Greek junior high school adolescents aged 14-16 completed measures of domain specific self-perceptions, self-esteem, parenting styles and classroom climate. Hierarchical regression analyses revealed that both family and classroom contexts predicted students' self-perceptions, after students' demographics, academic achievement and self-esteem were controlled for. However, different patterns emerged in the relationship between family, classroom climate and self-esteem depending on domain specific self-perceptions. Academic self-perceptions (scholastic, mathematics and language competences) were predicted by classroom climate dimensions (order and organization, student involvement, rule clarity), whereas self-perceptions regarding relations with parents, close friends and behaviour conduct, were predicted by parenting styles. Given the fact that adolescence is a period of fluctuation in self-understanding which renders self-perceptions particularly malleable, the results support the critical role of the social environments where adolescents operate. Copyright © 2010 The Association for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

High School Assistant Principals' Perception of Factors Influencing High School Assistant Principal Attrition in a Georgia School District

ERIC Educational Resources Information Center

Buff, Shannon Jonell

2017-01-01

Retention of quality high school assistant principals is a problem in a suburban Georgia school district, where 35% of administrators left their schools in a 3-year period. Researchers indicated that high turnover rates in school leadership influence student achievement and school climate. The purpose of this qualitative case study was to explore…

Understanding the Association Between School Climate and Future Orientation.

PubMed

Lindstrom Johnson, Sarah; Pas, Elise; Bradshaw, Catherine P

2016-08-01

Promoting students' future orientation is inherently a goal of the educational system. Recently, it has received more explicit attention given the increased focus on career readiness. This study aimed to examine the association between school climate and adolescents' report of future orientation using data from youth (N = 27,698; 49.4 % female) across 58 high schools. Three-level hierarchical linear models indicated that perceptions of available emotional and service supports, rules and consequences, and parent engagement were positively related to adolescents' future orientation. Additionally, the school-level average future orientation was significantly related to individuals' future orientation, indicating a potential influence of contextual effects on this construct. Taken together, these findings suggest that interventions targeting school climate may hold promise for promoting future orientation.

[Psychometric examination of the School Social Climate Questionnaire in Chileans students].

PubMed

Guerra Vio, Cristóbal; Castro Arancibia, Lorena; Vargas Castro, Judith

2011-02-01

The School Social Climate Questionnaire (CECSCE) was adapted and applied. Subsequently, its psychometric proprieties were analyzed. The 1075 Chilean students who participated were assessed with the CECSCE and the School Violence Scale. The results showed that the CECSCE has a bifactorial structure, although there was also the possibility of a unifactorial structure. The CECSCE achieved satisfactory reliability and homogeneity indexes. The CECSCES scores were inversely related to the school violence rate. Lastly, differences by gender and educational level were analyzed. Given that there are differences in school climate perceptions in favor of girls, Chilean standards are presented in percentiles by gender. It can therefore be concluded that the CECSCE is sufficiently valid and reliable to be applied in Chile.

U.S. Teachers' Perceptions of School Violence Prevention Programs

ERIC Educational Resources Information Center

Chestnut, Natakie

2016-01-01

In response to high profile violent incidents and crimes, many schools have developed plans that address school discipline to create a school climate and culture wherein everyone is valued and treated with respect. The problem that prompted this study is teachers are struggling with effectively implementation prevention program. The purpose of…

A Leadership Covenant: School Leaders' Promise to the Community They Serve

ERIC Educational Resources Information Center

Suchorsky, Kathleen A.

2012-01-01

A Leadership Covenant: School Leaders' Promise to the Community They Serve examined the leadership characteristics that are imperative to the development of the school's culture and climate and that ultimately influence students' achievement. This mixed methods study was designed to explore the perceptions of parents, teachers and school leaders…

The Perception of Bullying among School Administrators: A Case Study

ERIC Educational Resources Information Center

Nieves, Yvette

2017-01-01

This research study examined the perspective of school administrators on the issue of bullying. Bullying behavior is an on-going issue in education that continues to plague educational communities. School administrators are responsible for fostering positive school climates conducive to teaching and learning. There was a gap in the literature…

Relational Aggression at School: Associations with School Safety and Social Climate

ERIC Educational Resources Information Center

Goldstein, Sara E.; Young, Amy; Boyd, Carol

2008-01-01

The present study examines how exposure to relational aggression at school is associated with adolescents' perceptions of, and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to…

A Validation Study of the What's My School Mindset? Survey

ERIC Educational Resources Information Center

Hanson, Janet; Bangert, Arthur; Ruff, William

2016-01-01

The What's My School Mindset? (WMSM) survey is purported to operationalize teachers' beliefs of their school's ability to help all children learn and grow. In today's data driven educational climate it is important to select a reliable instrument for collecting teacher perceptions about their school culture. Accurate data is necessary to support…

Factor-Based Student Rating in Academic Performance in Southern Province of Rwanda

ERIC Educational Resources Information Center

Rulinda, Ephrard; Role, Elizabeth; Makewa, Lazarus Ndiku

2013-01-01

This study examined students' perception on academic performance using five-factor ratings namely, principal's instructional leadership, school climate, school facilities, teachers' effectiveness and family support. Data for this study were collected from selected Parent's Private Seventh-Day Adventist Secondary Schools (PPSDASS) in Southern…

Non-suicidal self-injury within the school context: Multilevel analysis of teachers' support and peer climate.

PubMed

Madjar, N; Ben Shabat, S; Elia, R; Fellner, N; Rehavi, M; Rubin, S E; Segal, N; Shoval, G

2017-03-01

Recent studies regarding non-suicidal self-injury (NSSI) among adolescents have focused primarily on individual characteristics (e.g., depressive symptoms) and background factors (e.g., parental relationship), whereas less emphasis has been given to the role of school-related factors in NSSI. Therefore, the purpose of the current study was to explore the relationships between teachers' support, peer climate, and NSSI within the school context. The sample consisted of 594 high school students nested within 27 regular classes (54.4% boys; mean age 14.96, SD=1.33 years). The students were evaluated for NSSI behaviors, perception of teacher support, peer climate, relationships with mothers, and depressive symptoms using validated scales. The primary analysis used hierarchical linear modeling (HLM), controlling for gender and age. The main findings indicated that teacher support was positively associated with NSSI at the classroom-level (OR=6.15, 95% CI=2.05-18.5) but negatively associated at the student-level (OR=0.66, 95% CI=0.49-0.89). There was a trend toward an association between positive peer climate and NSSI at the classroom-level (OR=0.43, 95% CI=0.18-1.05), while negative peer climate was associated with NSSI at the student-level (OR=1.37, 95% CI=1.00-1.87). School-related factors are associated with NSSI behaviors among students. Teachers and educators should focus on both individual-level and classroom-level perceptions of school context. Students who feel supported by their teachers and who are exposed to a positive peer climate are less likely to engage in NSSI. Copyright © 2016 Elsevier Masson SAS. All rights reserved.

A Case Study of a Southern California Elementary School District's Comprehensive School Safety Plan: Experiences and Perceptions of School Leaders and Teachers

ERIC Educational Resources Information Center

Favila, Marisela

2013-01-01

For children to be successful, schools must provide a safe and secure environment in which teachers can teach and students can learn (Skiba & Sprague, 2008). In California, state regulations require that schools maintain an appropriate school climate on campus, in classrooms, and at school sponsored events (California Education Code 35294).…

Building of Environmental Literacy among Middle School Students: The Role of In-School, Out of School, and Psychological Factors

NASA Astrophysics Data System (ADS)

Stevenson, Kathryn Tate

Solving environmental challenges will require an environmentally literate citizenry, equipped with ecological knowledge, pro-environmental attitudes, problem-solving skills, and motivation toward environmentally responsible behaviors. This dissertation addresses three approaches to building environmental literacy (EL) among middle school students: through schools (Chapter 1), through activities outside of school (Chapter 2), and through understanding psychological factors that affect environmental perceptions (Chapter 3). Chapter 1. This study examined school-wide EE programs among middle schools in North Carolina, including the use of published EE curricula and time outdoors while controlling for teacher education level and experience, student demographics, and school attributes. Our sample included an EE group selected from schools with registered schoolwide EE programs, and a control group randomly selected from NC middle schools that were not registered as EE schools. Students were given an EL survey at the beginning and end of the spring 2012 semester. Use of published EE curricula, time outdoors, and having teachers with advanced degrees and mid-level teaching experience (between 3 and 5 years) were positively related with EL whereas minority status (Hispanic and black) was negatively related with EL. Results suggest that though school-wide EE programs may vary in effectiveness, the use of published EE curricula paired with time outdoors represents a promising strategy. Further, investments in both new and veteran teachers to build and maintain enthusiasm for EE may help to boost student EL levels. Middle school represents a pivotal time for influencing EL, as improvement was slower among older students. Differences in EL levels based on gender suggest boys and girls may possess complementary skills sets when approaching environmental issues. Our findings suggest ethnicity related disparities in EL levels may be mitigated by time spent in nature, especially among black and Hispanic students. Chapter 2. Significant life experience (SLE) research suggests presence of role models, time outdoors, and nature-related media foster pro-environmental behavior, but most research is qualitative. Based on a random sample of middle school students in North Carolina, USA, we found limited positive associations between presence of a role model and time outdoors with behavior and a negative association between watching nature television and environmental knowledge. The strongest predictors of environmental knowledge and behavior were student/teacher ratio and county income levels, respectively. We also found that Native Americans engaged in environmental behaviors more than Caucasians, and that African American and Hispanic students had lower levels of environmental knowledge. Accordingly, life experiences appear less important than promoting small class sizes and addressing challenges associated with lower incomes in schools. Chapter 3. Though many climate literacy efforts attempt to communicate climate change as a risk, these strategies may be ineffective because among adults, worldview rather than scientific understanding largely drives climate change risk perceptions. Further, increased science literacy may polarize worldview-driven perceptions, making some climate literacy efforts counterproductive among skeptics. Because worldviews are still forming in the teenage years, adolescents may represent a more receptive audience. This study examined how worldview and climate change knowledge related to acceptance of anthropogenic global warming (AGW) and in turn, climate change risk perception among middle school students. We found respondents with individualistic worldviews were 16.1 percentage points less likely to accept AGW than communitarian respondents at median knowledge levels, mirroring findings in similar studies among adults. The interaction between knowledge and worldview, however, was opposite from previous studies among adults, because increased climate change knowledge was positively related to acceptance of AGW among both groups, and had a stronger positive relationship among individualists. Thus, education efforts specific to climate change may counteract divisions based on worldviews among adolescents, versus polarize them as among adults.

What's Your Public Relations/Communications Climate.

ERIC Educational Resources Information Center

Holliday, Albert E.

1987-01-01

Presents an inventory to assess district-level and building-level employees' perceptions about management and communication in their school system. Includes an explanation of how to use the inventory for application to local concerns and a 10-item "climate inventory assessment factors" inventory. (CJH)

LGBT Educators' Perceptions of School Climate

ERIC Educational Resources Information Center

Wright, Tiffany E.

2010-01-01

A national survey of lesbian, gay, bisexual, and transgender (LGBT) educators examined differences of perceptions within seven identified factors: homophobia, principal support, policies of bullying language, policies of human rights, job safety, personal safety, and outness. It found that safety is best understood in two dimensions: personal…

Students' Perceptions of Motivational Climate and Enjoyment in Finnish Physical Education: A Latent Profile Analysis.

PubMed

Jaakkola, Timo; Wang, C K John; Soini, Markus; Liukkonen, Jarmo

2015-09-01

The purpose of this study was to identify student clusters with homogenous profiles in perceptions of task- and ego-involving, autonomy, and social relatedness supporting motivational climate in school physical education. Additionally, we investigated whether different motivational climate groups differed in their enjoyment in PE. Participants of the study were 2 594 girls and 1 803 boys, aged 14-15 years. Students responded to questionnaires assessing their perception of motivational climate and enjoyment in physical education. Latent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group. Analyses of variance showed that students in clusters 4 and 5 perceived the highest level of enjoyment whereas students in cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of various motivational climates created differential levels of enjoyment in PE classes. Key pointsLatent profile analyses produced a five-cluster solution labeled 1) 'low autonomy, relatedness, task, and moderate ego climate' group', 2) 'low autonomy, relatedness, and high task and ego climate, 3) 'moderate autonomy, relatedness, task and ego climate' group 4) 'high autonomy, relatedness, task, and moderate ego climate' group, and 5) 'high relatedness and task but moderate autonomy and ego climate' group.Analyses of variance showed that clusters 4 and 5 perceived the highest level of enjoyment whereas cluster 1 experienced the lowest level of enjoyment. The results showed that the students' perceptions of motivational climate create differential levels of enjoyment in PE classes.

Leadership for Safe and Inclusive Schools: An Examination of Lesbian, Gay, Bisexual and Transgender Educators' Perceptions of School Climate

ERIC Educational Resources Information Center

Wright, Tiffany

2009-01-01

Effective school leaders work to assist students and staff alike in feeling safe within the school environment. Educators need to feel safe in order to successfully carry out their professional responsibilities. Historically and presently, lesbian, gay, bisexual, and transgender (LGBT) educators have felt unsafe in school settings, even though…

Female Adolescent Body Image and Success at School: A Grounded Theory Approach to Creation of Administrative Best Practice

ERIC Educational Resources Information Center

Murphy, Erin K.

2011-01-01

At present, school administrators do not have necessary information to create a school environment where teenage girls unhappy with their bodies can experience success at school. This research surrounds three research questions: (1) How do adolescent girls' definitions of their bodies relate to their perception of their high school's climate? (2)…

Facilitators to promoting health in schools: is school health climate the key?

PubMed

Lucarelli, Jennifer F; Alaimo, Katherine; Mang, Ellen; Martin, Caroline; Miles, Richard; Bailey, Deborah; Kelleher, Deanne K; Drzal, Nicholas B; Liu, Hui

2014-02-01

Schools can promote healthy eating in adolescents. This study used a qualitative approach to examine barriers and facilitators to healthy eating in schools. Case studies were conducted with 8 low-income Michigan middle schools. Interviews were conducted with 1 administrator, the food service director, and 1 member of the coordinated school health team at each school. Barriers included budgetary constraints leading to low prioritization of health initiatives; availability of unhealthy competitive foods; and perceptions that students would not eat healthy foods. Schools had made improvements to foods and increased nutrition education. Support from administrators, teamwork among staff, and acknowledging student preferences facilitated positive changes. Schools with a key set of characteristics, (presence of a coordinated school health team, nutrition policies, and a school health champion) made more improvements. The set of key characteristics identified in successful schools may represent a school's health climate. While models of school climate have been utilized in the educational field in relation to academic outcomes, a health-specific model of school climate would be useful in guiding school health practitioners and researchers and may improve the effectiveness of interventions aimed at improving student dietary intake and other health behaviors. © 2014, American School Health Association.

Help Seeking among Peers: The Role of Goal Structure and Peer Climate

ERIC Educational Resources Information Center

Shim, Sungok Serena; Kiefer, Sarah M.; Wang, Cen

2013-01-01

With a sample of 373 middle school students, the present longitudinal study examined the role of the classroom peer climate in mediating the relation between perceptions of classroom goal structures and academic help seeking among peers. Classroom goal structures were measured in the fall and classroom peer climate and help seeking among peers…

Educational Faculty Perceptions of the Learning Climate in a Juvenile Justice Residential Facility

ERIC Educational Resources Information Center

Cox, Carolyn; Visker, Joseph; Hartman, Ashley

2011-01-01

The majority of educational faculty from a juvenile justice residential detention facility in rural Northeast Missouri who participated in a learning climate survey of their school seemed to agree that the environment for staff and students was generally physically safe and emotionally supportive; key factors for a positive learning climate. By…

Goal orientation, motivational climate, and dispositional flow of high school students engaged in extracurricular physical activity.

PubMed

Cervelló, Eduardo M; Moreno, Juan A; Villodre, Nestor Alonso; Iglesias, Damián

2006-02-01

The purpose of this study was to examine the role of goal orientation, motivational climate, and dispositional flow in physical education lessons on extracurricular involvement in physical activity. Questionnaires were administered to 1,103 (792 athletes; 311 nonathletes) secondary school students (M age = 14.3 yr., SD = 0.7). Analysis showed significant mean differences between groups on goal orientation and dispositional flow in physical education lessons, but none for perception of motivational climate. These findings suggest that dispositional variables are related to extracurricular involvement in physical activity.

Facilitators to Promoting Health in Schools: Is School Health Climate the Key?*

PubMed Central

Lucarelli, Jennifer F.; Alaimo, Katherine; Mang, Ellen; Martin, Caroline; Miles, Richard; Bailey, Deborah; Kelleher, Deanne K.; Drzal, Nicholas B.; Liu, Hui

2017-01-01

BACKGROUND Schools can promote healthy eating in adolescents. This study used a qualitative approach to examine barriers and facilitators to healthy eating in schools. METHODS Case studies were conducted with 8 low-income Michigan middle schools. Interviews were conducted with 1 administrator, the food service director, and 1 member of the coordinated school health team at each school. RESULTS Barriers included budgetary constraints leading to low prioritization of health initiatives; availability of unhealthy competitive foods; and perceptions that students would not eat healthy foods. Schools had made improvements to foods and increased nutrition education. Support from administrators, teamwork among staff, and acknowledging student preferences facilitated positive changes. Schools with a key set of characteristics, (presence of a coordinated school health team, nutrition policies, and a school health champion) made more improvements. CONCLUSIONS The set of key characteristics identified in successful schools may represent a school’s health climate. While models of school climate have been utilized in the educational field in relation to academic outcomes, a health-specific model of school climate would be useful in guiding school health practitioners and researchers and may improve the effectiveness of interventions aimed at improving student dietary intake and other health behaviors. PMID:25099428

Comparing student and staff perceptions of the "Educational Climate" in Spanish Dental Schools using the Dundee Ready Education Environment Measure.

PubMed

Tomás, I; Aneiros, A; Casares-de-Cal, M A; Quintas, V; Prada-López, I; Balsa-Castro, C; Ceballos, L; Gómez-Moreno, G; Llena, C; López-Jornet, P; Machuca, M C; Palés, J

2018-02-01

To compare the perceptions of students and teachers of the "Educational Climate" (EC) in Spanish public dental schools. A group of 1064 students and 354 teachers from six Spanish public dental schools responded to the DREEM questionnaire. This has 50 items grouped into five subscales: perception of learning (Learning); perception of teachers (Teachers); academic self-perceptions (Academic); perception of the atmosphere in the faculty (Atmosphere); and social self-perceptions (Social). The DREEM scale provides results for each item, each subscale and the overall EC. The EC scores were 123.2 (61.6%) for the students and 134.1 (67.0%) for the teachers (P<.001). The scores of the students and teachers for the subscales were, respectively: 27.9 (58.1%) and 30.2 (63.0 %) for Learning (P<.001); 26.8 (60.9%) and 32.6 (74.1%) for Teachers (P<.001); 20.7 (64.7%) and 20.5 (64.0%) for Academic (P=.333); 29.9 (62.3%) and 33.7 (70.3%) for Atmosphere (P<.001); and 17.9 (64.0%) and 16.9 (60.5%) for Social (P<.001). The students identified six problematic items (12.0 %) compared to only two (4.0 %) highlighted by the teachers. The students and teachers considered the EC to be "more positive than negative" in Spanish public dental schools; and the different subscales to be "positive and acceptable." The teachers did, however, evaluate the EC, and specifically the learning-teaching process, more positively than their students, identifying fewer problematic educational aspects. Both groups agreed on the need to: improve support systems for students who suffer from stress and reduce teaching based on "factual learning." © 2017 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Gifted and Talented Students' Perceptions on Their Schooling: A Survey Study

ERIC Educational Resources Information Center

Kahveci, Nihat Gürel; Akgül, Savas

2014-01-01

This study provides elementary gifted and talented students: Social Studies, Math, Turkish, Science, and Foreign Language courses in terms of differentiation, challenging activities and classroom climate. Research studies contend the significance of differentiation, challenging curriculum and instruction, suitable classroom climate to provide…

Effect of Participation in Student Success Skills on Prosocial and Bullying Behavior

ERIC Educational Resources Information Center

Mariani, Melissa; Webb, Linda; Villares, Elizabeth; Brigman, Greg

2015-01-01

This study involved fifth-grade students (N = 336) from one Florida school district and examined prosocial behaviors, bullying behaviors, engagement in school success skills and perceptions of classroom climate between the treatment group who received the school counselor-led Student Success Skills classroom guidance program, and their peer…

Direct Instruction and Guided Practice Matter in Conflict Resolution and Social-Emotional Learning

ERIC Educational Resources Information Center

DeVoogd, Karen; Lane-Garon, Pamela; Kralowec, Charles A.

2016-01-01

Seven schools in an economically challenged area of an urban school district in central California implemented mentored peer mediation programs under the guidance of a university-K-12 partnership project, Mediator Mentors. Individual student outcomes for social-cognitive dispositions, perceptions of school climate, conflict strategy choices, and…

Teachers' Perceptions of Factors That Influence Teacher Turnover

ERIC Educational Resources Information Center

McCray, Harold, Jr.

2017-01-01

Teacher turnover is a critical issue for the public education community because it influences student performance, school climate, and employee morale. In a large urban school district in the northeastern United States, the turnover rate has been high; teacher morale is low, and teacher participation in the school community is lacking. The purpose…

The (Mis)Measure of Schools: How Data Affect Stakeholder Knowledge and Perceptions of Quality

ERIC Educational Resources Information Center

Schneider, Jack; Jacobsen, Rebecca; White, Rachel S.; Gehlbach, Hunter

2018-01-01

Purpose/Objective: Under the reauthorized Every Student Succeeds Act (ESSA), states and districts retain greater discretion over the measures included in school quality report cards. Moreover, ESSA now requires states to expand their measurement efforts to address factors like school climate. This shift toward more comprehensive measures of school…

Teachers' Expectations and Self-Efficacy for Working with Bullies and Victims

ERIC Educational Resources Information Center

Skinner, Ann T.; Babinski, Leslie M.; Gifford, Elizabeth J.

2014-01-01

Bullying is a significant concern in schools, and both bullies and victims are at risk for negative outcomes. In this study, 239 sixth-grade teachers completed questionnaires about their perceptions of four components of school climate: high-risk student behaviors, school-wide barriers to learning, principal support, and cooperation among…

Perceptions of Adult to Student Bullying in Secondary School Settings

ERIC Educational Resources Information Center

Boyle, Ricki M.

2012-01-01

Despite the volumes of research on peer-to-peer bullying little research has been done regarding teacher to student bullying. Educational professionals recognize that bullying and intimidation have a negative effect on school climate. The purpose of the study was to explore the prevalence of teacher to student bullying in secondary schools from…

Uniform Policy/Dress Codes: School Staff and Parent Perceptions of Need and Impact.

ERIC Educational Resources Information Center

Stevenson, Zollie, Jr.; Chunn, Eva Wells

This study examines the impact of uniform/dress codes and practices on school climate, educational attainment, and student affective and cognitive domains in Washington (District of Columbia) schools. Information was drawn from surveys of 301 principals and teachers and 268 parents. The following findings are presented: (1) reasons cited for…

Climate Change? A Comparison of Language and Literacy Practices Relating to the Teaching of Science across the Key Stage 2/3 Interface in Two School Clusters

ERIC Educational Resources Information Center

McCullagh, John; Jarman, Ruth

2009-01-01

This paper reports the findings of a study of the literacy perceptions and practices of general primary teachers (Key Stage 2) and post-primary science teachers (Key Stage 3) within two clusters of schools. The study also explores the possible impact on pupils of any difference in the language climate which may accompany them on their journey…

Applying Corporate Climate Principles to Dental School Operations.

PubMed

Robinson, Michelle A; Reddy, Michael S

2016-12-01

Decades of research have shown that organizational climate has the potential to form the basis of workplace operations and impact an organization's performance. Culture is related to climate but is not the same. "Culture" is the broader term, defining how things are done in an organization, while "climate" is a component of culture that describes how people perceive their environment. Climate can be changed but requires substantial effort over time by management and the workforce. Interest has recently grown in culture and climate in dental education due to the humanistic culture accreditation standard. The aim of this study was to use corporate climate principles to examine how organizational culture and, subsequently, workplace operations can be improved through specific strategic efforts in a U.S. dental school. The school's parent institution initiated a climate survey that the dental school used with qualitative culture data to drive strategic planning and change in the school. Administration of the same survey to faculty and staff members three times over a six-year period showed significant changes to the school's climate occurred as a new strategic plan was implemented that focused on reforming areas of weakness. Concentrated efforts in key areas in the strategic plan resulted in measurable improvements in climate perception. The study discovered that culture was an area previously overlooked but explicitly linked to the success of the organization.

Title I Elementary Teachers' Perceptions of Climate in Low/High Performing Schools

ERIC Educational Resources Information Center

Treadwell, Linda

2016-01-01

In this study, the researcher obtained three years of school-level state testing data from 1,467 Title I elementary schools in the state of Tennessee and analyzed the averages in context of teachers' responses on a state-wide TELL survey. The researcher wanted to see if teachers who taught in low-performing schools perceived the absolute and…

Assessing Spanish-Speaking Immigrant Parents' Perceptions of Climate at a New Language Immersion School: A Critical Analysis Using "Thinking with Theory"

ERIC Educational Resources Information Center

Aguayo, David; Dorner, Lisa M.

2017-01-01

Parent involvement in schools is often developed through one-way, deficit-oriented relationships, where information flows from schools "to" families and parents are perceived to lack some capacity or knowledge. However, little is known about the conditions facing Spanish-speaking families at Spanish language immersion schools, which…

Assessing Measurement Invariance of the Student Personal Perception of Classroom Climate across Different Ethnic Groups

ERIC Educational Resources Information Center

Rubie-Davies, Christine; Asil, Mustafa; Teo, Timothy

2016-01-01

The class climate is acknowledged as being related to student learning. Students learn more in classrooms that are supportive and caring. However, there are few class climate instruments at the elementary school level. The aim of the current study was to assess the measurement invariance of a recently developed scale in a different context (New…

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…

Perceived and Actual Motivational Climate of a Mastery-Involving Sport Education Season

ERIC Educational Resources Information Center

Hastie, Peter; Sinelnikov, Oleg; Wallhead, Tristan; Layne, Todd

2014-01-01

The purpose of the study was to implement a Sport Education season designed to be mastery-involving and examine the degree of congruence between the objective measure of the presented climate with the students' perceptions of the saliency of this motivational climate. Twenty-one male high school students (mean age of 15.9 years) and one expert…

Teacher and staff perceptions of school environment as predictors of student aggression, victimization, and willingness to intervene in bullying situations.

PubMed

Espelage, Dorothy L; Polanin, Joshua R; Low, Sabina K

2014-09-01

This study examines how teacher and staff perceptions of the school environment correlate with student self-reports of bullying, aggression, victimization, and willingness to intervene in bullying incidents using multi-informant, multilevel modeling. Data were derived from 3,616 6th grade students across 36 middle schools in the Midwest, who completed survey measures of bullying, aggression, victimization, and willingness to intervene in bullying situations. Teachers and staff (n = 1,447) completed a school environment survey. Bivariate associations between school-level and student self-reports indicated that as teacher and staff perceive aggression as a problem in their school, students reported greater bully perpetration, fighting, peer victimization, and less willingness to intervene. Further, as staff and teacher report greater commitment to prevent bullying and viewed positive teacher and student relationships, there was less bullying, fighting, and peer victimization, and greater willingness to intervene. In a model where all school environment scales were entered together, a school commitment to prevent bullying was associated with less bullying, fighting, and peer victimization. Student-reports of bully perpetration and peer victimization were largely explained by staff and teacher commitment to bully prevention, whereas fighting and willingness to intervene were largely explained by student characteristics (e.g., gender). We conclude that efforts to address bullying and victimization should involve support from the school administration. School psychologists should play an active role in the school climate improvement process, by creating a school climate council consisting of students, parents, and teachers; administering school climate measures; identifying specific school improvement targets from these data, and engaging all stakeholders in the ongoing school improvement plan. PsycINFO Database Record (c) 2014 APA, all rights reserved.

A multicenter study: how do medical students perceive clinical learning climate?

PubMed

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

A multicenter study: how do medical students perceive clinical learning climate?

PubMed

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students' perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students' interactions in clinical settings, self-realization, mood, students' intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate.

Promoting an equitable and supportive school climate in high schools: the role of school organizational health and staff burnout.

PubMed

Bottiani, Jessika H; Bradshaw, Catherine P; Mendelson, Tamar

2014-12-01

In response to persistent racial disparities in academic and behavioral outcomes between Black and White students, equitable school climate has drawn attention as a potential target for school reform. This study examined differences in Black and White students' experiences of school climate and explored whether indicators of school organizational health and staff burnout moderated differences in students' school experiences by race. Utilizing hierarchical linear modeling with a sample of 18,397 Black students (n=6228) and White students (n=12,169) and 2391 school staff in 53 schools, we found a consistent pattern of racial inequalities, such that Black students reported less positive experiences than White students across three indicators of school climate (caring γ=-0.08, p<.001; equity γ=-0.05, p=.007; and engagement γ=-0.05, p<.001). In addition, we found significant, positive associations between aggregated staff-report of school organizational health and student-reported school climate (e.g., staff affiliation and student-perceived equity, γ=0.07, p<.001). Surprisingly, a number of school organizational health indicators were more strongly associated with positive perceptions of school climate among White students than Black students, translating into greater racial disparities in perceived school climate at schools with greater organizational health (e.g., supportive leadership by race on student-perceived engagement, γ=-0.03, p=.042). We also found negative associations between staff-reported burnout and students' experience of equity, such that the racial gap was smaller in schools with high ratings of burnout (γ=0.04, p=.002). These findings have implications for educators and education researchers interested in promoting school social contexts that equitably support student engagement and success. Copyright © 2014 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Profiles of Adolescents' Perceptions of Democratic Classroom Climate and Students' Influence: The Effect of School and Community Contexts.

PubMed

Reichert, Frank; Chen, Jiaxin; Torney-Purta, Judith

2018-06-01

Students' learning experiences and outcomes are shaped by school and classroom contexts. Many studies have shown how an open, democratic classroom climate relates to learning in the citizenship domain and helps nurture active and engaged citizens. However, little research has been undertaken to look at how such a favorable classroom climate may work together with broader school factors. The current study examines data from 14,292 Nordic eighth graders (51% female) who had participated in the International Civic and Citizenship Education Study in 2009, as well as contextual data from 5,657 teachers and 618 principals. Latent class analysis identifies profiles of students' perceptions of school context, which are further examined with respect to the contextual correlates at the school level using two-level fixed effects multinomial regression analyses. Five distinct student profiles are identified and labeled "alienated", "indifferent", "activist", "debater", and "communitarian". Compared to indifferent students, debaters and activists appear more frequently at schools with relatively few social problems; being in the communitarian group is associated with aspects of the wider community. Furthermore, being in one of these three groups (and not in the indifferent group) is more likely when teachers act as role models by engaging in school governance. The results are discussed within the framework of ecological assets and developmental niches for emergent participatory citizenship. The implications are that adults at school could enhance multiple contexts that shape adolescents' developmental niches to nurture active and informed citizens for democracies.

The Climate of Inclusive Classrooms: The Pupil Perspective

ERIC Educational Resources Information Center

Tetler, Susan; Baltzer, Kirsten

2011-01-01

This paper offers insights into learning experiences in inclusive classrooms, gained by giving voices to pupils about their perceptions of themselves and their opinions on classroom climate. A positive response pattern is identified concerning academic and social dimensions of schools, while the overall picture concerning the dimension of…

Perceptions of the School Climate: Does Support of the Local Teachers Union Make a Significant Difference?

ERIC Educational Resources Information Center

Alfree, Catherine Mae

2013-01-01

Teachers unions have become a staple in today's public schools. While much has been written about the unions' political clout and their negotiating of restrictive collective bargaining agreements, little research has been dedicated to determining how these unions impact the school learning environment and student achievement. This quantitative…

Perceptions of Future and Current Teachers on the Organization of Elementary Schools: A Dissonance Approach to the Investigation of Job Satisfaction.

ERIC Educational Resources Information Center

Menon, Maria E.; Christou, Constantinos

2002-01-01

Factor analysis of data from 66 inservice and 79 preservice elementary teachers in Cyprus revealed that future teachers had lower satisfaction with the headmaster's role, school organization, and school climate. Satisfaction with teacher incentives and work conditions was lower for inservice teachers. (Contains 20 references.) (SK)

A Study of Rural High School Principals' Perceptions as Social Justice Leaders

ERIC Educational Resources Information Center

Albritton, Shelly; Huffman, Stephanie; McClellan, Rhonda

2017-01-01

This multisite case study explores how rural principals in high poverty schools in a Southern state that had identified themselves as social justice leaders perceived student diversity, specifically LGBTQ students, and how they sustained a socially-just school climate for all students. Using a qualitative approach lent itself to understanding the…

Predicting Social Responsibility and Belonging in Urban After-School Physical Activity Programs with Underserved Children

ERIC Educational Resources Information Center

Martin, Jeffrey J.; Byrd, Brigid; Garn, Alex; McCaughtry, Nate; Kulik, Noel; Centeio, Erin

2016-01-01

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated.…

Rural School District Dress Code Implementation: Perceptions of Stakeholders after First Year

ERIC Educational Resources Information Center

Wright, Krystal M.

2012-01-01

Schools are continuously searching for solutions to solve truancy, academic, behavioral, safety, and climate issues. One of the latest trends in education is requiring students to adhere to dress codes as a solution to these issues. Dress codes can range from slightly restrictive clothing to the requiring of a uniform. Many school district…

The School Makes a Difference: Analysis of Teacher Perceptions of Their Principal and School Climate.

ERIC Educational Resources Information Center

Watson, Pat; And Others

Survey responses from over half of Oklahoma City's 2,500 teachers indicated their views of the effectiveness and leadership of the city's 94 school principals. The survey's 82 items were selected from ideas suggested in the principal effectiveness literature and from the leadership component of Oklahoma City's prinipal evaluation forms. The…

School Administration Leadership Style and Academic Achievement: A Case Study

ERIC Educational Resources Information Center

Brvenik-Estrella, Marianna

2013-01-01

The purpose of this case study was to gather current teacher and administrator perceptions on leadership in a school environment. The study sought to identify patterns of leadership style as elements in building a school climate that focused on performance and intrinsic rewards. The study also sought to establish an understanding of how leadership…

Anti-Bullying Procedures for Schools in Ireland: Principals' Responses and Perceptions

ERIC Educational Resources Information Center

Foody, Mairéad; Murphy, Helena; Downes, Paul; O'Higgins Norman, James

2018-01-01

The role of the principal is imperative in creating a school climate that nurtures differences and equality at the same time. Policy and legislation in Ireland dictates the responsibility of school principals in preventing and intervening in issues relating to bullying. The current research investigates the extent to which principals consider the…

Investigation of High School Students' Resiliency Perception in Terms of Some Variables

ERIC Educational Resources Information Center

Arastaman, Gokhan; Balci, Ali

2013-01-01

The purpose of this study is to examine the resilience of high school students in Turkey, and to determine the relationships between the student resiliency and some protective factors such as school climate, teacher attitudes and behaviors, family and peer support according to the student opinions. By using 509 students randomly selected from 24…

Leadership and Culture: Conceptual and Methodological Issues in Comparing Models across Cultural Settings.

ERIC Educational Resources Information Center

Heck, Ronald H.

1996-01-01

Identifies salient conceptual and methodological issues involved in cross-cultural research. Surveys principals and teachers from California and the Marshall Islands regarding perceptions of principals' leadership capabilities in three areas: school governance, school climate and culture, and instructional organization. There was substantial…

The Impact of the JostensRenaissance Program® on Overall Achievement in a New Jersey Middle School

ERIC Educational Resources Information Center

Carney-Ray, Michelle C.

2013-01-01

The purpose of this case study was to determine the perceptions of students, faculty, and parents about the JostensRenaissance Program® (JRP) on overall school climate in a New Jersey middle school. The population for this research consisted of fifth through eighth grade students who participated in the JRP during the 2011-2012 school year, as…

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. PsycINFO Database Record (c) 2014 APA, all rights reserved.

The Work-Life Experience of Teachers and Orientation toward Professional Growth and Development.

ERIC Educational Resources Information Center

Ellis, Nancy E.

This study focused on teachers' perceptions of student needs, perceptions of school social and professional climate, and their educational beliefs. It was posited that there are links between teachers' philosophies, ways in which they conceptualize meeting student needs, ways in which they experience their work environment, and their success in…

Investigating Middle School Students' Perceptions of Their Learning Environments through Drawings

ERIC Educational Resources Information Center

McHatton, Patricia Alvarez; Shaunessy-Dedrick, Elizabeth; Farmer, Jennie L.; Ray, Sharon N. E.; Bessette, Harriet J.

2014-01-01

The purpose of this study was to explore through student drawings and corresponding narratives, middle grades students' perceptions of their learning environment, which we defined to include pedagogy, interactions (teacher-student and student-student), and climate, and how these may differ based on service delivery model (i.e., gifted, special…

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).

LGBTQ-Inclusive Curricula: Why Supportive Curricula Matter

ERIC Educational Resources Information Center

Snapp, Shannon D.; McGuire, Jenifer K.; Sinclair, Katarina O.; Gabrion, Karlee; Russell, Stephen T.

2015-01-01

There is growing attention to lesbian, gay, bisexual, transgender, queer and questioning (LGBTQ) issues in schools, including efforts to address such issues through the curriculum. This study examines whether students' perceptions of personal safety and school climate safety are stronger when curricula that include LGBTQ people are present and…

Involvement in Extracurricular Activities: Identifying Differences in Perceptions of School Climate

ERIC Educational Resources Information Center

Martinez, Andrew; Coker, Crystal; McMahon, Susan D.; Cohen, Jonathan; Thapa, Amrit

2016-01-01

Many youth participate in extracurricular activities, and research has linked activity participation with school engagement and academic success. Social-ecological theory suggests that the social contexts of different types of extracurricular activities may differentially affect student outcomes. Yet, there is scant research examining the relation…

Student, Teacher, and Business Leader Perceptions of Academic, Work-Related, and Personal Skills in Rural Appalachian Communities.

ERIC Educational Resources Information Center

Bobbett, Gordon C.; And Others

The results of a study of six rural Appalachian high schools in Kentucky and Tennessee are presented. Multiple data sources were used to identify the relative effectiveness of these schools. Data were collected via administration of the: Wayson School Climate and Context Inventory to a stratified random sample of 20 faculty; Likert's…

Addressing Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Issues in Teacher Education: Teacher Candidates' Perceptions

ERIC Educational Resources Information Center

Kitchen, Julian; Bellini, Christine

2012-01-01

Homophobic harassment and bullying are persistent issues in Canadian schools despite recent initiatives to improve school climate. Among the reasons is that educators feel reluctant or ill-prepared to address these issues. The purpose of this paper is to examine how teacher education can help make schools safer by addressing LGBTQ issues and…

The Effectiveness of the "Lions Quest Program: Skills for Growing" on School Climate, Students' Behaviors, Perceptions of School, and Conflict Resolution Skills

ERIC Educational Resources Information Center

Gol-Guven, Mine

2017-01-01

This study examines the effectiveness of the Lions Quest Program: Skills for Growing by employing a quasi-experimental design with a control group. The experimental and control group each comprises two primary schools--one public, one private. One classroom at each grade level, 1 through 4, in each school was selected by random sampling for a…

Discerning direct and mediated effects of ecological structures and processes on adolescents' educational outcomes.

PubMed

Benner, Aprile D; Graham, Sandra; Mistry, Rashmita S

2008-05-01

This short-term longitudinal study examined the relations among family and school characteristics, family-level processes (youth perceptions of parent-adolescent interactions), school-level processes (youth perceptions of school belonging, school climate), adolescents' school engagement, and later academic performance. Participants were an ethnically diverse, urban sample of 1,120 9th-grade students (M age = 14.6 years). The structural characteristics of families and schools influenced the proximal processes that occurred therein, and these proximal processes, in turn, influenced students' proximal (i.e., engagement) and distal educational outcomes (i.e., grades in school). Moreover, the structural characteristics of families and schools influenced proximal and distal outcomes indirectly through their influence on the proximal processes. The multimediated ecological model suggested that intervening at the process level may be a successful means of improving both adolescents' engagement in school and their subsequent school performance. (PsycINFO Database Record (c) 2008 APA, all rights reserved).

Teachers' Perceptions of School Climate as an Indicator of Their Beliefs of Effective Teaching

ERIC Educational Resources Information Center

Oder, Tuuli; Eisenschmidt, Eve

2018-01-01

The ability to express oneself clearly in both a mother tongue and a foreign language is a foundation principle of the new national curriculum in Estonia. Therefore, research was conducted to determine whether there was a possible relationship between English as a foreign language (EFL) teachers' perceptions of effective teaching and the…

Attitudes towards Teaching and Perceptions of School Climate among Health Education Teachers in the United States, 2011-2012

ERIC Educational Resources Information Center

Cardina, Catherine E.; Fegley, Joshua M.

2016-01-01

Purpose: In general, teachers who are highly satisfied are more motivated teachers and positively affect health and student learning to improve academic achievement. The purpose of this study was to provide national-level data with regard to teachers' attitudes, perceptions, and beliefs related to teaching, job satisfaction, and working…

Student Perceptions on the Impact of Career and Technical Education Programs: A Mixed-Methods Study

ERIC Educational Resources Information Center

Eimers, Kimberly

2017-01-01

This mixed-methods study analyzed student perceptions regarding the impact of career and technical education (CTE) programs on student engagement, mind-set, support of teachers, and school climate. The Tripod 7C instrument was utilized to gather quantitative data, while focus groups were utilized for gathering qualitative data. Survey results…

Principals' instructional management skills and middle school science teacher job satisfaction

NASA Astrophysics Data System (ADS)

Gibbs-Harper, Nzinga A.

The purpose of this research study was to determine if a relationship exists between teachers' perceptions of principals' instructional leadership behaviors and middle school teacher job satisfaction. Additionally, this study sought to assess whether principal's instructional leadership skills were predictors of middle school teachers' satisfaction with work itself. This study drew from 13 middle schools in an urban Mississippi school district. Participants included teachers who taught science. Each teacher was given the Principal Instructional Management Rating Scale (PIMRS; Hallinger, 2011) and the Teacher Job Satisfaction Questionnaire (TJSQ; Lester, 1987) to answer the research questions. The study was guided by two research questions: (a) Is there a relationship between the independent variables Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program and the dependent variable Work Itself?; (b) Are Defining the School's Mission, Managing the Instructional Program, and Developing the School Learning Climate Program predictors of Work Itself? The Pearson's correlation and multiple regression analysis were utilized to examine the relationship between the three dimensions of principals' instructional leadership and teacher satisfaction with work itself. The data revealed that there was a strong, positive correlation between all three dimensions of principals' instructional leadership and teacher satisfaction with work itself. However, the multiple regression analysis determined that teachers' perceptions of principals' instructional management skills is a slight predictor of Defining the School's Mission only.

Unmasking Students' Sense of Academic Supportiveness and Climate: Results from Field Testing the AEL MASC

ERIC Educational Resources Information Center

Cowley, Kimberly S.; Copley, Lisa; Howley, Caitlin W.; Voelkel, Susan

2004-01-01

The AEL Measure of Academic Supportiveness and Climate (AEL MASC) was developed as part of the MAACK Pilot Schools project currently underway at AEL. MAACK stands for Maximizing Achievement for African American Children in Kanawha. The AEL MASC was designed to determine students' perceptions about themselves as students and about their school…

The effects of motivational climate interventions on psychobiosocial States in high school physical education.

PubMed

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

2015-06-01

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. Two subsamples of female students (N = 108, 14-15 years of age) participated in 12 lessons on either a task- or an ego-involving climate intervention as grounded in the TARGET (tasks, authority, recognition, grouping, evaluation, and time) model. At the end of the treatment, the participants of the ego-involved group reported lower scores in the perceived task-involving climate and higher scores in the perceived ego-involving climate compared with their peers in the task-involved group. Lower scores in pleasant/functional PBS states and higher scores in unpleasant/dysfunctional PBS states were also observed in the ego-involved group as a consequence of the intervention. Findings suggested that teachers' induced achievement motivational climates can influence students' perceptions and prompt PBS states consistent with the motivational atmosphere.

A multicenter study: how do medical students perceive clinical learning climate?

PubMed Central

Yilmaz, Nilufer Demiral; Velipasaoglu, Serpil; Ozan, Sema; Basusta, Bilge Uzun; Midik, Ozlem; Mamakli, Sumer; Karaoglu, Nazan; Tengiz, Funda; Durak, Halil İbrahim; Sahin, Hatice

2016-01-01

Background The relationship between students and instructors is of crucial importance for the development of a positive learning climate. Learning climate is a multifaceted concept, and its measurement is a complicated process. The aim of this cross-sectional study was to determine medical students’ perceptions about the clinical learning climate and to investigate differences in their perceptions in terms of various variables. Methods Medical students studying at six medical schools in Turkey were recruited for the study. All students who completed clinical rotations, which lasted for 3 or more weeks, were included in the study (n=3,097). Data were collected using the Clinical Learning Climate Scale (CLCS). The CLCS (36 items) includes three subscales: clinical environment, emotion, and motivation. Each item is scored using a 5-point Likert scale (1: strongly disagree to 5: strongly agree). Results The response rate for the trainees was 69.67% (n=1,519), and for the interns it was 51.47% (n=917). The mean total CLCS score was 117.20±17.19. The rotation during which the clinical learning climate was perceived most favorably was the Physical Therapy and Rehabilitation rotation (mean score: 137.77). The most negatively perceived rotation was the General Internal Medicine rotation (mean score: 104.31). There were significant differences between mean total scores in terms of trainee/intern characteristics, internal medicine/surgical medicine rotations, and perception of success. Conclusion The results of this study drew attention to certain aspects of the clinical learning climate in medical schools. Clinical teacher/instructor/supervisor, clinical training programs, students’ interactions in clinical settings, self-realization, mood, students’ intrinsic motivation, and institutional commitment are important components of the clinical learning climate. For this reason, the aforementioned components should be taken into consideration in studies aiming to improve clinical learning climate. PMID:27640648

Predictors of Suicide Ideation and Depression in Hong Kong Adolescents: Perceptions of Academic and Family Climates

ERIC Educational Resources Information Center

Lee, Margaret T. Y.; Wong, Betty P.; Chow, Bonnie W.-Y.; McBride-Chang, Catherine

2006-01-01

The unique dimensions of perceptions of school and family contributing to depression and suicide ideation in Hong Kong adolescents were examined in two studies. In Study 1, among 327 Hong Kong Chinese female students ages 13-18, 47% reported some suicide ideation. Suicide ideation was significantly associated with depression, test anxiety,…

Educational climate perception by preclinical and clinical medical students in five Spanish medical schools.

PubMed

Palés, Jorge; Gual, Arcadi; Escanero, Jesús; Tomás, Inmaculada; Rodríguez-de Castro, Felipe; Elorduy, Marta; Virumbrales, Montserrat; Rodríguez, Gerardo; Arce, Víctor

2015-06-08

The purpose of this study was to investigate student's perceptions of Educational Climate (EC) in Spanish medical schools, comparing various aspects of EC between the 2nd (preclinical) and the 4th (clinical) years to detect strengths and weaknesses in the on-going curricular reform. This study utilized a cross-sectional design and employed the Spanish version of the "Dundee Ready Education Environment Measure" (DREEM). The survey involved 894 2nd year students and 619 4th year students from five Spanish medical schools. The global average score of 2nd year students from the five medical schools was found to be significantly higher (116.2±24.9, 58.2% of maximum score) than that observed in 4th year students (104.8±29.5, 52.4% of maximum score). When the results in each medical school were analysed separately, the scores obtained in the 2nd year were almost always significantly higher than in the 4th year for all medical schools, in both the global scales and the different subscales. The perception of the EC by 2nd and 4th year students from five Spanish medical schools is more positive than negative although it is significantly lower in the 4th year. In both years, although more evident in the 4th year, students point out the existence of several important "problematic educational areas" associated with the persistence of traditional curricula and teaching methodologies. Our findings of this study should lead medical schools to make a serious reflection and drive the implementation of the necessary changes required to improve teaching, especially during the clinical period.

Educational climate perception by preclinical and clinical medical students in five Spanish medical schools

PubMed Central

Gual, Arcadi; Escaneroi, Jesus; Tomás, Inmaculada; Rodríguez de Castro, Felipe; Elorudy, Marta; Virumbrales, Montserrat; Rodríguez, Gerardo; Arce, Victor

2015-01-01

Objectives The purpose of this study was to investigate student's perceptions of Educational Climate (EC) in Spanish medical schools, comparing various aspects of EC between the 2nd (preclinical) and the 4th (clinical) years to detect strengths and weaknesses in the on-going curricular reform. Methods This study utilized a cross-sectional design and employed the Spanish version of the "Dundee Ready Education Environment Measure" (DREEM). The survey involved 894 2nd year students and 619 4th year students from five Spanish medical schools. Results The global average score of 2nd year students from the five medical schools was found to be significantly higher (116.2±24.9, 58.2% of maximum score) than that observed in 4th year students (104.8±29.5, 52.4% of maximum score). When the results in each medical school were analysed separately, the scores obtained in the 2nd year were almost always significantly higher than in the 4th year for all medical schools, in both the global scales and the different subscales. Conclusions The perception of the EC by 2nd and 4th year students from five Spanish medical schools is more positive than negative although it is significantly lower in the 4th  year. In both years, although more evident in the 4th year, students point out the existence of several important "problematic educational areas" associated with the persistence of traditional curricula and teaching methodologies. Our findings of this study should lead medical schools to make a serious reflection and drive the implementation of the necessary changes required to improve teaching, especially during the clinical period. PMID:26057355

Multi-tiered system of support incorporating the R.E.N.E.W. process and its relationship to perception of school safety and office discipline referrals

NASA Astrophysics Data System (ADS)

Flood, Molly M.

This study examined the relationship between the fidelity of multi-tier school-wide positive behavior interventions and supports (SWPBIS) and staff perception of school safety and office discipline referrals. This research provided a case study on multi-tier supports and interventions, and the RENEW person-centered planning process in an alternative special education center following the implementation of a multi-tier SWPBIS model. Pennsylvania is one of several states looking to adopt an effective Tier III behavioral tool. The research described the results of an analysis of implementation fidelity on a multi-tiered school-wide positive behavior support model developed at a special education center operated by a public school system entity. This research explored the fidelity of SWPBIS implementation; analyzed the relationship of SWPBIS to school climate as measured by staff perceptions and reduction of office discipline referrals (ODR); explored tier III supports incorporating a process Rehabilitation and Empowerment, Natural Supports, Education and Work (RENEW); and investigated the potential sustainability of the RENEW process as a multi-tier system of support. This study investigated staff perceptions on integrated supports between schools and communities and identified the degree of relationship to school risk factors, school protective factors, and office discipline referrals following the building of cooperative partnerships between Systems of Care and Local Education Agencies.

Busing in Waco, Texas

ERIC Educational Resources Information Center

Felice, Lawrence G.

1974-01-01

Discusses research investigating whether differences in students' perceptions of the interracial climate of the school relate to differences in individual student achievement; a sample of seventh to twelfth grade students was used in a three year longitudinal design. (Author/JM)

Perceived School and Neighborhood Safety, Neighborhood Violence and Academic Achievement in Urban School Children

PubMed Central

AJ, Milam; CDM, Furr-Holden; PJ, Leaf

2010-01-01

Community and school violence continue to be a major public health problem, especially among urban children and adolescents. Little research has focused on the effect of school safety and neighborhood violence on academic performance. This study examines the effect of the school and neighborhood climate on academic achievement among a population of 3rd-5th grade students in an urban public school system. Community and school safety were assessed using the School Climate Survey, an annual city-wide assessment of student’s perception of school and community safety. Community violence was measured using the Neighborhood Inventory for Environmental Typology, an objective observational assessment of neighborhood characteristics. Academic achievement was measured using the Maryland State Assessment (MSA), a standardized exam given to all Maryland 3rd-8th graders. School Climate Data and MSA data were aggregated by school and grade. Objective assessments of neighborhood environment and students’ self-reported school and neighborhood safety were both strongly associated with academic performance. Increasing neighborhood violence was associated with statistically significant decreases from 4.2%-8.7% in math and reading achievement; increasing perceived safety was associated with significant increases in achievement from 16%-22%. These preliminary findings highlight the adverse impact of perceived safety and community violence exposure on primary school children’s academic performance. PMID:21197388

Teacher Challenges, Perceptions, and Use of Science Models in Middle School Classrooms about Climate, Weather, and Energy Concepts

ERIC Educational Resources Information Center

Yarker, Morgan Brown

2013-01-01

Research suggests that scientific models and modeling should be topics covered in K-12 classrooms as part of a comprehensive science curriculum. It is especially important when talking about topics in weather and climate, where computer and forecast models are the center of attention. There are several approaches to model based inquiry, but it can…

High School Teachers’ Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate

PubMed Central

Pas, Elise T.; Loh, Deanna; Debnam, Katrina J.; Bradshaw, Catherine P.

2016-01-01

Although evidence-based practices for students’ social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers’ openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers’ openness to new practices. Data came from 2,133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers’ openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers’ openness to new program adoption are discussed. PMID:28533823

High School Teachers' Openness to Adopting New Practices: The Role of Personal Resources and Organizational Climate.

PubMed

Johnson, Stacy R; Pas, Elise T; Loh, Deanna; Debnam, Katrina J; Bradshaw, Catherine P

2017-03-01

Although evidence-based practices for students' social, emotional, and behavioral health are readily available, their adoption and quality implementation in schools are of increasing concern. Teachers are vital to implementation; yet, there is limited research on teachers' openness to adopting new practices, which may be essential to successful program adoption and implementation. The current study explored how perceptions of principal support, teacher affiliation, teacher efficacy, and burnout relate to teachers' openness to new practices. Data came from 2,133 teachers across 51 high schools. Structural equation modeling assessed how organizational climate (i.e., principal support and teacher affiliation) related to teachers' openness directly and indirectly via teacher resources (i.e., efficacy and burnout). Teachers with more favorable perceptions of both principal support and teacher affiliation reported greater efficacy, and, in turn, more openness; however, burnout was not significantly associated with openness. Post hoc analyses indicated that among teachers with high levels of burnout, only principal support related to greater efficacy, and in turn, higher openness. Implications for promoting teachers' openness to new program adoption are discussed.

Exploring Education Professionals' Perceptions of the Changes in School/Classroom Climate, Students' Experiences, and Educators' Experiences as a Result of Implementing the Secret Kindness Agents Project

ERIC Educational Resources Information Center

Pearson, Ferial G.

2017-01-01

This phenomenological study explored the perceptions of 23 educators as related to the implementation of the "Secret Kindness Agents Project." The methodology was comprised of a researcher-designed questionnaire to capture the essence of the participants' experiences with the project. A Conceptual Map developed by researchers at the…

School adjustment in sixth graders: parenting transitions, family climate, and peer norm effects.

PubMed

Kurdek, L A; Fine, M A; Sinclair, R J

1995-04-01

This study examined whether sixth graders' (mean age = 11.86 years) adjustment to the school context (assessed by grades, achievement scores, and disruptive behavior) was affected by factors from both the family context (represented by students' reports of the number of parenting transitions experienced as well as current levels of supervision, acceptance, autonomy granting, and conflict in the family) and the peer context (represented by students' perceptions of peer norms supporting academic excellence). School adjustment was related to the number of parenting transitions experienced, family climate, and peer norms as well as to higher-order relations involving family climate and peer norms such that (a) high grade point averages occurred at only moderate levels of family supervision, (b) achievement scores were positively related to supervision at only low levels of family autonomy granting, and (c) grade point average was positively related to peer norms at only high levels of family acceptance.

Code of Silence: Students’ Perceptions of School Climate and Willingness to Intervene in a Peer's Dangerous Plan

PubMed Central

Syvertsen, Amy K.; Flanagan, Constance A.; Stout, Michael D.

2009-01-01

The current study presented 1,933 adolescents from 13 schools with a scenario about a hypothetical peer's plan to “do something dangerous” at school and asked how likely they would be to respond with four different actions: intervene directly, tell a teacher or principal, discuss it with a friend but not an adult, and do nothing. High school students were less likely than those in middle school to say they would approach the peer directly or confide in a teacher or principal. Students were most likely to favor taking action on their own over all of the other response strategies. Students with positive perceptions of their schools were more likely to say they would do something rather than ignore their peer's dangerous intentions. These relationships were mediated by students’ beliefs that confiding in a teacher may have unfavorable consequences. Findings from this study support the important role schools play in creating a culture where students take responsibility for one another. PMID:20126300

Multiculturalism as a dimension of school climate: the impact on the academic achievement of Asian American and Hispanic youth.

PubMed

Chang, Janet; Le, Thao N

2010-10-01

Multiculturalism constitutes an important element of school climate, but the relation between perceived multiculturalism and academic achievement has not been widely studied. This study examined the influence of students' perceptions of school support for multiculturalism on academic achievement among 280 Asian American and Hispanic youth, including ethnic identity and ethnocultural empathy as potential mediators. Results of structural equation modeling revealed that perceived multiculturalism was significantly positively related to ethnocultural empathy for Asian Americans and Hispanics, and that ethnocultural empathy, in turn, was predictive of academic achievement for Hispanics only. Results of bootstrapping to test for mediation effects revealed ethnocultural empathy to be a salient mediator for Hispanic youth. Although ethnic identity did not mediate the link between multiculturalism and academic achievement, ethnic identity was significantly predictive of achievement for Hispanics. On the whole, these findings suggest that fostering a school climate supportive of multiculturalism may improve empathy toward ethnic out-groups. Furthermore, schools that promote compassion and tolerance for diverse ethnic groups may achieve better academic outcomes among Hispanic youth. PsycINFO Database Record (c) 2010 APA, all rights reserved.

Organizational Context and Female Faculty's Perception of the Climate for Women in Academic Medicine

PubMed Central

Carapinha, René; McCracken, Caitlin M.; Warner, Erica T.; Hill, Emorcia V.

2017-01-01

Abstract Purpose: Gender inequalities in the careers of faculty in academic medicine could partially be attributed to an organizational climate that can exclude or be nonsupportive of women faculty. This study explores the climate for women faculty from a systems perspective at the organizational and individual levels based on the perceptions of women faculty. Race differences were also investigated. Materials and Methods: Cross-sectional survey data from women faculty (N = 3127) at 13 purposively sampled medical schools and an institutional assessment of organizational characteristics were used. Organizational factors related to the climate for women were identified using bivariate statistics. The association between perceived climate for women and organizational characteristics, individual perceptions of the work environment and individual career, and personal characteristics with control variables were investigated using hierarchical linear regression models. Organizational effects by race/ethnicity were estimated using interaction terms. Results: The climate for women faculty varied across institutions and by classification as minority-serving institutions (MSIs). Respondent's report of existence of an office for women's affairs, trust in leadership, and satisfaction with mentoring were positively associated with the climate for women. Perceived workplace discrimination and work–family conflict were inversely associated with a positive climate. No race/ethnicity differences were observed in the multivariable analysis. Conclusions: The climate for women faculty in academic medicine should not be regarded constant across organizations, specifically between MSIs and non-MSIs. Efforts to advance a positive climate for women could focus on improving trust in leadership, increasing support for structures/offices for women, and mitigating perceived discrimination and work–family conflict. PMID:28358649

Organizational Context and Female Faculty's Perception of the Climate for Women in Academic Medicine.

PubMed

Carapinha, René; McCracken, Caitlin M; Warner, Erica T; Hill, Emorcia V; Reede, Joan Y

2017-05-01

Gender inequalities in the careers of faculty in academic medicine could partially be attributed to an organizational climate that can exclude or be nonsupportive of women faculty. This study explores the climate for women faculty from a systems perspective at the organizational and individual levels based on the perceptions of women faculty. Race differences were also investigated. Cross-sectional survey data from women faculty (N = 3127) at 13 purposively sampled medical schools and an institutional assessment of organizational characteristics were used. Organizational factors related to the climate for women were identified using bivariate statistics. The association between perceived climate for women and organizational characteristics, individual perceptions of the work environment and individual career, and personal characteristics with control variables were investigated using hierarchical linear regression models. Organizational effects by race/ethnicity were estimated using interaction terms. The climate for women faculty varied across institutions and by classification as minority-serving institutions (MSIs). Respondent's report of existence of an office for women's affairs, trust in leadership, and satisfaction with mentoring were positively associated with the climate for women. Perceived workplace discrimination and work-family conflict were inversely associated with a positive climate. No race/ethnicity differences were observed in the multivariable analysis. The climate for women faculty in academic medicine should not be regarded constant across organizations, specifically between MSIs and non-MSIs. Efforts to advance a positive climate for women could focus on improving trust in leadership, increasing support for structures/offices for women, and mitigating perceived discrimination and work-family conflict.

Influence of School Managers' Ethical Leadership Behaviors on Organizational Culture: Teachers' Perceptions

ERIC Educational Resources Information Center

Toytok, Esef Hakan; Kapusuzoglu, Saduman

2016-01-01

Problem Statement: Frequently researched, organizational effectiveness is influenced by leadership, organizational culture and climate, organizational commitment, and job satisfaction; additionally, for effective, sustainable management, ethical leadership, which also influences organizational culture, is emphasized. To our knowledge, no previous…

Climate for career choices: survey of medical students' motivation for studying, career preferences and perception of their teachers as role models.

PubMed

Pangercić, Ana; Sambunjak, Dario; Hren, Darko; Marusić, Matko; Marusić, Ana

2010-04-01

To assess the educational climate at a medical school, we explored students' perception of their motives for study, the importance of students' personal characteristics for success in the study and profession of medicine, students' perceptions of professional and personal characteristics of their teachers, and students' preferences for their future careers in medicine. We surveyed all students coming to the administration office to enroll for the following academic year (2nd to 6th year of study, n = 738) at Zagreb University Medical School, Croatia. Responses with answers to all questions (n = 482, 65% response rate) were analyzed. Students from both preclinical and clinical study years perceived their teachers to be formal: strict, authoritative, punctual, well prepared, and respectful of hierarchy. Similar formal characteristics were seen as important for success in their studies and in the medical profession. The strongest motivation for studying among students in all study years was task completion. Most of the students wanted a career in medical practice, with (n = 160, 33.2%) or without (n = 207, 42.9%) involvement in clinical research; a few (n = 3, 0.6%) wanted to do basic biomedical research, and an academic career was sought by 23.5% (n = 112). The choice of academic career was associated with grade point average (odds ratio [OR] = 1.75, 95% confidence interval [CI] = 1.10-2.88), higher scores on motivation scales for professional advancement (OR = 1.72; 95% CI = 1.12-2.63) and academic gains (OR = 1.58; 95% CI = 1.17-2.14). Medical students perceive formal characteristics and self-interests as dominant aspects of the educational climate at medical school, where they are motivated mostly by task completion. The change towards a climate of social sensitivity and pro-social behavior may require less frontal and more interactive teaching, with personal interaction between students and teachers.

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms.

PubMed

Sandilos, Lia E; Cycyk, Lauren M; Hammer, Carol Scheffner; Sawyer, Brook E; López, Lisa; Blair, Clancy

This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality.

Variations in students' perceived reasons for, sources of, and forms of in-school discrimination: A latent class analysis.

PubMed

Byrd, Christy M; Carter Andrews, Dorinda J

2016-08-01

Although there exists a healthy body of literature related to discrimination in schools, this research has primarily focused on racial or ethnic discrimination as perceived and experienced by students of color. Few studies examine students' perceptions of discrimination from a variety of sources, such as adults and peers, their descriptions of the discrimination, or the frequency of discrimination in the learning environment. Middle and high school students in a Midwestern school district (N=1468) completed surveys identifying whether they experienced discrimination from seven sources (e.g., peers, teachers, administrators), for seven reasons (e.g., gender, race/ethnicity, religion), and in eight forms (e.g., punished more frequently, called names, excluded from social groups). The sample was 52% White, 15% Black/African American, 14% Multiracial, and 17% Other. Latent class analysis was used to cluster individuals based on reported sources of, reasons for, and forms of discrimination. Four clusters were found, and ANOVAs were used to test for differences between clusters on perceptions of school climate, relationships with teachers, perceptions that the school was a "good school," and engagement. The Low Discrimination cluster experienced the best outcomes, whereas an intersectional cluster experienced the most discrimination and the worst outcomes. The results confirm existing research on the negative effects of discrimination. Additionally, the paper adds to the literature by highlighting the importance of an intersectional approach to examining students' perceptions of in-school discrimination. Copyright © 2016 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Disconnects Between Audiences, Resources, and Initiatives: Key Findings of the Coastal Areas Climate Change Education Partnership

NASA Astrophysics Data System (ADS)

Muller-Karger, F. E.; Ryan, J. G.; Feldman, A.; Gilbes, F.; Trotz, M.; McKayle, C.; Stone, D.; Plank, L.; Meisels, G.; Peterson, M.; Reynolds, C. J.

2012-12-01

The Coastal Areas Climate Change Education (CACCE) Partnership focused on defining a plan for effective education on climate change and its salient issues in coastal communities Florida and the US Caribbean territories. The approach included assessing perceptions and needs of stakeholders, evaluating the nature of available educational and information resources, and establishing a partnership that includes the public and professional organizations most relevant in planning and in addressing the resiliency of coastal communities. Information gathering activities included surveys among K-12 educators and students on climate change perceptions and current classroom activities in both Florida and the Caribbean territories; surveys of professional urban and land-use planners across Florida regarding their understanding of related in their professional practice; and conducting an inventory of relevant educational materials and information resources. Survey results showed a range of misperceptions about climate change, its causes and its likely impacts. At present, students and teachers in high and middle schools show poor understanding of climate science, and minimal time is spent in instruction on climate change in science courses in Florida and Puerto Rico schools. Also, there has to be professional development efforts and access to rich instructional content in a continuum spanning schools and professional communities including planners (which we surveyed). Architects and engineers are communities that also need to be surveyed and included in future efforts. A major obstacle to efforts at providing continuing education for planners and municipal officials is the lack of consensus on and access to regionally-specific scientific data regarding climate impacts and the relevant instructional content. It is difficult for professionals to prepare for climate change if they cannot define impacts in the Florida-Caribbean region and its coastal urban areas. Across over 1000 websites and online information resources on climate change reviewed for this project, less than a dozen items were identified that address climate change issues and impacts relevant to Florida and the US Caribbean Territories. This represents a serious issue for planners, who need to make effective arguments for climate adaptation strategies to the public and to public officials. These disconnects between stakeholder information and education needs, and available educational content and informational resources, is a significant obstacle to any future public education efforts on climate change in the US most vulnerable regions of the US.

Knowledge and perceptions about the health impact of climate change among health sciences students in Ethiopia: a cross-sectional study.

PubMed

Nigatu, Andualem S; Asamoah, Benedict O; Kloos, Helmut

2014-06-11

Climate change affects human health in various ways. Health planners and policy makers are increasingly addressing potential health impacts of climate change. Ethiopia is vulnerable to these impacts. Assessing students' knowledge, understanding and perception about the health impact of climate change may promote educational endeavors to increase awareness of health impacts linked to climate change and to facilitate interventions. A cross-sectional study using a questionnaire was carried out among the health science students at Haramaya University. Quantitative methods were used to analyze the results. Over three quarters of the students were aware of health consequences of climate change, with slightly higher rates in females than males and a range from 60.7% (pharmacy students) to 100% (environmental health and post-graduate public health students). Electronic mass media was reportedly the major source of information but almost all (87.7%) students stated that their knowledge was insufficient to fully understand the public health impacts of climate change. Students who knew about climate change were more likely to perceive it as a serious health threat than those who were unaware of these impacts [OR: 17.8, 95% CI: 8.8-32.1] and also considered their departments to be concerned about climate change (OR: 7.3, 95% CI: 2.8-18.8), a perception that was also significantly more common among students who obtained their information from the electronic mass media and schools (p < 0.05). Using electronic mass media was also significantly associated with knowledge about the health impacts of climate change. Health sciences students at Haramaya University may benefit from a more comprehensive curriculum on climate change and its impacts on health.

Knowledge and perceptions about the health impact of climate change among health sciences students in Ethiopia: a cross-sectional study

PubMed Central

2014-01-01

Background Climate change affects human health in various ways. Health planners and policy makers are increasingly addressing potential health impacts of climate change. Ethiopia is vulnerable to these impacts. Assessing students’ knowledge, understanding and perception about the health impact of climate change may promote educational endeavors to increase awareness of health impacts linked to climate change and to facilitate interventions. Methods A cross-sectional study using a questionnaire was carried out among the health science students at Haramaya University. Quantitative methods were used to analyze the results. Result Over three quarters of the students were aware of health consequences of climate change, with slightly higher rates in females than males and a range from 60.7% (pharmacy students) to 100% (environmental health and post-graduate public health students). Electronic mass media was reportedly the major source of information but almost all (87.7%) students stated that their knowledge was insufficient to fully understand the public health impacts of climate change. Students who knew about climate change were more likely to perceive it as a serious health threat than those who were unaware of these impacts [OR: 17.8, 95% CI: 8.8-32.1] and also considered their departments to be concerned about climate change (OR: 7.3, 95% CI: 2.8-18.8), a perception that was also significantly more common among students who obtained their information from the electronic mass media and schools (p < 0.05). Using electronic mass media was also significantly associated with knowledge about the health impacts of climate change. Conclusion Health sciences students at Haramaya University may benefit from a more comprehensive curriculum on climate change and its impacts on health. PMID:24916631

Self-handicapping in school physical education: The influence of the motivational climate.

PubMed

Standage, Martyn; Treasure, Darren C; Hooper, Katherine; Kuczka, Kendy

2007-03-01

Self-handicapping is an attribution-related process whereby individuals create performance impediments/excuses to protect self-worth in socially evaluative environments. Thus, the prevailing motivational climate would appear to be an important factor when attempting to understand the situational self-handicapping process within school physical education. Drawing from achievement goal theory, the study examined the effect of experimentally induced conditions (viz. task vs. ego) on situational self-handicapping. Seventy British secondary school students (36 females and 34 males; M age = 11.98; SD=0.31). Participants were randomly assigned to partake in a running endurance task in either an ego-involving (20 male students and 16 female students) or a task-involving (14 male students and 20 female students) condition. Prior to completing the experimental task, participants were given the opportunity to claim situational self-handicaps. Data for goal orientations, subjective climate perceptions, perceived ability and perceived task importance were also obtained. After determining the effectiveness of the experimental manipulation, results revealed participants in the ego-involving condition to report significantly more situational self-handicapping claims. Further, and after controlling for individual difference variables, the results of moderated hierarchical regression analysis revealed subjective perceptions of an ego-involving climate to be the main positive predictor of situational self-handicapping. Although a weaker contributor to the percentage of variance explained, task orientation emerged as a negative predictor of situational self-handicapping. The findings suggest that PE teachers would be prudent to minimize ego-involving situations should they wish to reduce situational self-handicapping.

Impact of a program to diminish gender insensitivity and sexual harassment at a medical school.

PubMed

Jacobs, C D; Bergen, M R; Korn, D

2000-05-01

To measure the effect of an intervention to reduce gender insensitivity and sexual harassment at one medical school. Stanford University School of Medicine undertook a multifaceted program to educate faculty and students regarding gender issues and to diminish sexual harassment. The authors developed a survey instrument to assess the faculty's perceptions regarding environment (five scales) and incidences of sexual harassment. Faculty were surveyed twice during the interventions (1994 and 1995). Between the two years, the authors measured significant improvements in mean ratings for positive climate (p = .004) and cohesion (p = .006) and decreases in the faculty's perceptions of sexual harassment (p = 0006), gender insensitivity (p = .001), and gender discrimination (p = .004). The faculty also reported fewer observations of harassing behavior during the study period. An intervention program to diminish gender insensitivity and sexual harassment can measurably improve a medical school's environment.

School experiences of early adolescent Latinos/as at risk for emotional and behavioral disorders.

PubMed

Balagna, Ryan M; Young, Ellie L; Smith, Timothy B

2013-06-01

Previous research has shown that Latino/a middle school students exhibiting emotional or behavioral disturbance are at risk for undesirable academic outcomes. The purpose of this study was to understand the perceptions and experiences of at-risk Latino/a students to identify ways to improve interventions targeted to promote their academic retention and success. Participants included 11 Latino/a students between the ages of 11 and 13 years, 8 males and 3 females, who were screened as being at risk for behavior disorders using the Systematic Screening for Behavior Disorders (SSBD). These students shared their perceptions and experiences of schooling during in-depth qualitative interviews. Interpretative phenomenological analysis (IPA) was used to understand how these students made sense of their school experiences. Students' descriptions tended to be contextualized within relationships with peers, teachers, and family members. Many students shared experiences of being the target of overt racism and microaggressions from peers. Students believed they were more likely to be successful in school when teachers displayed flexibility with deadlines, provided extra help, and communicated a sense of warmth and caring. The data from this study suggested that school psychologists can benefit from attending to at-risk students' perceptions, which, in the context of this study, would require facilitating an inclusive school climate, fostering effective teacher and student relationships, and facilitating parent-teacher relationships during the difficult transition from elementary to middle school.

Depression, Control, and Climate: An Examination of Factors Impacting Teaching Quality in Preschool Classrooms

PubMed Central

Sandilos, Lia E.; Cycyk, Lauren M.; Hammer, Carol Scheffner; Sawyer, Brook E.; López, Lisa; Blair, Clancy

2015-01-01

Research Findings This study investigated the relationship of preschool teachers' self-reported depressive symptomatology, perception of classroom control, and perception of school climate to classroom quality as measured by the Classroom Assessment Scoring System Pre-K. The sample consisted of 59 urban preschool classrooms serving low-income and linguistically diverse students in the northeastern and southeastern United States. Results of hierarchical linear modeling revealed that teachers' individual reports of depressive symptomatology were significantly and negatively predictive of the observed quality of their instructional support and classroom organization. Practice or Policy The findings of this study have implications for increasing access to mental health supports for teachers in an effort to minimize depressive symptoms and potentially improve classroom quality. PMID:26924914

Peer sexual harassment victimization at school: the roles of student characteristics, cultural affiliation, and school factors.

PubMed

Attar-Schwartz, Shalhevet

2009-07-01

This study examines the links between students' reports of sexual harassment victimization by peers and a number of individual and school contextual factors. It is based on a nationally representative sample of 16,604 students in Grades 7 through 11 in 327 schools across Israel who completed questionnaires during class. Hierarchical Linear Modeling was used to examine the links. Overall, approximately one in four students (25.6%) were victims of at least one unwanted and unwelcome act of harassment by peers (such as being touched or pinched in sexual manner) in the prior month. The most vulnerable groups were Israeli-Arab boys and students with negative perceptions of their school climate. The school correlates associated with higher levels of victimization were a higher share of students with less-educated parents, larger schools and classrooms, and negative school climate. The interactions between gender and school-related factors indicate that the gender patterns are different for Israeli-Arab and Jewish schools and for schools with different concentrations of students' families with low socioeconomic status. The study emphasizes the need for an ecological perspective in addressing school-based sexual harassment.

Assessment of Idiographic Organizational Climate

ERIC Educational Resources Information Center

Offenberg, Robert M.; Cernius, Vytas

1978-01-01

It was hypothesized that factor analysis and elements of social exchange theory could be used to integrate the different perceptions of individuals who make up an organization. An instrument was administered to the faculties of two schools. The results indicate a promising technique for organizational diagnosis. Available from: JABS Order Dept.,…

Dental school deans' perceptions of the organizational culture and impact of the ELAM program on the culture and advancement of women faculty.

PubMed

Dannels, Sharon A; McLaughlin, Jean M; Gleason, Katharine A; Dolan, Teresa A; McDade, Sharon A; Richman, Rosalyn C; Morahan, Page S

2009-06-01

In 2006, deans of the sixty-four U.S. and Canadian dental schools were surveyed to gain their perspectives on their institutions' organizational culture for faculty, family-friendly policies, processes used by deans to develop faculty leadership, and the impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women. The deans reported (52 percent response rate) an improved climate in terms of gender equity, yet recognized that inequities still exist. Of fifteen family-friendly policies, only three were available at more than 50 percent of the schools, with little indication that additional policies were under consideration. The deans reported active engagement in behaviors to develop the leadership of their faculty members. Of the nine processes, 50 percent of the deans indicated three they believed to be particularly effective with women. They agreed that ELAM has had a positive impact on their alumnae and their schools. Results are discussed in terms of how the deans' perceptions compare to faculty perceptions and within the larger context of higher education and other organizations. The responsibility of the dean to shape the dental school's culture, particularly in the face of the changing demographics of dental faculty, adds to the importance of the unique perspective provided by the deans.

Factors Influencing Smallholder Farmers' Climate Change Perceptions: A Study from Farmers in Ethiopia

NASA Astrophysics Data System (ADS)

Habtemariam, Lemlem Teklegiorgis; Gandorfer, Markus; Kassa, Getachew Abate; Heissenhuber, Alois

2016-08-01

Factors influencing climate change perceptions have vital roles in designing strategies to enrich climate change understanding. Despite this, factors that influence smallholder farmers' climate change perceptions have not yet been adequately studied. As many of the smallholder farmers live in regions where climate change is predicted to have the most negative impact, their climate change perception is of particular interest. In this study, based on data collected from Ethiopian smallholder farmers, we assessed farmers' perceptions and anticipations of past and future climate change. Furthermore, the factors influencing farmers' climate change perceptions and the relation between farmers' perceptions and available public climate information were assessed. Our findings revealed that a majority of respondents perceive warming temperatures and decreasing rainfall trends that correspond with the local meteorological record. Farmers' perceptions about the past climate did not always reflect their anticipations about the future. A substantial number of farmers' anticipations of future climate were less consistent with climate model projections. The recursive bivariate probit models employed to explore factors affecting different categories of climate change perceptions illustrate statistical significance for explanatory variables including location, gender, age, education, soil fertility status, climate change information, and access to credit services. The findings contribute to the literature by providing evidence not just on farmers' past climate perceptions but also on future climate anticipations. The identified factors help policy makers to provide targeted extension and advisory services to enrich climate change understanding and support appropriate farm-level climate change adaptations.

Factors Influencing Smallholder Farmers' Climate Change Perceptions: A Study from Farmers in Ethiopia.

PubMed

Habtemariam, Lemlem Teklegiorgis; Gandorfer, Markus; Kassa, Getachew Abate; Heissenhuber, Alois

2016-08-01

Factors influencing climate change perceptions have vital roles in designing strategies to enrich climate change understanding. Despite this, factors that influence smallholder farmers' climate change perceptions have not yet been adequately studied. As many of the smallholder farmers live in regions where climate change is predicted to have the most negative impact, their climate change perception is of particular interest. In this study, based on data collected from Ethiopian smallholder farmers, we assessed farmers' perceptions and anticipations of past and future climate change. Furthermore, the factors influencing farmers' climate change perceptions and the relation between farmers' perceptions and available public climate information were assessed. Our findings revealed that a majority of respondents perceive warming temperatures and decreasing rainfall trends that correspond with the local meteorological record. Farmers' perceptions about the past climate did not always reflect their anticipations about the future. A substantial number of farmers' anticipations of future climate were less consistent with climate model projections. The recursive bivariate probit models employed to explore factors affecting different categories of climate change perceptions illustrate statistical significance for explanatory variables including location, gender, age, education, soil fertility status, climate change information, and access to credit services. The findings contribute to the literature by providing evidence not just on farmers' past climate perceptions but also on future climate anticipations. The identified factors help policy makers to provide targeted extension and advisory services to enrich climate change understanding and support appropriate farm-level climate change adaptations.

Can a school-wide bullying prevention program improve the plight of victims? Evidence for risk × intervention effects.

PubMed

Juvonen, Jaana; Schacter, Hannah L; Sainio, Miia; Salmivalli, Christina

2016-04-01

This study was designed to examine whether a school-wide antibullying program, effective in reducing incidents of bullying, can also reduce the harm associated with victimization. Specifically, we test whether baseline victimization moderates the KiVa program intervention effects on school perceptions, depression, and self-esteem. Relying on a randomized control sample consisting of 7,010 fourth to sixth grade Finnish elementary school students, self-report data were examined using multilevel modeling across 39 intervention and 38 control schools over a 12-month period. The KiVa program was particularly effective in facilitating perceptions of a caring school climate among students who were most victimized before the intervention, while program benefits on attitudes toward school did not vary by level of victimization. The intervention effects on depression and self-esteem were strongest only among the most victimized sixth graders. The results suggest that antibullying programs designed to improve the school ecology can alleviate the plight of the victimized and underscore that harm reduction should be assessed by testing risk × intervention effects when evaluating effectiveness of such programs. (c) 2016 APA, all rights reserved).

Students' Perceptions of the Educational Environment in a New Dental School in Northern Nigeria

ERIC Educational Resources Information Center

Idon, Paul Ikhodaro; Suleiman, Ibrahim Kayode; Olasoji, Hector Oladapo

2015-01-01

The educational climate surrounding students is considered as one of the factors determining academic success. Students and teachers have become aware of the "educational environment" of their institution. Health science courses in Nigerian universities employ a combination of traditional classroom and clinical learning methods. There is…

Why So Difficult? Exploring Negative Relationships between Educational Leaders: The Role of Trust, Climate, and Efficacy

ERIC Educational Resources Information Center

Daly, Alan J.; Moolenaar, Nienke M.; Liou, Yi-Hwa; Tuytens, Melissa; del Fresno, Miguel

2015-01-01

Recent work suggests the importance of collaboration among district-office and school leaders. Most studies examine prosocial relationships, but negative social ties, which may be more consequential, are rarely examined. We collected survey data from 78 educational leaders on perceptions of culture and negative relationships and used…

Classroom acoustics and hearing ability as determinants for perceived social climate and intentions to stay at work.

PubMed

Persson, Roger; Kristiansen, Jesper; Lund, Søren P; Shibuya, Hitomi; Nielsen, Per Møberg

2013-01-01

Background noise and room acoustics may impede social interactions by interfering with oral communication and other cognitive processes. Accordingly, recent research in school environments has showed that social relationships with peers and teachers are described more negatively in rooms with long reverberation times (RT). The purpose of this study was to investigate how RT and hearing ability (i.e., hearing thresholds [HT] and distortion product oto-acoustic emissions) were associated with school teachers' perceptions of the social climate at work and their intentions to stay on the job. School teachers (n = 107) from 10 schools that worked in classrooms classified by acoustical experts as "short RT" (3 schools, mean RT 0.41-0.47 s), "medium RT" (3 schools, mean RT 0.50-0.53 s), and "long RT" (4 schools, mean RT 0.59-0.73 s) were examined. Teachers who worked in classrooms with long RT perceived their social climate to be more competitive, conflict laden, and less relaxed and comfortable. They were more doubtful about staying on the job. Even if the teachers were generally satisfied with their work the results suggest that the comfort at work may have been further improved by acoustical interventions that focus on reducing sound reflections in the classrooms. Yet, due the study design and the novelty of the findings the potential practical significance of our observations remains to be evaluated.

Exploring the social-environmental determinants of well- and ill-being in dancers: a test of basic needs theory.

PubMed

Quested, Eleanor; Duda, Joan L

2010-02-01

Grounded in the basic needs mini-theory (Deci & Ryan, 2000), this study examined the interplay among perceptions of the social environment manifested in vocational dance schools, basic need satisfaction, and indices of elite dancers' well- and ill-being. The hypothesized mediating role of need satisfaction was also tested. Dancers (N = 392) completed a questionnaire tapping the targeted variables. Structural equation modeling supported a model in which perceptions of task-involving dance environments positively predicted need satisfaction. Perceived ego-involving climates negatively corresponded with competence and relatedness. Perceptions of autonomy support were positively related to autonomy and relatedness. Need satisfaction positively predicted positive affect. Competence and relatedness satisfaction corresponded negatively to reported negative affect. Emotional and physical exhaustion was not related to need satisfaction. Partial support emerged for the assumed mediation of the needs. Results highlight the relevance of task-involving and autonomy-supportive dance climates for elite dancers' need satisfaction and healthful engagement in vocational dance.

The antecedents and consequences of racial/ethnic discrimination during adolescence: does the source of discrimination matter?

PubMed

Benner, Aprile D; Graham, Sandra

2013-08-01

In the current study, we examined the precursors and consequences of discrimination for 876 Latino, African American, and Asian American adolescents (Mage = 16.9 years, SD = 0.43). The race/ethnic characteristics of schools and neighborhoods influenced adolescents' perceptions of the race/ethnic climates of these contexts. In turn, adolescents who viewed climates more negatively were more likely to perceive discriminatory treatment by school personnel, peers, and societal institutions. Discrimination from these 3 sources exerted differential influence on developmental outcomes: Greater discrimination from school personnel was associated with poorer academic performance, greater discrimination from peers was associated with more psychological maladjustment, and greater societal discrimination was associated with heightened racial awareness. Relations were consistent across race/ethnic groups and gender. Implications for intervening to reduce racial discrimination and other social stigmas are discussed. (PsycINFO Database Record (c) 2013 APA, all rights reserved).

Community violence exposure and post-traumatic stress reactions among Gambian youth: the moderating role of positive school climate.

PubMed

O'Donnell, Deborah A; Roberts, William C; Schwab-Stone, Mary E

2011-01-01

Community violence exposure among youth can lead to various negative outcomes, including post-traumatic stress symptoms. Research in the Western world indicates that a number of social support factors may moderate the relation between violence exposure and internalizing symptoms. Little research has been carried out in non-Western countries. This study aimed to fill this gap by exploring the relations among violence exposure, parental warmth, positive school climate, and post-traumatic stress reactions among youth in The Republic of The Gambia, Africa. A school-based survey of youth behaviors, feelings, attitudes, and perceptions was administered to 653 students at senior secondary schools in four Gambian communities. Students reported high levels of exposure to violence. Over half of students reported witnessing someone threatened with serious physical harm, beaten up or mugged, attacked or stabbed with a knife/piece of glass, or seriously wounded in an incident of violence. Nearly half of students reported being beaten up or mugged during the past year, and nearly a quarter reported being threatened with serious physical harm. There were no sex differences in levels of exposure. Traumatic stress symptoms were common, especially among females. Both violence witnessing and violent victimization significantly predicted post-traumatic stress symptoms, and positive school climate moderated the relationship. Among youth victimized by violence, positive school climate was most strongly correlated with lower levels of post-traumatic stress at low levels of exposure. Among youth who had witnessed violence, positive school climate was most strongly correlated with lower levels of post-traumatic stress at high levels of exposure. Community-based programs that bring together parents, schools, and youth may play an important role in combating the negative effects of some types of violence exposure among Gambian youth. Youth experiencing high levels of violent victimization represent a sample of particular concern and merit special research and clinical attention.

A Political and Economic Climate of Crisis?: Perceptions of the Academe at ALA-Accredited LIS Schools

ERIC Educational Resources Information Center

Tsou, Andrew; Sugimoto, Cassidy R.

2015-01-01

Academia is an ever-evolving institution. Where once it was viewed as a body primarily charged with educating students, many instances universities now consider research to be their primary raison d'être. This research surveyed library and information science (LIS) faculty members employed at institutions accredited by the American Libraries…

A Study of Teachers, Students, and Parents' Perceptions of How School Climate Affects African-American and Latino Students

ERIC Educational Resources Information Center

Taylor, Susan M.

2009-01-01

Nationally, educational disparities have resulted in a significant achievement gap among African American and Latino students compared to European American students. Cognitive theorists including Piaget, Bruner, and Vygotsky believe that one's environment has an effect on learning. This qualitative case study examined teacher, student, and parent…

Insider Views of the Emotional Climate of the Classroom: What New Zealand Children Tell Us about Their Teachers' Feelings

ERIC Educational Resources Information Center

Andersen, Rachel J.; Evans, Ian M.; Harvey, Shane T.

2012-01-01

To explore children's perceptions of their teachers' feelings in everyday classroom contexts, the authors conducted focus groups with New Zealand primary (elementary) school children to discuss what they observed about positive classroom teachers' interactional style and emotional behavior. Seventy-nine students between age 8 and 12 years, from…

Prediction of enjoyment in school physical education.

PubMed

Gråstén, Arto; Jaakkola, Timo; Liukkonen, Jarmo; Watt, Anthony; Yli-Piipari, Sami

2012-01-01

The specific aim of this study was to examine whether motivational climate, perceived physical competence, and exercise motivation predict enjoyment in school physical education within the same sample of adolescents across three years of secondary school. A sample of 639 students (girls = 296, boys = 343) aged between 13- to 15-years at the commencement of the study completed the Intrinsic Motivation Climate in Physical Education Questionnaire, Physical Self-Perception Profile, Physical Education Motivation Scale, and Physical Education Enjoyment Scale. Results derived from path analyses indicated that task-involving motivational climate predicted enjoyment in physical education via perceived physical competence and intrinsic motivation in both girls and boys. In particular, these results supported previous findings of Vallerand et. al (1997) with the self-determination theory and the achievement goal theory. Ego-involving climate was not a significant predictor either in girls or boys. The current results provide continuing support for the investigation of Vallerand's model in the physical education setting, and highlight that motivational climate is an area that requires further evaluation as a contributing factor in the improvement of physical education teaching. A better understanding of the role of motivational climate may assist efforts to promote children's and adolescents' perceived physical competence, intrinsic motivation, and enjoyment in the school physical education setting. Key pointsThe findings of the current study support existing suggestions of Vallerand's (1997) model in which social factors mediated by a psychological mediator, and exercise motivation are related to positive consequences in the PE context.Task-involving motivational climate predicted PE enjoyment via perceived physical competence and intrinsic motivation with both girls and boys. Task-involving motivational climate in PE lessons at Grade 7 had a strong association with PE enjoyment via perceived physical competence and intrinsic motivation at Grade 9 for both girls and boys.Ego-involving climate did not fit either the data for the girls or boys, as PE lessons based on ego-involving motivational climate did not significantly influence on the level of PE enjoyment.The results of the current study and previous practical findings support task-involving teaching methods to promote adolescent's PE enjoyment through secondary school years. School PE could be most effective if based on task-involving motivational climate, in which the main objective is increasing students' perceived physical competence, intrinsic motivation, and enjoyment.

Cause or effect? The relationship between student perception of the medical school learning environment and academic performance on USMLE Step 1.

PubMed

Wayne, Sharon J; Fortner, Sally A; Kitzes, Judith A; Timm, Craig; Kalishman, Summers

2013-05-01

A school's learning environment is believed to influence academic performance yet few studies have evaluated this association controlling for prior academic ability, an important factor since students who do well in school tend to rate their school's environment more highly than students who are less academically strong. To evaluate the effect of student perception of the learning environment on their performance on a standardized licensing test while controlling for prior academic ability. We measured perception of the learning environment after the first year of medical school in 267 students from five consecutive classes and related that measure to performance on United States Medical Licensing Examination (USMLE) Step 1, taken approximately six months later. We controlled for prior academic performance by including Medical College Admission Test score and undergraduate grade point average in linear regression models. Three of the five learning environment subscales were statistically associated with Step 1 performance (p < 0.05): meaningful learning environment, emotional climate, and student-student interaction. A one-point increase in the rating of the subscales (scale of 1-4) was associated with increases of 6.8, 6.6, and 4.8 points on the Step 1 exam. Our findings provide some evidence for the widely held assumption that a positively perceived learning environment contributes to better academic performance.

Can Protection Motivation Theory explain farmers'adaptation to Climate change/variability decision making in the Gambia?

NASA Astrophysics Data System (ADS)

Bagagnan, A. R.

2016-12-01

In the Gambia, Changes in the climate pattern has affected and continue to affect the agriculture sector and therefore calling for effective adaptation policies. The present study aimed to explain farmers' adoption of climate change adaptation measure through the protection motivation theory in The Central River Region of The Gambia. Primary data were collected in all the eight communities of the study area. A transect walk was conducted first followed by a survey with 283 informants. The perception variables were referring to the past 20 years while the stated implementation was addressing the current adaptation practices. Results showed that on one hand, most of the perception variables such as severity, ability to withstand, and internal barriers are significantly correlated to protection motivation and on the other hand Protection motivation and stated implementation for water conservation technique are strongly correlated. Structural Equation Modeling confirms the mediation role of Protection motivation between Farmers stated implementation and their perception of climate variability. Decrease in soil water storage capacity, degradation of the quality of soil surface structure, decrease of the length of the growing season are factors that motivate farmers to implement an adaptation measure. Cost of the implementation and farmers' vulnerability are factors that prevent farmers to implement an adaptation measure. The cost of the implementation is the main barrier to farmers `protection motivation. Therefore the study suggested that farmers' awareness about climate change/variability should be increased through farmers' field school and awareness campaigns, farmers' resilience should be improved and adaptation measures should be made accessible to farmers through loans facilities and subsidizes application.

A Rainbow [Dis]connection?: Comparing Perceptions on Pre-Service Teachers' Preparation to Work with Minority Sexual and Gender Identity Students

ERIC Educational Resources Information Center

Kaufman, Reagan J.

2013-01-01

Despite research demonstrating the effects of hostile school climates on the academic achievements of minority sexual and gender identity (MSGI) youth, little attention is paid to preparing future teachers to work with this diverse student population. Given the importance of making learning environments safe and welcoming for all students, this…

The Antecedents and Consequences of Racial/Ethnic Discrimination during Adolescence: Does the Source of Discrimination Matter?

ERIC Educational Resources Information Center

Benner, Aprile D.; Graham, Sandra

2013-01-01

In the current study, we examined the precursors and consequences of discrimination for 876 Latino, African American, and Asian American adolescents (M[subscript age] = 16.9 years, SD = 0.43). The race/ethnic characteristics of schools and neighborhoods influenced adolescents' perceptions of the race/ethnic climates of these contexts. In turn,…

Changing Peer Perceptions and Victimization through Classroom Arrangements: A Field Experiment

ERIC Educational Resources Information Center

van den Berg, Yvonne H. M.; Segers, Eliane; Cillessen, Antonius H. N.

2012-01-01

The purpose of this study was to determine the effect of an experimental manipulation of distance between classmates on peer affiliations and classroom climate. Participants were 651 10-to-12 year-old children (48% boys) from 27 Grade 5 and Grade 6 classrooms of 23 schools, who were assigned to an experimental or a control condition. Peer…

Ecodevelopmental Predictors of Early Initiation of Alcohol, Tobacco, and Drug Use Among Hispanic Adolescents

PubMed Central

Bacio, Guadalupe A.; Estrada, Yannine; Huang, Shi; Martínez, Marcos; Sardinas, Krystal; Prado, Guillermo

2015-01-01

The purpose of this cross-sectional study was to test the transactional relationships of risk and protective factors that influence initiation of alcohol, tobacco, and drug use among Hispanic youth. Ecodevelopmental theory was used to identify factors at multiple ecological levels with a focus on four school-level characteristics (i.e. school socioeconomic status, school climate, school acculturation, and school ethnic composition). A sample of 741 Hispanic adolescents (M age =13.9, SD =.67) and their caregivers were recruited from 18 participating middle schools in Miami-Dade County, FL. Structural equation modeling was used to test the hypothesized ecodevelopmental model of early substance use, accounting for school clustering effects. Results provided strong support for the model (CFI = .95; RMSEA =.03). School SES was indirectly related to the likelihood of starting to use substances through perceived peer use norms (β =.03, p <.02). Similarly, school climate had an indirect effect on substance use initiation through family functioning and perceptions of peer use norms (β = −.03, p < .01). Neither school ethnic composition nor school acculturation had indirect effects on initiation of substance use. Results highlight the importance of the interplay of risk and protective factors at multiple ecological levels that impact early substance use initiation. Further, findings underscore the key role of school level characteristics on initiation of substance use and present opportunities for intervention. PMID:26054814

[Perceptions and adaptation strategies of herders in desert steppe of Inner Mongolia to climate change].

PubMed

Han, Ying; Hou, Xiang-yang

2011-04-01

Desert steppe is very vulnerable to climate change. The herders caring for their livestock in such a natural environment have to face the challenges of rapid climate change. In this paper, a household-level questionnaire was conducted in the Suniteyou District of Inner Mongolia, China, aimed to analyze the herders' perceptions and adaptation strategies to climate change, extreme climate events in particular. In this Steppe where precipitation is rare and meteorological disasters are frequent, drought is the main extreme climate event with the broadest affecting area, the highest affecting degree, and the greatest frequency. The sensitivity of the herders to drought is far higher than that to other extreme climate events, and also, the perceptions to drought induce the herders having deep perceptions to the extreme climate events such as strong wing, dust storm, and heavy snow. Relative to the perceptions to long-term climate change, the perceptions to short-term climate change are more deep and precise. The herders can estimate the long-term climate change trend according to their perceptions to the latest 10 years climate change. They attribute the poor livestock health and the reduced forage yield greatly to climate change. Yet, the herders are inexperienced in implementing efficient adaptation strategies. Generally, their adaptation measures are quite simplex and rather passive.

The influence of the perception of a familial climate on job performance: mediation of loyalty to supervisors and moderation of filial behaviour.

PubMed

Jen, Chin-Kang; Chou, Li-Fang; Lin, Chu-Yen; Tsai, Ming-Che

2012-01-01

With a collectivist cultural perspective, we examined the positive effects of employees' perceptions of a familial climate on loyalty to supervisors, the mediation of loyalty between perception of a familial climate and job performance, and the moderation of employees' filial behaviour on the relationship between perception of a familial climate and loyalty. The participants consisted of 247 supervisor-and-subordinate dyads in Taiwan. The results supported our hypotheses. Through the mechanisms of family behaviour transference, social identification and supervisor-subordinate exchange, perception of an organizational familial climate enhanced loyalty to supervisors. Furthermore, loyalty to supervisors mediated the relationship between perception of a familial climate and job performance. Filial behaviour moderated the relationship between perception of a familial climate and loyalty; thus, the relationship of perception of a familial climate and loyalty was stronger for employees with low levels of filial behaviour and weaker for employees with high levels of filial behaviour. These findings are discussed in terms of their theoretical and practical implications for future research and management practices.

Changing climates of conflict: A social network experiment in 56 schools.

PubMed

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M

2016-01-19

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school's social network, randomly selected seed groups of 20-32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more "social referent" students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative.

Variations in the perceptions of peer and coach motivational climate.

PubMed

Vazou, Spiridoula

2010-06-01

This study examined (a) variations in the perceptions of peer- and coach-generated motivational climate within and between teams and (b) individual- and group-level factors that can account for these variations. Participants were 483 athletes between 12 and 16 years old. The results showed that perceptions of both peer- and coach-generated climate varied as a function of group-level variables, namely team success, coach's gender (except for peer ego-involving climate), and team type (only for coach ego-involving climate). Perceptions of peer- and coach-generated climate also varied as a function of individual-level variables, namely athletes' task and ego orientations, gender, and age (only for coach task-involving and peer ego-involving climate). Moreover, within-team variations in perceptions of peer- and coach-generated climate as a function of task and ego orientation levels were identified. Identifying and controlling the factors that influence perceptions of peer- and coach-generated climate may be important in strengthening task-involving motivational cues.

Images of Polar Bears and Penguins, Storms, Deforestation and More - Middle School Students Perceptions of Climate Change

NASA Astrophysics Data System (ADS)

Gopal, S.; Melaas, E. K.; Malmrose, M.; Mullokandov, A.

2014-12-01

Global change studies aim to foster a deeper understanding of the causes and consequences of global change on planet Earth. The study of global change presents a rich domain of inquiry, exploration, and discovery at all grade levels. The main objective of this exploratory study was to assess middle school students' perceptions of global change as part of their participation in the NSF GK12 program called GLACIER (Global Change Initiative - Education and Research) during the academic year 2012-13. The middle schools are located in the Metro Boston area. As part of the program, participating students were asked to draw pictures of their perceptions and ideas on global change. The drawings of 150 children, ages 11 to 13, were qualitatively analyzed. The analysis focused on (a) the type of concepts children chose to convey, (b) the specific context of the global change described (polar bears in floating glaciers), (c) students direct representation of anthropocentric impacts (such as pollution or deforestation), and (d) the match between students concepts and the recent IPCC reports. About 20% of the students focused on the iconic imagery of the melting glaciers and impact on animals such as penguins and polar bears, more than 25% focused on natural disasters (such as storms, sea level changes) while 30% focused on urban problems. These concepts are matched with the recent IPCC report. These results are notable and suggest students in middle schools understand the varied dimensions of global change and the role of human activities in bringing about change. Students' perspectives may help in developing a suitable curriculum using existing science standards to discuss this significant topic in middle school classrooms. In addition, students' drawings illustrate their perception of the coupled human and natural systems.

Climate change and coastal environmental risk perceptions in Florida.

PubMed

Carlton, Stuart J; Jacobson, Susan K

2013-11-30

Understanding public perceptions of climate change risks is a prerequisite for effective climate communication and adaptation. Many studies of climate risk perceptions have either analyzed a general operationalization of climate change risk or employed a case-study approach of specific adaptive processes. This study takes a different approach, examining attitudes toward 17 specific, climate-related coastal risks and cognitive, affective, and risk-specific predictors of risk perception. A survey of 558 undergraduates revealed that risks to the physical environment were a greater concern than economic or biological risks. Perceptions of greater physical environment risks were significantly associated with having more pro-environmental attitudes, being female, and being more Democratic-leaning. Perceptions of greater economic risks were significantly associated with having more negative environmental attitudes, being female, and being more Republican-leaning. Perceptions of greater biological risks were significantly associated with more positive environmental attitudes. The findings suggest that focusing on physical environment risks maybe more salient to this audience than communications about general climate change adaptation. The results demonstrate that climate change beliefs and risk perceptions are multifactorial and complex and are shaped by individuals' attitudes and basic beliefs. Climate risk communications need to apply this knowledge to better target cognitive and affective processes of specific audiences, rather than providing simple characterizations of risks. Copyright © 2013 Elsevier Ltd. All rights reserved.

Trouble in the schoolhouse: new views on victimization, fear of crime, and teacher perceptions of the workplace.

PubMed

Williams, L E; Winfree, L T; Clinton, L

1989-01-01

The current study examines the self-reported victimizations of 90 public school teachers, over one-third of whom reported school-based theft of personal property or threats of violence. The study addressed two basic questions. First, what was the relationship between these school-based victimization experiences and the level of fear expressed by teachers? Second, what was the relationship between both the victimizations and fear and teacher satisfaction with their jobs and their employers? In order to provide a thorough examination of these relationships, several recognized correlates of teacher satisfaction, including respondent's sex, age, work assignments, and racial attitudes and orientations, were included in the analysis. It was found that teacher satisfaction was influenced not only by factors normally associated with teaching, but also by perceptions of and experiences with youthful misbehavior at school. For its part, fear of crime exhibited a strong direct link to both types of satisfaction, and it apparently mitigated the influences of racism on satisfaction with one's job and employer. These observations were consistent with an emerging perspective in victimization studies, which views the link between victimizations and fear of crime as part of the more general social climate, including perceptions of one's work environment, a perspective that frees the researcher from the confines of more traditional conceptualizations about crime.

The Relationship of No Child Left Behind Mandates on Elementary Teacher Instructional Practices, Test Preparation, Professional Development, and School Climate

ERIC Educational Resources Information Center

Lowry, Amanda J.

2010-01-01

The No Child Left Behind Act of 2001 (NCLB) calls for 100 percent proficiency in reading and mathematics by 2014. The Act was supported overwhelming by both political parties and signified a major overhaul of the Elementary and Secondary Education Act of 1965. Using a questionnaire, this study examined teachers' perceptions regarding NCLB and the…

Short-Term Impacts of Student Listening Circles on Student Perceptions of School Climate and of Their Own Competencies. REL 2017-210

ERIC Educational Resources Information Center

Hanson, Thomas; Polik, Jeff; Cerna, Rebeca

2017-01-01

An activity for eliciting student involvement in collaborative decision-making and problem-solving with adults--the student listening circle workshop--is examined for the first time through an experimental study of its effects on participating students. A student listening circle is a facilitated focus group in which students articulate to adults…

Improving the Diversity Climate in Academic Medicine: Faculty Perceptions as a Catalyst for Institutional Change

PubMed Central

Price, Eboni G.; Powe, Neil R.; Kern, David E.; Golden, Sherita Hill; Wand, Gary S.; Cooper, Lisa A.

2010-01-01

Purpose To assess perceptions of underrepresented minority (URM) and majority faculty physicians regarding an institution’s diversity climate, and to identify potential improvement strategies. Method The authors conducted a cross-sectional survey of tenure-track physicians at the Johns Hopkins University School of Medicine from June 1, 2004 to September 30, 2005; they measured faculty perceptions of bias in department/division operational activities, professional satisfaction, career networking, mentorship, and intentions to stay in academia, and they examined associations between race/ethnicity and faculty perceptions using multivariate logistic regression. Results Among 703 eligible faculty, 352 (50.1%) returned surveys. Fewer than one third of respondents reported experiences of bias in department/division activities; however, URM faculty were less likely than majority faculty to believe faculty recruitment is unbiased (21.1% versus 50.6%, P = .006). A minority of respondents were satisfied with institutional support for professional development. URM faculty were nearly four times less likely than majority faculty to report satisfaction with racial/ethnic diversity (12% versus 47.1%, P = .001) and three times less likely to believe networking included minorities (9.3% versus 32.6%, P = .014). There were no racial/ethnic differences in the quality of mentorship. More than 80% of respondents believed they would be in academic medicine in five years. However, URM faculty were less likely to report they would be at their current institution in five years (42.6% versus 70.5%, P = .004). Conclusions Perceptions of the institution’s diversity climate were poor for most physician faculty and were worse for URM faculty, highlighting the need for more transparent and diversity-sensitive recruitment, promotion, and networking policies/practices. PMID:19116484

Adapting to climate variability and change: experiences from cereal-based farming in the central rift and Kobo Valleys, Ethiopia.

PubMed

Kassie, Belay Tseganeh; Hengsdijk, Huib; Rötter, Reimund; Kahiluoto, Helena; Asseng, Senthold; Van Ittersum, Martin

2013-11-01

Small-holder farmers in Ethiopia are facing several climate related hazards, in particular highly variable rainfall with severe droughts which can have devastating effects on their livelihoods. Projected changes in climate are expected to aggravate the existing challenges. This study examines farmer perceptions on current climate variability and long-term changes, current adaptive strategies, and potential barriers for successful further adaptation in two case study regions-the Central Rift Valley (CRV) and Kobo Valley. The study was based on a household questionnaire, interviews with key stakeholders, and focus group discussions. The result revealed that about 99 % of the respondents at the CRV and 96 % at the Kobo Valley perceived an increase in temperature and 94 % at CRV and 91 % at the Kobo Valley perceived a decrease in rainfall over the last 20-30 years. Inter-annual and intraseasonal rainfall variability also has increased according to the farmers. The observed climate data (1977-2009) also showed an increasing trend in temperature and high inter-annual and intra-seasonal rainfall variability. In contrast to farmers' perceptions of a decrease in rainfall totals, observed rainfall data showed no statistically significant decline. The interaction among various bio-physical and socio-economic factors, changes in rainfall intensity and reduced water available to crops due to increased hot spells, may have influenced the perception of farmers with respect to rainfall trends. In recent decades, farmers in both the CRV and Kobo have changed farming practices to adapt to perceived climate change and variability, for example, through crop and variety choice, adjustment of cropping calendar, and in situ moisture conservation. These relatively low-cost changes in farm practices were within the limited adaptation capacity of farmers, which may be insufficient to deal with the impacts of future climate change. Anticipated climate change is expected to impose new risks outside the range of current experiences. To enable farmers to adapt to these impacts critical technological, institutional, and market-access constraints need to be removed. Inconsistencies between farmers' perceptions and observed climate trends (e.g., decrease in annual rainfall) could lead to sub-optimal or counterproductive adaptations, and therefore must be removed by better communication and capacity building, for example through Climate Field Schools. Enabling strategies, which are among others targeted at agricultural inputs, credit supply, market access, and strengthening of local knowledge and information services need to become integral part of government policies to assist farmers to adapt to the impacts of current and future climate change.

Adapting to Climate Variability and Change: Experiences from Cereal-Based Farming in the Central Rift and Kobo Valleys, Ethiopia

NASA Astrophysics Data System (ADS)

Kassie, Belay Tseganeh; Hengsdijk, Huib; Rötter, Reimund; Kahiluoto, Helena; Asseng, Senthold; Van Ittersum, Martin

2013-11-01

Small-holder farmers in Ethiopia are facing several climate related hazards, in particular highly variable rainfall with severe droughts which can have devastating effects on their livelihoods. Projected changes in climate are expected to aggravate the existing challenges. This study examines farmer perceptions on current climate variability and long-term changes, current adaptive strategies, and potential barriers for successful further adaptation in two case study regions—the Central Rift Valley (CRV) and Kobo Valley. The study was based on a household questionnaire, interviews with key stakeholders, and focus group discussions. The result revealed that about 99 % of the respondents at the CRV and 96 % at the Kobo Valley perceived an increase in temperature and 94 % at CRV and 91 % at the Kobo Valley perceived a decrease in rainfall over the last 20-30 years. Inter-annual and intraseasonal rainfall variability also has increased according to the farmers. The observed climate data (1977-2009) also showed an increasing trend in temperature and high inter-annual and intra-seasonal rainfall variability. In contrast to farmers’ perceptions of a decrease in rainfall totals, observed rainfall data showed no statistically significant decline. The interaction among various bio-physical and socio-economic factors, changes in rainfall intensity and reduced water available to crops due to increased hot spells, may have influenced the perception of farmers with respect to rainfall trends. In recent decades, farmers in both the CRV and Kobo have changed farming practices to adapt to perceived climate change and variability, for example, through crop and variety choice, adjustment of cropping calendar, and in situ moisture conservation. These relatively low-cost changes in farm practices were within the limited adaptation capacity of farmers, which may be insufficient to deal with the impacts of future climate change. Anticipated climate change is expected to impose new risks outside the range of current experiences. To enable farmers to adapt to these impacts critical technological, institutional, and market-access constraints need to be removed. Inconsistencies between farmers’ perceptions and observed climate trends (e.g., decrease in annual rainfall) could lead to sub-optimal or counterproductive adaptations, and therefore must be removed by better communication and capacity building, for example through Climate Field Schools. Enabling strategies, which are among others targeted at agricultural inputs, credit supply, market access, and strengthening of local knowledge and information services need to become integral part of government policies to assist farmers to adapt to the impacts of current and future climate change.

Lesbian, gay, bisexual, and transgender (LGBT) issues in dental school environments: dental student leaders' perceptions.

PubMed

Anderson, Joan I; Patterson, April N; Temple, Henry J; Inglehart, Marita Rohr

2009-01-01

The objectives of the study reported in this article were to assess dental student leaders' perceptions of educational efforts concerning lesbian, gay, bisexual, and transgender (LGBT) topics and the cultural climate concerning LGBT issues in dental schools in the United States and Canada. In addition, the perceptions of student leaders who self-identified as belonging to the LGBT community and of students with a heterosexual orientation were compared. Data were collected from 113 dental student leaders from twenty-seven dental schools in the United States and three in Canada. Fifty student leaders were females, and sixty-two were males. Only 13.3 percent of the respondents agreed that their dental education prepared them well to treat patients from LGBT backgrounds. The more the student leaders believed that their university has an honest interest in diversity, the better they felt prepared by their dental school program to treat patients from LGBT backgrounds (r=.327; p<.001). The better they felt prepared, the more they perceived the clinic environment as sensitive and affirming for patients with different sexual orientations (r=.464; p<.001). The more they reported that dental schools' administrations create a positive environment for students with LGBT orientations, the more they agreed that persons can feel comfortable regardless of their sexual orientation (r=.585; p<.001). In conclusion, the findings indicate that dental school administrators play an important role in ensuring that future care providers are well prepared to treat patients from LGBT backgrounds and that staff, faculty, students, and patients from these backgrounds are not discriminated against.

Seeing is Believing? An Examination of Perceptions of Local Weather Conditions and Climate Change Among Residents in the U.S. Gulf Coast.

PubMed

Shao, Wanyun; Goidel, Kirby

2016-11-01

What role do objective weather conditions play in coastal residents' perceptions of local climate shifts and how do these perceptions affect attitudes toward climate change? While scholars have increasingly investigated the role of weather and climate conditions on climate-related attitudes and behaviors, they typically assume that residents accurately perceive shifts in local climate patterns. We directly test this assumption using the largest and most comprehensive survey of Gulf Coast residents conducted to date supplemented with monthly temperature data from the U.S. Historical Climatology Network and extreme weather events data from National Climatic Data Center. We find objective conditions have limited explanatory power in determining perceptions of local climate patterns. Only the 15- and 19-year hurricane trends and decadal summer temperature trend have some effects on perceptions of these weather conditions, while the decadal trend of total number of extreme weather events and 15- and 19-year winter temperature trends are correlated with belief in climate change. Partisan affiliation, in contrast, plays a powerful role affecting individual perceptions of changing patterns of air temperatures, flooding, droughts, and hurricanes, as well as belief in the existence of climate change and concern for future consequences. At least when it comes to changing local conditions, "seeing is not believing." Political orientations rather than local conditions drive perceptions of local weather conditions and these perceptions-rather than objectively measured weather conditions-influence climate-related attitudes. © 2016 Society for Risk Analysis.

Students' perceived importance of diversity exposure and training in dental education.

PubMed

Novak, Karen F; Whitehead, Albert W; Close, John M; Kaplan, Alan L

2004-03-01

Intercultural competence is an important component of the doctor-patient relationship in the multicultural climate evolving in the United States. We hypothesized that 1) exposure to racial and ethnic diversity in the student body, faculty, staff, and patient population in dental school and 2) a dental school curriculum that includes presentations on issues concerning racial and ethnic diversity will contribute to students' feeling more competent and confident to enter the multicultural work environment that is rapidly developing in the United States. A Likert-type scale questionnaire was administered to 627 fourth-year dental students enrolled in seven dental schools representing geographically diverse regions of the United States. Of these, 376 questionnaires were returned for a response rate of 60 percent. Results indicated that both the perception of diversity in the school environment and the presentation of diversity-specific content in the curriculum had moderately positive and significant correlations with the students' perception of their competency or ability to serve and work with diverse populations. The respective Pearson correlation coefficients for diversity in the school environment and diversity curriculum were .497 (p<.001) and .459 (p<.001). These results support the hypotheses that diversity exposure and training in the dental school environment are important for dental students entering a multicultural workplace.

Measuring Race and Gender Differences in Undergraduate Students' Perceptions of Campus Climate and Intentions to Leave College: An Analysis in Black and White

ERIC Educational Resources Information Center

Strayhorn, Terrell L.

2013-01-01

Student perceptions of campus climate environments and intentions to leave college were examined for 391 participants. Differences by race were found for perceptions of the campus climate being cold and uncaring and for expectations to encounter racism in college. Perceptions of campus climate were related to African American students' intent to…

Predictors of public climate change awareness and risk perception around the world

NASA Astrophysics Data System (ADS)

Lee, Tien Ming; Markowitz, Ezra M.; Howe, Peter D.; Ko, Chia-Ying; Leiserowitz, Anthony A.

2015-11-01

Climate change is a threat to human societies and natural ecosystems, yet public opinion research finds that public awareness and concern vary greatly. Here, using an unprecedented survey of 119 countries, we determine the relative influence of socio-demographic characteristics, geography, perceived well-being, and beliefs on public climate change awareness and risk perceptions at national scales. Worldwide, educational attainment is the single strongest predictor of climate change awareness. Understanding the anthropogenic cause of climate change is the strongest predictor of climate change risk perceptions, particularly in Latin America and Europe, whereas perception of local temperature change is the strongest predictor in many African and Asian countries. However, other key factors associated with public awareness and risk perceptions highlight the need to develop tailored climate communication strategies for individual nations. The results suggest that improving basic education, climate literacy, and public understanding of the local dimensions of climate change are vital to public engagement and support for climate action.

Rural Nevada and climate change: vulnerability, beliefs, and risk perception.

PubMed

Safi, Ahmad Saleh; Smith, William James; Liu, Zhnongwei

2012-06-01

In this article, we present the results of a study investigating the influence of vulnerability to climate change as a function of physical vulnerability, sensitivity, and adaptive capacity on climate change risk perception. In 2008/2009, we surveyed Nevada ranchers and farmers to assess their climate change-related beliefs, and risk perceptions, political orientations, and socioeconomic characteristics. Ranchers' and farmers' sensitivity to climate change was measured through estimating the proportion of their household income originating from highly scarce water-dependent agriculture to the total income. Adaptive capacity was measured as a combination of the Social Status Index and the Poverty Index. Utilizing water availability and use, and population distribution GIS databases; we assessed water resource vulnerability in Nevada by zip code as an indicator of physical vulnerability to climate change. We performed correlation tests and multiple regression analyses to examine the impact of vulnerability and its three distinct components on risk perception. We find that vulnerability is not a significant determinant of risk perception. Physical vulnerability alone also does not impact risk perception. Both sensitivity and adaptive capacity increase risk perception. While age is not a significant determinant of it, gender plays an important role in shaping risk perception. Yet, general beliefs such as political orientations and climate change-specific beliefs such as believing in the anthropogenic causes of climate change and connecting the locally observed impacts (in this case drought) to climate change are the most prominent determinants of risk perception. © 2012 Society for Risk Analysis.

The Role of Ethnographic Interviewing in Climate Change Evaluation Research: Investigating Intended and Unintended program effects

NASA Astrophysics Data System (ADS)

Lloro-Bidart, T.

2012-12-01

Ethnographic interviewing is an under-utilized tool in climate change evaluation research, even though it has the potential to serve as a powerful method of data collection. The utility of the ethnographic interview lies in its ability to elicit responses from program participants describing what a program is in practice, shedding light on both intended and unintended program impacts. Drawing on evaluation work involving a federally-funded climate change grant at the University of California, Riverside, I will discuss how to design an ethnographic interview protocol in an effort to share "best practices" with other climate change evaluators. Particular attention will be given to applying ethnographic approaches to various program types, even those differing from the one discussed. I will share some of the concrete findings from my work on this grant, to serve as examples of the kinds of data evaluators can collect when employing an ethnographic approach to interviewing. UC Riverside's climate change grant is multi-faceted, however the component studied ethnographically was a science fair mentoring program. About twenty K-12 students from high poverty, ethnically diverse schools who expressed an interest in participating in science fair were paired up with graduate student mentors to simultaneously research climate change and design authentic science fair projects to compete at various levels. Since one of the stated goals of the grant is to "stimulate…students to consider climate science as a career track through experiential education activities" I was particularly interested in how student experiences with the project might differ from school science which has historically "pushed out" ethnically diverse students like those in many of Riverside's schools. (In the program students are able to interact one-on-one with a mentor and in school settings there is typically one teacher for more than thirty students). I also sought to understand student perceptions of the project design and implementation and how these perceptions might influence their thinking about science as a career. Further, I aimed to explore how mentor pedagogical philosophies might impact student experiences with the projects, since the scholarly literature supports the idea that teaching practices are linked to student success and interest in science. The key to ethnographic interviewing, which sets it apart from survey research and other interviewing styles is that the evaluator or researcher designs guided, yet open-ended questions, allowing informants to discuss what is important to them. This type of questioning affords the researcher the opportunity to ascertain whether or not the grant met some of its intended goals and impacts, while simultaneously granting participants the freedom to discuss unintended impacts not anticipated by the principal investigator and evaluator.

The Motivational Climate and Intrinsic Motivation in the Rehabilitation Setting.

PubMed

Brinkman-Majewski, Rachel E; Weiss, Windee M

2018-02-06

The motivational climate created by the athletic trainer in rehabilitation may be critical in influencing athletes' intrinsic motivation and other psychosocial outcomes in the rehabilitation and the recovery process. The purpose of this study was to examine intercollegiate athletes' perceptions of the motivational climate in the rehabilitation setting. Specifically, examining if perceptions of the motivational climate can predict athletes' levels of intrinsic motivation with rehabilitation as well as the relationship between perceptions of the motivational climate and athlete demographics (gender, starter status, athletic trainer gender, etc). Cross-sectional, descriptive research. College sport team and athletic training center. NCAA Division II intercollegiate athletes from one institution (n = 187; 125 male, 62 female). Paper-based survey measuring: mastery and performance perceptions of the motivational climate in rehabilitation, athletes' goal orientation in sport, athletes' levels of motivation in rehabilitation. Perceptions of a performance climate was positively related to intrinsic motivation effort-improvement (effect size=25.34%). Perceptions of a mastery climate were positively related to interest-enjoyment and perceived competence and negatively related to tension-pressure (effect size=39.03%). In general, female athletes, as well as athletes with a female athletic trainer, had significantly higher perceptions of mastery motivational climate effort-improvement compared to male athletes and athletes with male athletic trainers. While male athletes and athletes with male athletic trainers had higher perceptions of intra-team member rivalry in rehabilitation. The athlete's gender and goal orientation, as well as the gender of the athletic trainer creating the motivational climate, can influence whether the environment is perceived as more mastery or performance. The recovering athletes' perceptions of the climate in rehabilitation can, in turn, affect their intrinsic motivation toward the therapeutic interventions.

Relationships between the Survey of Organizational Research Climate (SORC) and self-reported research practices.

PubMed

Crain, A Lauren; Martinson, Brian C; Thrush, Carol R

2013-09-01

The Survey of Organizational Research Climate (SORC) is a validated tool to facilitate promotion of research integrity and research best practices. This work uses the SORC to assess shared and individual perceptions of the research climate in universities and academic departments and relate these perceptions to desirable and undesirable research practices. An anonymous web- and mail-based survey was administered to randomly selected biomedical and social science faculty and postdoctoral fellows in the United States. Respondents reported their perceptions of the research climates at their universities and primary departments, and the frequency with which they engaged in desirable and undesirable research practices. More positive individual perceptions of the research climate in one's university or department were associated with higher likelihoods of desirable, and lower likelihoods of undesirable, research practices. Shared perceptions of the research climate tended to be similarly predictive of both desirable and undesirable research practices as individuals' deviations from these shared perceptions. Study results supported the central prediction that more positive SORC-measured perceptions of the research climate were associated with more positive reports of research practices. There were differences with respect to whether shared or individual climate perceptions were related to desirable or undesirable practices but the general pattern of results provide empirical evidence that the SORC is predictive of self-reported research behavior.

Climate Change Risk Perception in Taiwan: Correlation with Individual and Societal Factors

PubMed Central

2018-01-01

This study differentiates the risk perception and influencing factors of climate change along the dimensions of global severity and personal threat. Using the 2013 Taiwan Social Change Survey (TSGS) data (N = 2001) as a representative sample of adults from Taiwan, we investigated the influencing factors of the risk perceptions of climate change in these two dimensions (global severity and personal threat). Logistic regression models were used to examine the correlations of individual factors (gender, age, education, climate-related disaster experience and risk awareness, marital status, employment status, household income, and perceived social status) and societal factors (religion, organizational embeddedness, and political affiliations) with the above two dimensions. The results demonstrate that climate-related disaster experience has no significant impact on either the perception of global severity or the perception of personal impact. However, climate-related risk awareness (regarding typhoons, in particular) is positively associated with both dimensions of the perceived risks of climate change. With higher education, individuals are more concerned about global severity than personal threat. Regarding societal factors, the supporters of political parties have higher risk perceptions of climate change than people who have no party affiliation. Religious believers have higher risk perceptions of personal threat than non-religious people. This paper ends with a discussion about the effectiveness of efforts to enhance risk perception of climate change with regard to global severity and personal threat. PMID:29316685

Climate Change Risk Perception in Taiwan: Correlation with Individual and Societal Factors.

PubMed

Sun, Yingying; Han, Ziqiang

2018-01-08

This study differentiates the risk perception and influencing factors of climate change along the dimensions of global severity and personal threat. Using the 2013 Taiwan Social Change Survey (TSGS) data (N = 2001) as a representative sample of adults from Taiwan, we investigated the influencing factors of the risk perceptions of climate change in these two dimensions (global severity and personal threat). Logistic regression models were used to examine the correlations of individual factors (gender, age, education, climate-related disaster experience and risk awareness, marital status, employment status, household income, and perceived social status) and societal factors (religion, organizational embeddedness, and political affiliations) with the above two dimensions. The results demonstrate that climate-related disaster experience has no significant impact on either the perception of global severity or the perception of personal impact. However, climate-related risk awareness (regarding typhoons, in particular) is positively associated with both dimensions of the perceived risks of climate change. With higher education, individuals are more concerned about global severity than personal threat. Regarding societal factors, the supporters of political parties have higher risk perceptions of climate change than people who have no party affiliation. Religious believers have higher risk perceptions of personal threat than non-religious people. This paper ends with a discussion about the effectiveness of efforts to enhance risk perception of climate change with regard to global severity and personal threat.

Southern Foresters' Perceptions of Climate Change: Implications for Educational Program Development

ERIC Educational Resources Information Center

Boby, Leslie; Hubbard, William; Megalos, Mark; Morris, Hilary L. C.

2016-01-01

An understanding of foresters' perceptions of climate change is important for developing effective educational programs on adaptive forest management. We surveyed 1,398 foresters in the southern United States regarding their perceptions of climate change, observations and concerns about climatic and forest conditions, and knowledge of and interest…

Global climate change attitudes and perceptions among south American zoo visitors.

PubMed

Luebke, Jerry F; Clayton, Susan; Kelly, Lisa-Anne DeGregoria; Grajal, Alejandro

2015-01-01

There is a substantial gap between the scientific evidence for anthropogenic climate change and the human response to this evidence. Perceptions of and responses to climate change can differ among regions of the world, as well as within countries. Therefore, information about the public's attitudes and perceptions related to climate change is essential to the development of relevant educational resources. In the present study, zoo visitors in four South American countries responded to a questionnaire regarding their attitudes and perceptions toward global climate change. Results indicated that most respondents are already highly concerned about global climate change and are interested in greater engagement in pro-environmental behaviors. Visitors also perceive various obstacles to engagement in climate change mitigation behaviors. We discuss the results of our study in terms of addressing visitors' climate change attitudes and perceptions within the social and emotional context of zoo settings. © 2015 Wiley Periodicals, Inc.

Geohazards storytelling between reality and representation

NASA Astrophysics Data System (ADS)

Musacchio, Gemma; Candela, Andrea; Canel, Samanta; Roi, Cinzia

2015-04-01

Ethics towards geohazards might start at early age and it might radicate on narratives occuring in the media, as disfuctional ideas and perception are passed from school or society to children. In this paper we study the representations and imaginaries of natural hazards as they are in the media and how they are passed on chidren and laypeople. The investigation is led on an experimental basis on primary schools in Northern Italy (Varese province), where data concerning school education are collected. The approach is that of the storytelling that allow evaluation of children perception of hazard and risk. Narratives (news, rhetorics, images and pictures, symbols, metaphores and interpretations) that mass media and education generally used in order to explain and represent geohazards (earthquakes, volcanoes, hydrogeological instability, climate change and so on) are also analysed. They are responsible for certain individual and collective perceptions, indeed. The research has attempted to analyze how imaginaries and common "wrong" ideas can influence environmental education and public communication of natural hazards. A better understanding of feelings (fears and hopes), and all cultural behaviours included in the social construction of collective narratives and representations of environmental emergencies could be useful in order to re-orient education and communication strategies on the basis of more targeted and participatory approaches.

A Comparison of the Fit between the Organizational Climate of the Coast Guard, the Job/Career Expectations of Black College Graduates, and Their Perceptions about the Coast Guard.

DTIC Science & Technology

1980-12-01

ORGANIZA- TIONAL CLIMATE OF THE COAST GUARD, THE JOB/ CAREER EXPECTATIONS OF BLACK COLLEGE GRADUATES AND THEIR PERCEPTIONS ABOUT THE COAST GUARD by... climate of the Coast Guard. Their perceptions about the Coast Guard are generally positive. Their expectaticns were higher than their perceptions . Thus the... perceptions and expectations of Black college graduates were generally higher than all Coast Guard officers’ view of the organizational climate of the

Farmers' Perceptions of Climate Variability and Factors Influencing Adaptation: Evidence from Anhui and Jiangsu, China

NASA Astrophysics Data System (ADS)

Kibue, Grace Wanjiru; Liu, Xiaoyu; Zheng, Jufeng; zhang, Xuhui; Pan, Genxing; Li, Lianqing; Han, Xiaojun

2016-05-01

Impacts of climate variability and climate change are on the rise in China posing great threat to agriculture and rural livelihoods. Consequently, China is undertaking research to find solutions of confronting climate change and variability. However, most studies of climate change and variability in China largely fail to address farmers' perceptions of climate variability and adaptation. Yet, without an understanding of farmers' perceptions, strategies are unlikely to be effective. We conducted questionnaire surveys of farmers in two farming regions, Yifeng, Jiangsu and Qinxi, Anhui achieving 280 and 293 responses, respectively. Additionally, we used climatological data to corroborate the farmers' perceptions of climate variability. We found that farmers' were aware of climate variability such that were consistent with climate records. However, perceived impacts of climate variability differed between the two regions and were influenced by farmers' characteristics. In addition, the vast majorities of farmers were yet to make adjustments in their farming practices as a result of numerous challenges. These challenges included socioeconomic and socio-cultural barriers. Results of logit modeling showed that farmers are more likely to adapt to climate variability if contact with extension services, frequency of seeking information, household heads' education, and climate variability perceptions are improved. These results suggest the need for policy makers to understand farmers' perceptions of climate variability and change in order to formulate policies that foster adaptation, and ultimately protect China's agricultural assets.

Farmers' Perceptions of Climate Variability and Factors Influencing Adaptation: Evidence from Anhui and Jiangsu, China.

PubMed

Kibue, Grace Wanjiru; Liu, Xiaoyu; Zheng, Jufeng; Zhang, Xuhui; Pan, Genxing; Li, Lianqing; Han, Xiaojun

2016-05-01

Impacts of climate variability and climate change are on the rise in China posing great threat to agriculture and rural livelihoods. Consequently, China is undertaking research to find solutions of confronting climate change and variability. However, most studies of climate change and variability in China largely fail to address farmers' perceptions of climate variability and adaptation. Yet, without an understanding of farmers' perceptions, strategies are unlikely to be effective. We conducted questionnaire surveys of farmers in two farming regions, Yifeng, Jiangsu and Qinxi, Anhui achieving 280 and 293 responses, respectively. Additionally, we used climatological data to corroborate the farmers' perceptions of climate variability. We found that farmers' were aware of climate variability such that were consistent with climate records. However, perceived impacts of climate variability differed between the two regions and were influenced by farmers' characteristics. In addition, the vast majorities of farmers were yet to make adjustments in their farming practices as a result of numerous challenges. These challenges included socioeconomic and socio-cultural barriers. Results of logit modeling showed that farmers are more likely to adapt to climate variability if contact with extension services, frequency of seeking information, household heads' education, and climate variability perceptions are improved. These results suggest the need for policy makers to understand farmers' perceptions of climate variability and change in order to formulate policies that foster adaptation, and ultimately protect China's agricultural assets.

The Influence of Instruction, Prior Knowledge, and Values on Climate Change Risk Perception among Undergraduates

ERIC Educational Resources Information Center

Aksit, Osman; McNeal, Karen S.; Gold, Anne U.; Libarkin, Julie C.; Harris, Sara

2018-01-01

We evaluated influences on the climate change risk perceptions of undergraduate students in an introductory Earth Science course. For this sample, domain-specific content knowledge about climate change was a significant predictor of students' risk perception of climate change while cultural worldviews (individualism, hierarchy) and political…

78 FR 58343 - Information Collection Activities: Visitor Perceptions of Climate Change in U.S. National Parks

Federal Register 2010, 2011, 2012, 2013, 2014

2013-09-23

....NM0000] Information Collection Activities: Visitor Perceptions of Climate Change in U.S. National Parks... Information Collection 1024-NEW, Visitor Perceptions of Climate Change in U.S. National Parks in the subject line. FOR FURTHER INFORMATION CONTACT: Angie Richman, Communication Specialist, Climate Change Response...

Socioemotional self-perceptions, family climate, and hopeful thinking among students with learning disabilities and typically achieving students from the same classes.

PubMed

Idan, Orly; Margalit, Malka

2014-01-01

This study aimed at examining the adjustment of students with learning disabilities (LD) and at exploring the mediating role of hope. By means of a multidimensional approach, the interactions between risk and protective factors emerging from internal and external resources among 856 high school students (10th to 12th grades) were analyzed. A total of 529 typically achieving students and 327 students with LD attending general education classes in seven high schools completed seven instruments measuring sense of coherence, basic psychological needs, loneliness, family climate, hope, academic self-efficacy, and effort. The students' achievements in English, history, and mathematics were collected. The analysis used structural equation modeling, and the results emphasized the significant role of hope as a mediator between risk and protective factors and academic self-efficacy and its significance for students with and without LD in explaining achievements and effort investment.

Public Inaccuracy in Meta-perceptions of Climate Change

NASA Astrophysics Data System (ADS)

Swim, J.; Fraser, J.

2012-12-01

Public perceptions of climate change and meta-perceptions of the public and climate scientist's perceptions of climate change were assessed to benchmark the National Network for Climate Change Interpretation's impacts. Meta-perceptions are important to examine because they can have implications for willingness to take action to address climate change. For instance, recent research suggests a tendency to misperceive that there is disagreement among climate scientists is predictive of lack of support for climate change policies. Underestimating public concern about climate change could also be problematic: it could lead individuals to withdraw from personal efforts to reduce impact and engage others in discussions about climate change. Presented results will demonstrate that respondents in a national survey underestimated the percent of the public who were very concerned, concerned or cautious about climate change and overestimated the extent others were disengaged, doubted, or non-believers. They underestimated the percent of the public who likely believed that humans caused climate change and overestimate the percent that believed climate change was not happening nor human induced. Finally, they underestimated the percent of the public that believed climate change threatened ocean health. The results also explore sources of misperceptions. First, correlates with TV viewing habits suggest that inaccuracy is a result of too little attention to network news, with one exception: Greater attention to FOX among doubters reduced accuracy. Second, adding to other evidence that basic cognitive heuristics (such as availability heuristic) influence perceptions of climate change, we show that that false consensus effects account for meta-perceptions of the public and climate scientists beliefs. The false consensus effect, in combination with underestimating concern among the public, results in those most concerned about climate change and those who believe it to be human caused to be more accurate in their meta-perceptions than their disbelieving counterparts. Yet, even this group underestimates the public's concern about climate change and the presence of the false consensus effect suggests that greater accuracy is not a result of greater knowledge about other's beliefs but rather a result of personal cognitive or motivational biases counteracting a general trend toward underestimating the general public's concern. We conclude that there is need to inform the public about wide-spread agreement that human caused climate change and its impacts on oceans is believed by the majority of the public and to increase the public's confidence in climate scientist agreement about the existence, causes, and impacts of climate change.; Perceptions and metaperceptions of concern about climate change

Changing climates of conflict: A social network experiment in 56 schools

PubMed Central

Paluck, Elizabeth Levy; Shepherd, Hana; Aronow, Peter M.

2016-01-01

Theories of human behavior suggest that individuals attend to the behavior of certain people in their community to understand what is socially normative and adjust their own behavior in response. An experiment tested these theories by randomizing an anticonflict intervention across 56 schools with 24,191 students. After comprehensively measuring every school’s social network, randomly selected seed groups of 20–32 students from randomly selected schools were assigned to an intervention that encouraged their public stance against conflict at school. Compared with control schools, disciplinary reports of student conflict at treatment schools were reduced by 30% over 1 year. The effect was stronger when the seed group contained more “social referent” students who, as network measures reveal, attract more student attention. Network analyses of peer-to-peer influence show that social referents spread perceptions of conflict as less socially normative. PMID:26729884

Does agreement on institutional values and leadership issues between deans and surgery chairs predict their institutions' performance?

PubMed

Souba, Wiley W; Mauger, David; Day, David V

2007-03-01

To gain a better understanding of the values that medical school deans and surgery chairs consider most essential for effective leadership, to assess their perceptions of the values and leadership climate in their institutions, and to test the premise that agreement on leadership values and climate predict greater organizational effectiveness and performance. From June 2005 through March 2006, questionnaires designed to assess leadership core values and organizational leadership climate were mailed to medical school deans and surgery chairs of the 125 U.S. academic health centers. Institutional performance measures used were the National Institutes of Health (NIH) standing and U.S. News and World Report ranking of each institution. Sixty-eight surgery chairs (54%) and 60 deans (48%) returned surveys. Q-sort results on 38 positive leadership values indicated that integrity, trust, and vision were considered the most important core values for effective leadership by both chairs and deans. Both groups ranked business acumen, authority, and institutional reputation as least important. Deans consistently ranked the leadership climate as being healthier (more positive) than did their surgery chairs on multiple scale items: leadership is widely shared (P = .005), information is widely shared (P = .002), missions are aligned (P = .003), open communication is the norm (P = .009), good performance is rewarded (P = .01), teamwork is widely practiced (P = .01), and leaders are held accountable (P = 002). Tighter alignment between chairs and deans on core values and on the leadership climate scale correlated with higher school and department NIH standing and higher U.S. News and World Report medical school and hospital ranking (P < .05). Although surgery chairs and deans espouse similar core leadership values, deans believe that a healthier leadership climate exists in their institutions than their surgery chairs do. The study findings suggest that tighter leadership alignment between deans and surgery chairs may predict a higher level of institutional performance in the clinical and academic arenas.

Goal orientations, motivational climate, equality, and discipline of Spanish physical education students.

PubMed

Cervelló, Eduardo M; Jiménez, Ruth; del Villar, Fernando; Ramos, Luis; Santos-Rosa, Francisco J

2004-08-01

This study analyzes how dispositional goal orientations and perception of different motivational climates are related to the students' perception of sex-related egalitarian treatment and the appearance of disciplined or undisciplined behaviors in physical education classes. Analyses showed that ego orientation is a predictor of undisciplined behavior. Task orientation was positively associated to discipline. The perception of task-involving motivational climate is related to the students' perception of equal treatment. On the contrary, the perception of ego-involving climate has been linked positively to the prediction of the perception of sex discrimination in physical education classes and negatively to the perception of equality and the appearance of disciplined behavior. This study discusses the implications of these results related to teaching instructional actions in physical education classes.

Predictors of suicide ideation and depression in Hong Kong adolescents: perceptions of academic and family climates.

PubMed

Lee, Margaret T Y; Wong, Betty P; Chow, Bonnie W Y; McBride-Chang, Catherine

2006-02-01

The unique dimensions of perceptions of school and family contributing to depression and suicide ideation in Hong Kong adolescents were examined in two studies. In Study 1, among 327 Hong Kong Chinese female students ages 13-18, 47% reported some suicide ideation. Suicide ideation was significantly associated with depression, test anxiety, academic self-concept, and adolescents' perceived parental dissatisfaction with academic performance. The correlation between test anxiety and depression was especially high (r = .51). Study 2 examined how three different aspects of perceived family relationship were associated with depression and suicide ideation. Among 371 Hong Kong Chinese adolescents ages 14-20, 52.6% reported suicide ideation. Low levels of family cohesion and support and high levels of parent-adolescent conflict were positively related to depression and suicide ideation in both genders. Across both studies, depression mediated associations between academic- and family-related variables and suicide ideation. Findings underscore the importance of both academic and family climate in understanding depression and suicide ideation among Chinese adolescents.

Evaluation of safety climate and employee injury rates in healthcare.

PubMed

Cook, Jacqueline M; Slade, Martin D; Cantley, Linda F; Sakr, Carine J

2016-09-01

Safety climates that support safety-related behaviour are associated with fewer work-related injuries, and prior research in industry suggests that safety knowledge and motivation are strongly related to safety performance behaviours; this relationship is not well studied in healthcare settings. We performed analyses of survey results from a Veterans Health Administration (VHA) Safety Barometer employee perception survey, conducted among VHA employees in 2012. The employee perception survey assessed 6 safety programme categories, including management participation, supervisor participation, employee participation, safety support activities, safety support climate and organisational climate. We examined the relationship between safety climate from the survey results on VHA employee injury and illness rates. Among VHA facilities in the VA New England Healthcare System, work-related injury rate was significantly and inversely related to overall employee perception of safety climate, and all 6 safety programme categories, including employee perception of employee participation, management participation, organisational climate, supervisor participation, safety support activities and safety support climate. Positive employee perceptions of safety climate in VHA facilities are associated with lower work-related injury and illness rates. Employee perception of employee participation, management participation, organisational climate, supervisor participation, safety support activities and safety support climate were all associated with lower work-related injury rates. Future implications include fostering a robust safety climate for patients and healthcare workers to reduce healthcare worker injuries. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

Climate change risk perception and communication: addressing a critical moment?

PubMed

Pidgeon, Nick

2012-06-01

Climate change is an increasingly salient issue for societies and policy-makers worldwide. It now raises fundamental interdisciplinary issues of risk and uncertainty analysis and communication. The growing scientific consensus over the anthropogenic causes of climate change appears to sit at odds with the increasing use of risk discourses in policy: for example, to aid in climate adaptation decision making. All of this points to a need for a fundamental revision of our conceptualization of what it is to do climate risk communication. This Special Collection comprises seven papers stimulated by a workshop on "Climate Risk Perceptions and Communication" held at Cumberland Lodge Windsor in 2010. Topics addressed include climate uncertainties, images and the media, communication and public engagement, uncertainty transfer in climate communication, the role of emotions, localization of hazard impacts, and longitudinal analyses of climate perceptions. Climate change risk perceptions and communication work is critical for future climate policy and decisions. © 2012 Society for Risk Analysis.

Sexual Harassment Victimization, School Belonging, and Depressive Symptoms Among LGBTQ Adolescents: Temporal Insights.

PubMed

Hatchel, Tyler; Espelage, Dorothy L; Huang, Yuanhong

2017-06-15

Peer victimization and the associated poor outcomes among lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth have been the focus of countless studies. School climate is a factor that has garnered significant attention. Perceptions of school contexts may even be mechanisms that define how victimization relates to poor outcomes. However, there is a lack of rigorous scholarship that could demonstrate directionality and therefore further augment our understanding of these relations. Specifically, it is not clear if victimization is strictly an antecedent to mental health issues like depressive symptoms. This longitudinal study examined the associations among sexual harassment victimization, school belonging, and depressive symptoms among LGBTQ high school students (n = 404). Self-report measures were completed at 3 time points across 3 school years in 6 Midwest high schools. Structural equation modeling indicated that peer victimization was an antecedent to depressive symptoms, and that school belonging mediated the association. Implications and future directions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Knowledge and perception about climate change and human health: findings from a baseline survey among vulnerable communities in Bangladesh.

PubMed

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

2016-03-15

Bangladesh is one of the countries most vulnerable to climate change (CC). A basic understanding of public perception on vulnerability, attitude and the risk in relation to CC and health will provide strategic directions for government policy, adaptation strategies and development of community-based guidelines. The objective of this study was to collect community-based data on peoples' knowledge and perception about CC and its impact on health. In 2012, a cross-sectional survey was undertaken among 6720 households of 224 enumeration areas of rural villages geographically distributed in seven vulnerable districts of Bangladesh, with total population of 19,228,598. Thirty households were selected randomly from each enumeration area using the household listing provided by the Bangladesh Bureau of Statistics (BBS). Information was collected from all the 6720 research participants using a structured questionnaire. An observation checklist was used by the interviewers to collect household- and community-related information. In addition, we selected the head of each household as the eligible participant for an interview. Evidence of association between sociodemographic variables and knowledge of CC was explored by cross-tabulation and measured using chi-square tests. Logistic regression models were used to further explore the predictors of knowledge. The study revealed that the residents of the rural communities selected for this study largely come from a low socioeconomic background: only 9.6% had postsecondary education or higher, the majority worked as day labourer or farmer (60%), and only 10% earned a monthly income above BDT 12000 (equivalent to US $150 approx.). The majority of the participants (54.2%) had some knowledge about CC but 45.8% did not (p < 0.001). The majority of knowledgeable participants (n = 3645) felt excessive temperature as the change of climate (83.2%). Among all the respondents (n = 6720), 94.5% perceived change in climate and extreme weather events. Most of them (91.9%) observed change in rainfall patterns in the last 10 years, and 97.8% people think their health care expenditure increased after the extreme weather events. Age, educational qualification, monthly income, and occupation were significantly associated with the knowledge about climate change (p < 0.001). People with higher educational level or who live near a school were more knowledgeable about CC and its impact on health. The knowledge level about CC in our study group was average but the perception and awareness of CC related events and its impact on health was high. The most influential factor leading to understanding of CC and its impact on health was education. School-based intervention could be explored to increase peoples' knowledge about CC and necessary health adaptation at community level.

Developmental Climate: A Cross-level Analysis of Voluntary Turnover and Job Performance

PubMed Central

Spell, Hannah B.; Eby, Lillian T.; Vandenberg, Robert J.

2014-01-01

This research investigates the influence of shared perceptions of developmental climate on individual-level perceptions of organizational commitment, engagement, and perceived competence, and whether these attitudes mediate the relationship between developmental climate and both individual voluntary turnover and supervisor-rated job performance. Survey data were collected from 361 intact employee-supervisory mentoring dyads and matched with employee turnover data collected one year later to test the proposed framework using multilevel modeling techniques. As expected, shared perceptions of developmental climate were significantly and positively related to all three individual work attitudes. In addition, both organizational commitment and perceived competence were significant mediators of the positive relationship between shared perceptions of developmental climate and voluntary turnover, as well as shared perceptions of developmental climate and supervisor-rated job performance. By contrast, no significant mediating effects were found for engagement. Theoretical implications, limitations, and future research are discussed. PMID:24748681

Generational Perceptions of Campus Climate among LGBTQ Undergraduates

ERIC Educational Resources Information Center

Garvey, Jason C.; Sanders, Laura A.; Flint, Maureen A.

2017-01-01

Using data from the National LGBT Alumni Survey, we examined generational perceptions of campus climate for LGBTQ undergraduate students who graduated from 1944 through 2013 (N = 3,121) with Renn and Arnold's (2003) reconceptualized ecological model as a framework. Results demonstrate differences in LGBTQ student campus climate perceptions across…

Agricultural Producer Perceptions of Climate Change and Climate Education Needs for the Central Great Plains

ERIC Educational Resources Information Center

Hibbs, Amber Campbell; Kahl, Daniel; PytlikZillig, Lisa; Champion, Ben; Abdel-Monem, Tarik; Steffensmeier, Timothy; Rice, Charles W.; Hubbard, Kenneth

2014-01-01

The Central Great Plains Climate Education Partnership conducted focus groups throughout Kansas to gain a better understanding of farmer perceptions and attitudes towards climate change education. Results indicate concern about climatic changes, even if producers are unsure that "human caused climate change" is occurring. Participants…

Long-term perceptions of outdoor thermal environments in an elementary school in a hot-humid climate

NASA Astrophysics Data System (ADS)

Shih, Wen-Mei; Lin, Tzu-Ping; Tan, Ning-Xin; Liu, Mu-Hsien

2017-09-01

Previous studies on thermal comfort in school environments have focused more on indoor thermal environments than outdoor ones, thus providing a limited understanding of occupants' long-term thermal perceptions. Taiwan is located in a subtropical region, where it can be stiflingly hot outside in summer. This highlights the need to ensure proper thermal comfort on campus. In the present study, thermal environment parameters were measured and collected in several outdoor spaces of an elementary school in southern Taiwan. In addition, a questionnaire was used to explore occupants' long-term thermal perceptions of these spaces. During summer months, the physiological equivalent temperature (PET) of these outdoor spaces in over 60% of the daytime in summer between 10 a.m. and 4 p.m. was higher than 38 °C PET, indicating high heat stress. The results of occupants' long-term perceptions of the thermal comfort of these spaces suggested that dissatisfaction with thermal comfort was associated more with solar radiation than with wind speed. Finally, this study simulated a campus environment where more trees are planted and compared the thermal comfort indices before and after the simulation. The results indicated that this solution contributed to a decrease in the PET of these environments, thereby alleviating high heat stress. This study can inform the improvement of microclimates and thermal comfort during campus layout planning. Planting trees judiciously across a campus increases outdoor shades and creates outdoor spaces that are more comfortable and adaptable to hot weather conditions, thereby ensuring frequent use of these spaces.

Perception of Climate Risk among Rural Farmers in Vietnam: Consistency within Households and with the Empirical Record.

PubMed

Cullen, Alison C; Anderson, C Leigh

2017-03-01

Rural farmers in Vietnamese communes perceive climate risk and potential impacts on livelihood within a complex context that may influence individual and household decisions. In a primary survey of 1,145 residents of the Thach Ha district of Ha Tinh province, we gathered data regarding perception about stability in climate, potential risks to livelihood, demographic characteristics, orientation toward risk, and interest in expanding economic activity. Temporal analysis of meteorological and economic indicator data forms an empirical basis for comparison with human perception. We ask the basic question: Are rural farmers' perceptions of climate consistent with the historical record and reproducible within households? We find that respondents do perceive climate anomalies, with some anchoring on recent extreme events as revealed by climate observational data, and further that spouses disproportionately share perceptions relative to randomly simulated pairings. To put climate-related risk perception in a larger context, we examine patterns across a range of risks to livelihood faced by farmers (livestock disease, pests, markets, health), using dimension reduction techniques. We find that our respondents distinguish among potential causes of low economic productivity, with substantial emphasis on climate-related impacts. They do not express uniform concern across risks, but rather average patterns reveal common modes and distinguish climate concern. Still, among those expressing concern about climate-related risks to livelihood we do not find an association with expressed intention to pursue changes in economic activity as a risk management response. © 2016 Society for Risk Analysis.

Association between addiction treatment staff professional and educational levels and perceptions of organizational climate and resources.

PubMed

Krull, Ivy; Lundgren, Lena; Beltrame, Clelia

2014-01-01

Research studies have identified addiction treatment staff who have higher levels of education as having more positive attitudes about evidence-based treatment practices, science-based training, and the usefulness of evidence-based practices. This study examined associations between addiction treatment staff level of education and their perceptions of 3 measures of organizational change: organizational stress, training resources and staffing resources in their treatment unit. The sample included 588 clinical staff from community-based substance abuse treatment organizations who received Substance Abuse and Mental Health Services Administration (SAMHSA) funding (2003-2008) to implement evidence-based practices (EBPs). Bivariate analysis and regression modeling methods examined the relationship between staff education level (no high school education, high school education, some college, associate's degree, bachelor's degree, master's degree, doctoral degree, and other type of degree such as medical assistant, registered nurse [RN], or postdoctoral) and attitudes about organizational climate (stress), training resources, and staffing resources while controlling for staff and treatment unit characteristics. Multivariable models identified staff with lower levels of education as having significantly more positive attitudes about their unit's organizational capacity. These results contradict findings that addiction treatment staff with higher levels of education work in units with greater levels of organizational readiness for change. It cannot be inferred that higher levels of education among treatment staff is necessarily associated with high levels of organizational readiness for change.

Public perceptions of climate change and extreme weather events

NASA Astrophysics Data System (ADS)

Bruine de Bruin, W.; Dessai, S.; Morgan, G.; Taylor, A.; Wong-Parodi, G.

2013-12-01

Climate experts face a serious communication challenge. Public debate about climate change continues, even though at the same time people seem to complain about extreme weather events becoming increasingly common. As compared to the abstract concept of ';climate change,' (changes in) extreme weather events are indeed easier to perceive, more vivid, and personally relevant. Public perception research in different countries has suggested that people commonly expect that climate change will lead to increases in temperature, and that unseasonably warm weather is likely to be interpreted as evidence of climate change. However, relatively little is known about whether public concerns about climate change may also be driven by changes in other types of extreme weather events, such as exceptional amounts of precipitation or flooding. We therefore examined how perceptions of and personal experiences with changes in these specific weather events are related to public concerns about climate change. In this presentation, we will discuss findings from two large public perception surveys conducted in flood-prone Pittsburgh, Pennsylvania (US) and with a national sample in the UK, where extreme flooding has recently occurred across the country. Participants completed questions about their perceptions of and experiences with specific extreme weather events, and their beliefs about climate change. We then conducted linear regressions to predict individual differences in climate-change beliefs, using perceptions of and experiences with specific extreme weather events as predictors, while controlling for demographic characteristics. The US study found that people (a) perceive flood chances to be increasing over the decades, (b) believe climate change to play a role in increases in future flood chances, and (c) would interpret future increases in flooding as evidence for climate change. The UK study found that (a) UK residents are more likely to perceive increases in ';wet' events such as flooding and heavy rainfall than in ';hot' events such as heatwaves, (b) perceptions of these ';wet' weather events are more strongly associated with climate-change beliefs than were extremely ';hot' weather events, and (c) personal experiences with the negative consequences of specific extreme weather events are associated with stronger climate-change beliefs. Hence, which specific weather events people interpret as evidence of climate change may depend on their personal perceptions and experiences - which may not involve the temperature increases that are commonly the focus of climate-change communications. Overall, these findings suggest that climate experts should consider focusing their public communications on extreme weather events that are relevant to their intended audience. We will discuss strategies for designing and evaluating communications about climate change and adaptation.

Victims Seeking Help from Speech-Language Pathologists: Bullying, Preparedness, and Perceptions.

PubMed

Blood, Gordon W; Blood, Ingrid M

2016-01-01

Antibullying initiatives indicate that all school-based personnel should accept responsibility for changing the school climate and eliminating bullying. This study examined if victims seeking assistance for bullying contacted speech-language pathologists (SLPs), SLPs' preparation to address bullying and their current perceptions of responsibilities and interventions. A mailed survey consisting of a questionnaire and scale on bullying intervention strategies was completed by 418 school-based SLPs. Sixty-one (14.6%) SLPs reported that victims on their caseloads told them directly about being bullied during the last month. The majority of SLPs (84.9%) reported that bullying was a problem in schools, and 65.1% reported that they had observed students being bullied in the past month. Less than half of the SLPs (46.7%) reported feeling prepared to deal with bullying episodes. Thirty-six SLPs (7.9%) reported that they did not address bullying issues because it was outside the scope of practice or job responsibilities. This is the first large study to report that victims seek help from SLPs directly for assistance with bullying incidents. SLPs stated that they received some training in addressing bullying issues but did not feel prepared. SLPs thought bullying was a problem but were undecided about the best strategies for assisting the students. © 2016 S. Karger AG, Basel.

Middle School Students' Perceptions of the Quality of School Life in Ankara

ERIC Educational Resources Information Center

Eres, Figen; Bilasa, Pinar

2016-01-01

The aim of this research is to measure the perception of middle school students in Ankara regarding the quality of school life. According to the findings obtained, the students have moderate level perceptions about the quality of school life. Their perceptions about sub-dimensions vary. While the students have the highest perceptions about…

Attitudes to climate change, perceptions of disaster risk, and mitigation and adaptation behavior in Yunlin County, Taiwan.

PubMed

Lee, Yung-Jaan; Tung, Chuan-Ming; Lin, Shih-Chien

2018-02-08

Issues that are associated with climate change have global importance. Most related studies take a national or regional perspective on the impact of climate change. Taiwan is constrained by its geographical conditions, which increase its vulnerability to climate change, especially in its western coastal areas. The county that is most affected by climate change is Yunlin. In 2013-2014, projects that were sponsored by Taiwan's government analyzed the relationship among synthesized vulnerability, ecological footprint (EF) and adaptation to climate change and proposed 15 categories of synthesized vulnerability and EF values. This study further examines the relationship between vulnerability and EF values and examines how residents of four townships-Linnei, Sihu, Mailiao, and Huwei-cope with the effects of climate change. This study investigates whether the residents of the four townships vary in their attitudes to climate change, their perceptions of disaster risk, and their behavioral intentions with respect to coping with climate change. The structural equation model (SEM) is used to examine the relationships among attitudes to climate change, perceptions of disaster risk, and the behavioral intentions of residents in townships with various vulnerabilities to climate change. The results that are obtained using the SEM reveal that climate change mitigation/adaptation behavior is affected by attitudes to climate change and perceptions of disaster risk. However, the effects of attitudes and perceptions on mitigation and adaptation that are mediated by place attachment are not statistically significant.

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.

Climate Change Perceptions of NY State Farmers: The Role of Risk Perceptions and Adaptive Capacity.

PubMed

Takahashi, Bruno; Burnham, Morey; Terracina-Hartman, Carol; Sopchak, Amanda R; Selfa, Theresa

2016-12-01

Climate change is expected to severely impact agricultural practices in many important food-producing regions, including the Northeast United States. Changing climate conditions, such as increases in the amount of rainfall, will require farmers to adapt. Yet, little is known with regard to farmers' perceptions and understandings about climate change, especially in the industrialized country context. This paper aims at overcoming this research limitation, as well as determining the existing contextual, cognitive, and psychological barriers that can prevent adoption of sustainable practices of farmers in New York State. The study is framed within the adaptive capacity and risk perception literature, and is based on a qualitative analysis of in-depth interviews with farmers in 21 farms in two counties in Central New York. The results reveal diverging views about the long-term consequences of climate change. Results also reveal that past experience remains as the most important source of information that influences beliefs and perceptions about climate change, confirming previous research.

Climate Change Perceptions of NY State Farmers: The Role of Risk Perceptions and Adaptive Capacity

NASA Astrophysics Data System (ADS)

Takahashi, Bruno; Burnham, Morey; Terracina-Hartman, Carol; Sopchak, Amanda R.; Selfa, Theresa

2016-12-01

Climate change is expected to severely impact agricultural practices in many important food-producing regions, including the Northeast United States. Changing climate conditions, such as increases in the amount of rainfall, will require farmers to adapt. Yet, little is known with regard to farmers' perceptions and understandings about climate change, especially in the industrialized country context. This paper aims at overcoming this research limitation, as well as determining the existing contextual, cognitive, and psychological barriers that can prevent adoption of sustainable practices of farmers in New York State. The study is framed within the adaptive capacity and risk perception literature, and is based on a qualitative analysis of in-depth interviews with farmers in 21 farms in two counties in Central New York. The results reveal diverging views about the long-term consequences of climate change. Results also reveal that past experience remains as the most important source of information that influences beliefs and perceptions about climate change, confirming previous research.

"We Cannot Reach Them": Chinese Undergraduate Student Perceptions of the U.S. Campus Climate

ERIC Educational Resources Information Center

Longerbeam, Susan D.; DeStefano, Thomas J.; Lixin, Yu

2013-01-01

Chinese undergraduate student interaction with U.S. students and faculty shared significant relationships with positive perceptions of the U.S. campus climate in this study. Student interaction drew upon the contact hypothesis (Allport, 1954); faculty interaction drew upon Kuh and Hu (2001); and perceptions drew upon the campus climate for…

Noninstructional Staff Perceptions of the College Climate

ERIC Educational Resources Information Center

Duggan, Molly H.

2008-01-01

This study explored staff perception of organizational climate, including the impact of gender on staff interactions with faculty and students and staff perceptions of workplace satisfaction within the community college. The overarching research question guiding this study was, What are noninstructional staff perceptions of the community college…

Do school resources influence the relationship between adolescent financial background and their school perceptions?

PubMed Central

Li, Kaigang; Haynie, Denise L.; Iannotti, Ronald J.

2015-01-01

BACKGROUND Socioeconomic status (SES) influences students’ school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. METHODS School liking, classmate social relationships, family affluence, and experience of hunger were assessed in a nationally representative sample of 12,642 students (grades 5–10) in the 2009–10 Health Behavior in School-Aged Children study. School characteristics included school meal program, Title I dollars/student, school resources, and urban/rural status. Multilevel analysis was used. RESULTS At the individual level, both school liking and social relationships were negatively associated with student grade level. Boys liked school less and had more positive perceptions of social relationships than girls. Students in rural schools and who experienced hunger liked schools less and had poorer perceptions of social relationships than their respective counterparts. School-level percentage of students eligible for free/reduced meals accounted for 33% of the between-school variance in social relationships. CONCLUSIONS Family and school economic characteristics and grade level influenced students’ school perceptions. The associations between student SES, school population SES, and school perceptions suggests that school health professionals should recognize and address student economic issues at school. PMID:26032271

Assessing Climate Change Perceptions, Management Strategies, and Information Needs for Indiana Agricultural and Forestry Sectors

NASA Astrophysics Data System (ADS)

Cherkauer, K. A.; Chin, N.

2016-12-01

The agricultural and forestry sectors in the state of Indiana are highly dependent on climate and, subsequently, highly vulnerable to the impacts of climate change. Higher temperatures, shifts in precipitation patterns, more widespread prevalence of pests and pathogens, and increased frequency and severity of extreme weather events could all have negative effects on these two sectors in the future. Agricultural and forest producers are already modifying their management strategies in response to perceptions of changes in climate risk, but such responses have been primarily reactive in nature and, in many cases, demonstrate a disconnect between scientific findings and stakeholder perceptions of the greatest climate risks. This research has been conducted to help improve understanding of climate change risks to agriculture and forestry in Indiana; stakeholder perceptions of climate risks and their current management strategies; and the effectiveness of these management strategies for dealing with current and future climate risk. Sector-specific focus groups, expert panel assessments and surveys have all been utilized in this work, which will also contribute to the new Indiana Climate Change Impacts Assessment report.

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)…

Medical School Factors Associated with Higher Rates of Recruitment into Psychiatry.

PubMed

Spollen, John J; Beck Dallaghan, Gary L; Briscoe, Gregory W; Delanoche, Nancy D; Hales, Deborah J

2017-04-01

The medical school a student attends appears to be a factor in whether students eventually match into psychiatry. Knowledge of which factors are associated with medical schools with higher recruitment rates into psychiatry may assist in developing strategies to increase recruitment. Psychiatry leaders in medical student education in the 25 highest and lowest recruiting US allopathic schools were surveyed concerning various factors that could be important such as curriculum, educational leadership, and presence of anti-psychiatry stigma. The relationship between the survey results of high recruiting schools versus those of low recruiting schools was evaluated using Mann-Whitney U tests. Factors significantly associated (p < .05) with higher recruiting schools included better reputation of the psychiatry department and residents, perceived higher respect for psychiatry among non-psychiatry faculty, less perception that students dissuaded other students from pursuing psychiatry, and longer clerkship length. Educational culture and climate factors may have a significant impact on psychiatry recruitment rates. Clerkship length was associated with higher recruiting schools, but several previous studies with more complete samples have not shown this.

Associations between safety climate and safety management practices in the construction industry.

PubMed

Marín, Luz S; Lipscomb, Hester; Cifuentes, Manuel; Punnett, Laura

2017-06-01

Safety climate, a group-level measure of workers' perceptions regarding management's safety priorities, has been suggested as a key predictor of safety outcomes. However, its relationship with actual injury rates is inconsistent. We posit that safety climate may instead be a parallel outcome of workplace safety practices, rather than a determinant of workers' safety behaviors or outcomes. Using a sample of 25 commercial construction companies in Colombia, selected by injury rate stratum (high, medium, low), we examined the relationship between workers' safety climate perceptions and safety management practices (SMPs) reported by safety officers. Workers' perceptions of safety climate were independent of their own company's implementation of SMPs, as measured here, and its injury rates. However, injury rates were negatively related to the implementation of SMPs. Safety management practices may be more important than workers' perceptions of safety climate as direct predictors of injury rates. © 2017 Wiley Periodicals, Inc.

Perceptions of and Attitudes Toward Climate Change in the Southeastern United States

Treesearch

David Himmelfarb; John Schelhas; Sarah Hitchner; Cassandra Johnson Gaither; KathErine Dunbar; J. Peter Brosius

2014-01-01

Despite a global scientific consensus on the anthropogenic nature of climate change, the issue remains highly contentious in the United States, stifling public debate and action on the issue. Local perceptions of and attitudes toward climate change-how different groups of people outside of the professional climate science community make sense of changes in climate in...

Influence of perceived motivational climate on achievement goals in physical education: a structural equation mixture modeling analysis.

PubMed

Wang, J C; Liu, W C; Chatzisarantis, N L; Lim, C B

2010-06-01

The purpose of the current study was to examine the influence of perceived motivational climate on achievement goals in physical education using a structural equation mixture modeling (SEMM) analysis. Within one analysis, we identified groups of students with homogenous profiles in perceptions of motivational climate and examined the relationships between motivational climate, 2 x 2 achievement goals, and affect, concurrently. The findings of the current study showed that there were at least two distinct groups of students with differing perceptions of motivational climate: one group of students had much higher perceptions in both climates compared with the other group. Regardless of their grouping, the relationships between motivational climate, achievement goals, and enjoyment seemed to be invariant. Mastery climate predicted the adoption of mastery-approach and mastery-avoidance goals; performance climate was related to performance-approach and performance-avoidance goals. Mastery-approach goal had a strong positive effect while performance-avoidance had a small negative effect on enjoyment. Overall, it was concluded that only perception of a mastery motivational climate in physical education may foster intrinsic interest in physical education through adoption of mastery-approach goals.

Organizational climate and family life: how these factors affect the status of women faculty at one medical school.

PubMed

Shollen, S Lynn; Bland, Carole J; Finstad, Deborah A; Taylor, Anne L

2009-01-01

To compare men and women faculty's family situations and perceptions of organizational climate. In 2005, the authors sent an electronic survey to full-time faculty at the University of Minnesota Medical School to assess their perceptions of professional relationships, mentoring, obstacles to satisfaction, policies, circumstances that contribute to departure, gender equality, family situations, and work life. Of 615 faculty, 354 (57%) responded. Women and men were equally productive and worked similar total hours. Women were less likely to have partners/spouses, were more likely to have partners/spouses who were employed, and devoted more time to household tasks. Compared with men, women reported more experience with obstacles to career success and satisfaction and with circumstances that contribute to departure. More women than men perceived that they were expected to represent the perspective of their gender, that they were constantly under scrutiny by colleagues, that they worked harder than colleagues worked in order to be perceived as legitimate, and that there were "unwritten rules" and bias against women. Few faculty reported overt discrimination; however, more women than men perceived gender discrimination in promotion, salary, space/resources, access to administrative staff, and graduate student/fellow assignment. Work-life and family-life factors served as obstacles to satisfaction and retention of the women faculty studied. Many of these factors reflect challenges attributable to subtle gender bias and the intersection of work and family life. The authors provide examples showing that medical schools can implement policy changes that support faculty who must balance work and family responsibilities. Identification and elimination of gender bias in areas such as promotion, salary, and resource allocation is essential.

Creating an environment for patient safety and teamwork training in the operating theatre: A quasi-experimental study.

PubMed

Wallin, Carl-Johan; Kalman, Sigridur; Sandelin, Annika; Färnert, May-Lena; Dahlstrand, Ursula; Jylli, Leena

2015-03-01

Positive safety and a teamwork climate in the training environment may be a precursor for successful teamwork training. This pilot project aimed to implement and test whether a new interdisciplinary and team-based approach would result in a positive training climate in the operating theatre. A 3-day educational module for training the complete surgical team of specialist nursing students and residents in safe teamwork skills in an authentic operative theatre, named Co-Op, was implemented in a university hospital. Participants' (n=22) perceptions of the 'safety climate' and the 'teamwork climate', together with their 'readiness for inter-professional learning', were measured to examine if the Co-Op module produced a positive training environment compared with the perceptions of a control group (n=11) attending the conventional curriculum. The participants' perceptions of 'safety climate' and 'teamwork climate' and their 'readiness for inter-professional learning' scores were significantly higher following the Co-Op module compared with their perceptions following the conventional curriculum, and compared with the control group's perceptions following the conventional curriculum. The Co-Op module improved 'safety climate' and 'teamwork climate' in the operating theatre, which suggests that a deliberate and designed educational intervention can shape a learning environment as a model for the establishment of a safety culture.

Co-worker characteristics and nurses' safety-climate perceptions.

PubMed

Abrahamson, Kathleen; Ramanujam, Rangaraj; Anderson, James G

2013-01-01

Previous research indicates that nurses' safety-climate perceptions are influenced by individual nurse characteristics, leadership, staffing levels and workplace structure. No literature was identified that explored the relationship between nurses' safety climate perceptions and staffing composition in a particular hospital unit. This paper aims to fill some of the gaps in the research in this area. Data supplied by 430 registered nurses working in two Midwestern US hospitals were analyzed to co-worker characteristics such as education, licensure, experience and full- or part-time status. Registered nurses working in hospitals with proportionally more-experienced nurses perceived their workplaces to be significantly safer for patients. Surprisingly, co-worker licensure, education and full- or part-time status did not significantly influence nurses' safety climate perceptions. Findings indicate that safety-climate perceptions vary significantly between hospital units and experienced nurses may act as a resource that promotes a positive safety climate. Hospitals retaining experienced nurses may potentially reduce errors. The paper illustrates that the results highlight the importance of providing nurses with an environment that encourages retention and creates a workplace where experienced nurses' skills are best utilized.

Measurement of worker perceptions of trust and safety climate in managers and supervisors at commercial grain elevators.

PubMed

Mosher, G A; Keren, N; Freeman, S A; Hurburgh, C R

2013-04-01

The safety climate of an agricultural workplace may be affected by several things, including the level of trust that workers have in their work group supervisor and organizational management. Safety climate has been used by previous safety researchers as a measure of worker perceptions of the relative importance of safety as compared with other operational goals. Trust has been linked to several positive safety outcomes, particularly in hazardous work environments, but has not been examined relative to safety climate in the perennially hazardous work environment of a commercial grain elevator. In this study, 177 workers at three Midwest grain elevator companies completed online surveys measuring their perceptions of trust and safety at two administrative levels: organizational management and work group supervisors. Positive and significant relationships were noted between trust and safety climate perceptions for organizational managers and for work group supervisors. Results from this research suggest that worker trust in organizational management and work group supervisors has a positive influence on the employees' perceptions of safety climate at the organizational and work group levels in an agricultural workplace.

[Eating Disorders in Female High School Students: Educational and Migration Background, School-Related Stress and Performance-Orientated Classes].

PubMed

Grüttner, M

2018-02-01

Many adolescents and young adults, especially young females, suffer from eating disorders or problematic nutrition behavior. Children and adolescents with migration background as well as from a lower social class are more likely to have eating disorders 1. Although schools are an important context in these age groups, there is a lack of scientific inquiry concerning the relationship between schooling and eating disorders. The present study investigates the relationship between performance-related stress at school and eating disorders while controlling for personnel and familial resources. Interview data on the 7 th grade high school students from the National Educational Panel Study (NEPS)* starting cohort 3 are used. The dependent variable is based on the SCOFF questionnaire. Logistic regressions are calculated using information from students and parents. Performance-related stress at school is operationalized by the negative deviation of realistic from idealistic educational aspirations (EA) and unfulfilled social expectations (SE), performance-oriented class climate is operationalized by students' perception of the performance-orientation of the teacher (PT) and the expectations of classmates (EC). The results point towards an increased risk of suffering from an eating disorder due to performance-related school stress (EA: AME: 0.18; p<0.001; SE: AME: 0.12; p<0.05) and performance-oriented class climate (PT: AME: 0.05; p<0.1; EC: AME: 0.15, p<0.01). They partly explain the relation between both migration background and educational background and eating disorders. In order to prevent eating disorders in female high school students, attention should be paid to performance-orientation experienced at school and in the social background, and improved individual support for disadvantaged students should be made available. © Georg Thieme Verlag KG Stuttgart · New York.

Handbook for Conducting School Climate Improvement Projects.

ERIC Educational Resources Information Center

Howard, Eugene; And Others

This book discusses practical ways to improve a school's climate by increasing both productivity and satisfaction concurrently. Chapter 1, "Defining School Climate," identifies the overarching goals of school climate improvement, the basic human needs that school climate must address, the factors that make up a school's climate and…

Public Perception of Uncertainties Within Climate Change Science.

PubMed

Visschers, Vivianne H M

2018-01-01

Climate change is a complex, multifaceted problem involving various interacting systems and actors. Therefore, the intensities, locations, and timeframes of the consequences of climate change are hard to predict and cause uncertainties. Relatively little is known about how the public perceives this scientific uncertainty and how this relates to their concern about climate change. In this article, an online survey among 306 Swiss people is reported that investigated whether people differentiate between different types of uncertainty in climate change research. Also examined was the way in which the perception of uncertainty is related to people's concern about climate change, their trust in science, their knowledge about climate change, and their political attitude. The results of a principal component analysis showed that respondents differentiated between perceived ambiguity in climate research, measurement uncertainty, and uncertainty about the future impact of climate change. Using structural equation modeling, it was found that only perceived ambiguity was directly related to concern about climate change, whereas measurement uncertainty and future uncertainty were not. Trust in climate science was strongly associated with each type of uncertainty perception and was indirectly associated with concern about climate change. Also, more knowledge about climate change was related to less strong perceptions of each type of climate science uncertainty. Hence, it is suggested that to increase public concern about climate change, it may be especially important to consider the perceived ambiguity about climate research. Efforts that foster trust in climate science also appear highly worthwhile. © 2017 Society for Risk Analysis.

Violence Prevention and School Climate Reform. School Climate Brief, Number 5

ERIC Educational Resources Information Center

Nader, Kathleen

2012-01-01

Research has demonstrated that a positive school climate is an essential part of violence prevention. Many factors influence the association between school climate and behavioral outcomes. Positive school climate alone cannot prevent all variables that may contribute to the expression of aggression. Nevertheless, positive school climates influence…

A Framework for Addressing Skeptics' Claims Using Evidence-Based Argumentation: Lessons Learned from Educational Research

NASA Astrophysics Data System (ADS)

Lambert, J. L.; Bleicher, R. E.; Edwards, A.; Henderson, A.

2012-12-01

In science education, climate change is an issue that is especially useful for teaching concepts spanning several fields of science, as well the nature and practices of science. In response, we are developing a NASA-funded curriculum, titled Climate Science Investigations (CSI): South Florida, that teaches high school and first-year undergraduate level students how to analyze and use scientific data answer questions about climate change. To create an effective curriculum, we integrated lessons learned from our educational research conducted within our elementary science methods courses (Lambert, Lindgren, & Bleicher, 2012). For the past few years, we have been integrating climate science in our courses as a way to teach standards across several science disciplines and assessing our preservice teachers' gains in knowledge over the semesters. More recently, given the media attention and reports on the public's shift in opinion toward being more skeptical (Kellstedt, Zahran, & Vedlitz, 2008; Washington & Cook, 2011), we have assessed our students' perceptions about climate change and implemented strategies to help students use evidence-based scientific argumentation to address common claims of climate skeptics. In our elementary science methods courses, we framed climate change as a crosscutting theme, as well as a core idea, in the Next Generation Science Standards. We proposed that the issue and science of climate change would help preservice teachers not only become more interested in the topic, but also be more prepared to teach core science concepts spanning several disciplines (physical, life, and earth sciences). We also thought that highlighting the "practice of scientific inquiry" by teaching students to develop evidence-based arguments would help the preservice teachers become more analytical and able to differentiate scientific evidence from opinions, which could ultimately influence their perceptions on climate change. Lessons learned from our preservice teachers' conceptions and perceptions about climate change, as well as the difficulties in engaging in evidence-based argumentation, have informed and enhanced the framework for development of the CSI: South Florida curriculum. The modules are sequenced according to the proposed learning progression. First, students are introduced to the nature of science and Earth's energy balance. Students then investigate the temporal and spatial temperature data to answer the question of whether Earth is warming. Students also compare natural and anthropogenic causes of climate change, investigate the various observed and projected consequences of climate change in the fourth module, and examine ways to mitigate the effects of and adapt to climate change. Finally, students learn how to refute skeptics' claims by providing counter evidence and reasoning of why the skeptics' claim is not the appropriate explanation. This paper describes our conceptual framework for teaching students how to address the skeptics' claims using the content learned in the CSI: South Florida curriculum and evidence-based argumentation.

Does perceived teacher affective support matter for middle school students in mathematics classrooms?

PubMed

Sakiz, Gonul; Pape, Stephen J; Hoy, Anita Woolfolk

2012-04-01

The purpose of the present study was to explore the importance of perceived teacher affective support in relation to sense of belonging, academic enjoyment, academic hopelessness, academic self-efficacy, and academic effort in middle school mathematics classrooms. A self-report survey was administered to 317 seventh- and eighth-grade students in 5 public middle schools. Structural equation modeling indicated significant associations between perceived teacher affective support and middle school students' motivational, emotional, and behavioral outcomes. The structural model explained a significant proportion of variance in students' sense of belonging (42%), academic enjoyment (43%), self-efficacy beliefs (43%), academic hopelessness (18%), and academic effort (32%) in mathematics classrooms. In addition to providing the basis for a concise new measure of perceived teacher affective support, these findings point to the importance of students' perceptions of the affective climate within learning environments for promoting academic enjoyment, academic self-efficacy, and academic effort in mathematics. Copyright © 2011 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Underrepresented minority students' experiences at Baylor College of Dentistry: perceptions of cultural climate and reasons for choosing to attend.

PubMed

McCann, Ann L; Lacy, Ernestine S; Miller, Barbara H

2014-03-01

A study was conducted at Texas A&M University Baylor College of Dentistry (TAMBCD) in fall 2011 to identify the reasons underrepresented minority (URM) students chose to attend TAMBCD, the factors that supported their success as enrolled students, and their perceptions of the institution's cultural climate. A survey distributed online to all URM students received a 79 percent response rate (129/164). The respondents were primarily Hispanic (62 percent Mexican American and other Hispanic) and African American (33 percent) and had attended a college pipeline program (53 percent). The top reasons these students chose TAMBCD were reputation, location, and automatic acceptance or familiarity from being in a predental program. Alumni had most influenced them to attend. Regarding support services, the largest percentage reported not using any (44 percent); personal advising and tutoring were reported to be the most commonly used. In terms of climate, discrimination was reported by 22 percent (n=29), mostly from classmates and clinical faculty. The majority (87 percent) reported their cultural competence program was "effective" and agreed that faculty (83 percent), staff (85 percent), and students (75 percent) were culturally competent. Overall, the students were "satisfied" with how they were treated (88 percent), their education (91 percent), and the services/resources (92 percent). This information is being used to continue to improve the school's cultural climate and to conduct a broader assessment of all students.

Exploring Typical and Atypical Safety Climate Perceptions of Practitioners in the Repair, Maintenance, Minor Alteration and Addition (RMAA) Sector in Hong Kong.

PubMed

Hon, Carol K H; Liu, Yulin

2016-09-22

The safety of repair, maintenance, minor alteration and addition (RMAA) work is an under-explored area. This study explored the typical and atypical safety climate perceptions of practitioners in the RMAA sector in Hong Kong, based on a self-administered questionnaire survey of 662 local practitioners in the industry. Profile analysis, via multidimensional scaling of the respondents' scores of three safety climate scales, identified one typical perception: high in management commitment to occupational health and safety (OHS) and employee involvement, low in applicability for safety rules and regulations, and low in responsibility for OHS. The respondents were clustered into typical and atypical perception groups according to their safety climate scores' match to the typical perception. A comparison of demographics between the two groups with logistic regression found that work level and direct employer significantly affect their classification. A multivariate analysis of variance of safety performance measures between the two groups indicated that the typical group had a significantly higher level of safety compliance than the atypical group, with no significant difference in safety participation or injury. The significance of this study lies in revealing the typical safety climate perception profile pattern of RMAA works and offering a new perspective of safety climate research.

Exploring Typical and Atypical Safety Climate Perceptions of Practitioners in the Repair, Maintenance, Minor Alteration and Addition (RMAA) Sector in Hong Kong

PubMed Central

Hon, Carol K.H.; Liu, Yulin

2016-01-01

The safety of repair, maintenance, minor alteration and addition (RMAA) work is an under-explored area. This study explored the typical and atypical safety climate perceptions of practitioners in the RMAA sector in Hong Kong, based on a self-administered questionnaire survey of 662 local practitioners in the industry. Profile analysis, via multidimensional scaling of the respondents’ scores of three safety climate scales, identified one typical perception: high in management commitment to occupational health and safety (OHS) and employee involvement, low in applicability for safety rules and regulations, and low in responsibility for OHS. The respondents were clustered into typical and atypical perception groups according to their safety climate scores’ match to the typical perception. A comparison of demographics between the two groups with logistic regression found that work level and direct employer significantly affect their classification. A multivariate analysis of variance of safety performance measures between the two groups indicated that the typical group had a significantly higher level of safety compliance than the atypical group, with no significant difference in safety participation or injury. The significance of this study lies in revealing the typical safety climate perception profile pattern of RMAA works and offering a new perspective of safety climate research. PMID:27669269

Perception, attitude and behavior in relation to climate change: A survey among CDC health professionals in Shanxi province, China

DOE Office of Scientific and Technical Information (OSTI.GOV)

Wei, Junni, E-mail: junxinni@163.com; Hansen, Alana, E-mail: alana.hansen@adelaide.edu.au; Zhang, Ying, E-mail: ying.zhang@sydney.edu.au

Background: A better understanding of public perceptions, attitude and behavior in relation to climate change will provide an important foundation for government's policy-making, service provider's guideline development and the engagement of local communities. The purpose of this study was to assess the perception towards climate change, behavior change, mitigation and adaptation measures issued by the central government among the health professionals in the Centres for Disease Control and Prevention (CDC) in China. Methods: In 2013, a cross-sectional questionnaire survey was undertaken among 314 CDC health professionals in various levels of CDC in Shanxi Province, China. Descriptive analyses were performed. Results:more » More than two thirds of the respondents believed that climate change has happened at both global and local levels, and climate change would lead to adverse impacts to human beings. Most respondents (74.8%) indicated the emission of greenhouse gases was the cause of climate change, however there was a lack of knowledge about greenhouse gases and their sources. Media was the main source from which respondents obtained the information about climate change. A majority of respondents showed that they were willing to change behavior, but their actions were limited. In terms of mitigation and adaptation measures issued by the Chinese Government, respondents' perception showed inconsistency between strategies and relevant actions. Moreover, although the majority of respondents believed some strategies and measures were extremely important to address climate change, they were still concerned about economic development, energy security, and local environmental protection. Conclusion: There are gaps between perceptions and actions towards climate change among these health professionals. Further efforts need to be made to raise the awareness of climate change among health professionals, and to promote relevant actions to address climate change in the context of the proposed policies with local sustainable development. - Highlights: • Global climate change has significant impacts on human wellbeing and health. • Health professionals play a significant role in improving the health of local citizens in China. • Perceptions of CDC staff on climate change are useful for policy making. • There are gaps between perceptions and actions among these health professionals in China. • Further efforts need to raise awareness of climate change and promote relevant actions.« less

Middle School Principals' Perceptions of Middle School Counselors' Roles and Functions

ERIC Educational Resources Information Center

Zalaquett, Carlos P.; Chatters, Seriashia J.

2012-01-01

The findings of this study expand current knowledge regarding principals' perceptions of school counselors. School principals play a key role in school counselors hiring or dismissal, and their perceptions of school counselors' roles and functions may influence their decisions. Reflecting on their views may also assist school principals in…

Development and Validation of an Instrument for Assessing Climate Change Knowledge and Perceptions: The Climate Stewardship Survey (CSS)

ERIC Educational Resources Information Center

Walker, Scott L.; McNeal, Karen S.

2013-01-01

The Climate Stewardship Survey (CSS) was developed to measure knowledge and perceptions of global climate change, while also considering information sources that respondents 'trust.' The CSS was drafted using a three-stage approach: development of salient scales, writing individual items, and field testing and analyses. Construct validity and…

Do School Resources Influence the Relationship between Adolescent Financial Background and Their School Perceptions?

ERIC Educational Resources Information Center

Summersett-Ringgold, Faith C.; Li, Kaigang; Haynie, Denise L.; Iannotti, Ronald J.

2015-01-01

Background: Socioeconomic status (SES) influences students' school perceptions and affects their performance, engagement, and personal beliefs. This study examined the effects of school population SES and school resources on the association between student SES and student perceptions. Methods: School liking, classmate social relationships, family…

School environmental conditions and links to academic performance and absenteeism in urban, mid-Atlantic public schools.

PubMed

Berman, J D; McCormack, M C; Koehler, K A; Connolly, F; Clemons-Erby, D; Davis, M F; Gummerson, C; Leaf, P J; Jones, T D; Curriero, F C

2018-06-01

School facility conditions, environment, and perceptions of safety and learning have been investigated for their impact on child development. However, it is important to consider how the environment separately influences academic performance and attendance after controlling for school and community factors. Using results from the Maryland School Assessment, we considered outcomes of school-level proficiency in reading and math plus attendance and chronic absences, defined as missing 20 or more days, for grades 3-5 and 6-8 at 158 urban schools. Characteristics of the environment included school facility conditions, density of nearby roads, and an index industrial air pollution. Perceptions of school safety, learning, and institutional environment were acquired from a School Climate Survey. Also considered were neighborhood factors at the community statistical area, including demographics, crime, and poverty based on school location. Poisson regression adjusted for over-dispersion was used to model academic achievement and multiple linear models were used for attendance. Each 10-unit change in facility condition index, denoting worse quality buildings, was associated with a decrease in reading (1.0% (95% CI: 0.1-1.9%) and math scores (0.21% (95% CI: 0.20-0.40), while chronic absences increased by 0.75% (95% CI: 0.30-1.39). Each log increase the EPA's Risk Screening Environmental Indicator (RSEI) value for industrial hazards, resulted in a marginally significant trend of increasing absenteeism (p < 0.06), but no association was observed with academic achievement. All results were robust to school-level measures of racial composition, free and reduced meals eligibility, and community poverty and crime. These findings provide empirical evidence for the importance of the community and school environment, including building conditions and neighborhood toxic substance risk, on academic achievement and attendance. Copyright © 2018 Elsevier GmbH. All rights reserved.

Herders' perceptions of and responses to climate change in northern Pakistan.

PubMed

Joshi, S; Jasra, W A; Ismail, M; Shrestha, R M; Yi, S L; Wu, N

2013-09-01

Migratory pastoralism is an adaptation to a harsh and unstable environment, and pastoral herders have traditionally adapted to environmental and climatic change by building on their in-depth knowledge of this environment. In the Hindu Kush Himalayan region, and particularly in the arid and semiarid areas of northern Pakistan, pastoralism, the main livelihood, is vulnerable to climate change. Little detailed information is available about climate trends and impacts in remote mountain regions; herders' perceptions of climate change can provide the information needed by policy makers to address problems and make decisions on adaptive strategies in high pastoral areas. A survey was conducted in Gilgit-Baltistan province of Pakistan to assess herders' perceptions of, and adaptation strategies to climate change. Herders' perceptions were gathered in individual interviews and focus group discussions. The herders perceived a change in climate over the past 10-15 years with longer and more intense droughts in summer, more frequent and heavier snowfall in winter, and prolonged summers and relatively shorter winters. These perceptions were validated by published scientific evidence. The herders considered that the change in climate had directly impacted pastures and then livestock by changing vegetation composition and reducing forage yield. They had adopted some adaptive strategies in response to the change such as altering the migration pattern and diversifying livelihoods. The findings show that the herder communities have practical lessons and indigenous knowledge related to rangeland management and adaptation to climate change that should be shared with the scientific community and integrated into development planning.

Flood Realities, Perceptions and the Depth of Divisions on Climate

PubMed Central

Hamilton, Lawrence C; Wake, Cameron P; Hartter, Joel; Safford, Thomas G; Puchlopek, Alli J

2016-01-01

Research has led to broad agreement among scientists that anthropogenic climate change is happening now and likely to worsen. In contrast to scientific agreement, US public views remain deeply divided, largely along ideological lines. Science communication has been neutralised in some arenas by intense counter-messaging, but as adverse climate impacts become manifest they might intervene more persuasively in local perceptions. We look for evidence of this occurring with regard to realities and perceptions of flooding in the northeastern US state of New Hampshire. Although precipitation and flood damage have increased, with ample news coverage, most residents do not see a trend. Nor do perceptions about past and future local flooding correlate with regional impacts or vulnerability. Instead, such perceptions follow ideological patterns resembling those of global climate change. That information about the physical world can be substantially filtered by ideology is a common finding from sociological environment/society research. PMID:27818533

Perceptions of risk among households in two Australian coastal communities

DOE Office of Scientific and Technical Information (OSTI.GOV)

Elrick-Barr, Carmen E.; Smith, Timothy F.; Thomsen, Dana C.

There is limited knowledge of risk perceptions in coastal communities despite their vulnerability to a range of risks including the impacts of climate change. A survey of 400 households in two Australian coastal communities, combined with semi-structured interviews, provides insight into household perceptions of the relative importance of climatic and non-climatic risks and the subsequent risk priorities that may inform household adaptive action. In contrast to previous research, the results demonstrated that geographic location and household characteristics might not affect perceptions of vulnerability to environmental hazards. However, past experience was a significant influence, raising the priority of environmental concerns. Overall,more » the results highlight the priority concerns of coastal households (from finance, to health and environment) and suggest to increase the profile of climate issues in coastal communities climate change strategies need to better demonstrate links between climate vulnerability and other household concerns. Moreover, promoting generic capacities in isolation from understanding the context in which households construe climate risks is unlikely to yield the changes required to decrease the vulnerability of coastal communities.« less

Perceptions of risk among households in two Australian coastal communities

DOE PAGES

Elrick-Barr, Carmen E.; Smith, Timothy F.; Thomsen, Dana C.; ...

2015-04-20

There is limited knowledge of risk perceptions in coastal communities despite their vulnerability to a range of risks including the impacts of climate change. A survey of 400 households in two Australian coastal communities, combined with semi-structured interviews, provides insight into household perceptions of the relative importance of climatic and non-climatic risks and the subsequent risk priorities that may inform household adaptive action. In contrast to previous research, the results demonstrated that geographic location and household characteristics might not affect perceptions of vulnerability to environmental hazards. However, past experience was a significant influence, raising the priority of environmental concerns. Overall,more » the results highlight the priority concerns of coastal households (from finance, to health and environment) and suggest to increase the profile of climate issues in coastal communities climate change strategies need to better demonstrate links between climate vulnerability and other household concerns. Moreover, promoting generic capacities in isolation from understanding the context in which households construe climate risks is unlikely to yield the changes required to decrease the vulnerability of coastal communities.« less

Bayesian versus politically motivated reasoning in human perception of climate anomalies

NASA Astrophysics Data System (ADS)

Ripberger, Joseph T.; Jenkins-Smith, Hank C.; Silva, Carol L.; Carlson, Deven E.; Gupta, Kuhika; Carlson, Nina; Dunlap, Riley E.

2017-11-01

In complex systems where humans and nature interact to produce joint outcomes, mitigation, adaptation, and resilience require that humans perceive feedback—signals of health and distress—from natural systems. In many instances, humans readily perceive feedback. In others, feedback is more difficult to perceive, so humans rely on experts, heuristics, biases, and/or identify confirming rationalities that may distort perceptions of feedback. This study explores human perception of feedback from natural systems by testing alternate conceptions about how individuals perceive climate anomalies, a form of feedback from the climate system. Results indicate that individuals generally perceive climate anomalies, especially when the anomalies are relatively extreme and persistent. Moreover, this finding is largely robust to political differences that generate predictable but small biases in feedback perception at extreme ends of the partisan spectrum. The subtlety of these biases bodes well for mitigation, adaptation, and resilience as human systems continue to interact with a changing climate system.

Perceptions Of School Culture (POSC) User Manual and Technical Report

ERIC Educational Resources Information Center

Cowley, Kimberly S.; Voelkel, Susan; Finch, Nicole L.; Meehan, Merrill L.

2005-01-01

The Perceptions Of School Culture (POSC) instrument was designed to measure the perceptions of a school staff regarding various dimensions of school culture contained in a hypothesized model of school cultural change. Specifically, this model posits that the development of a high-performance learning culture is influenced by school vision and…

Black, Hispanic, and White Girls' Perceptions of Environmental and Social Support and Enjoyment of Physical Activity

PubMed Central

Grieser, Mira; Neumark-Sztainer, Dianne; Saksvig, Brit I.; Lee, Jung-Sun; Felton, Gwen M.; Kubik, Martha Y.

2009-01-01

Background This study examines the differences among black, Hispanic, and white adolescent girls in their perceptions surrounding physical activity (PA), including support within the school climate, friend and family social support, and personal enjoyment. Methods Participants included 1466 sixth-grade girls from 36 middle schools across the United States. Participants were 20% black, 21% Hispanic, 47% white, and 12% of other or mixed races. Multivariate analyses were performed on each scale, adjusting for body mass index and free and reduced-price lunch status. Results Results showed racial differences on several variables. Black girls, compared with white girls, perceived significantly lower PA enjoyment (p < .001) and teacher support for PA (p = .004). Hispanic girls experienced less PA enjoyment (p = .003) and perceived less support for PA from boys (p = .001) and their families (p = .008) than white girls. Black girls reported significantly higher levels of physical education (PE) enjoyment than did white girls (p = .003). Conclusions Differences in perceived PA support and enjoyment across race raise questions about why these differences exist and how best to address disparities within interventions. PMID:18489464

Vulnerable Populations Perceive Their Health as at Risk from Climate Change.

PubMed

Akerlof, Karen L; Delamater, Paul L; Boules, Caroline R; Upperman, Crystal R; Mitchell, Clifford S

2015-12-04

Climate change is already taking a toll on human health, a toll that is likely to increase in coming decades. The relationship between risk perceptions and vulnerability to climate change's health threats has received little attention, even though an understanding of the dynamics of adaptation among particularly susceptible populations is becoming increasingly important. We demonstrate that some people whose health will suffer the greatest harms from climate change-due to social vulnerability, health susceptibility, and exposure to hazards-already feel they are at risk. In a 2013 survey we measured Maryland residents' climate beliefs, health risk perceptions, and household social vulnerability characteristics, including medical conditions (n = 2126). We paired survey responses with secondary data sources for residence in a floodplain and/or urban heat island to predict perceptions of personal and household climate health risk. General health risk perceptions, political ideology, and climate beliefs are the strongest predictors. Yet, people in households with the following characteristics also see themselves at higher risk: members with one or more medical conditions or disabilities; low income; racial/ethnic minorities; and residence in a floodplain. In light of these results, climate health communication among vulnerable populations should emphasize protective actions instead of risk messages.

Vulnerable Populations Perceive Their Health as at Risk from Climate Change

PubMed Central

Akerlof, Karen L.; Delamater, Paul L.; Boules, Caroline R.; Upperman, Crystal R.; Mitchell, Clifford S.

2015-01-01

Climate change is already taking a toll on human health, a toll that is likely to increase in coming decades. The relationship between risk perceptions and vulnerability to climate change’s health threats has received little attention, even though an understanding of the dynamics of adaptation among particularly susceptible populations is becoming increasingly important. We demonstrate that some people whose health will suffer the greatest harms from climate change—due to social vulnerability, health susceptibility, and exposure to hazards—already feel they are at risk. In a 2013 survey we measured Maryland residents’ climate beliefs, health risk perceptions, and household social vulnerability characteristics, including medical conditions (n = 2126). We paired survey responses with secondary data sources for residence in a floodplain and/or urban heat island to predict perceptions of personal and household climate health risk. General health risk perceptions, political ideology, and climate beliefs are the strongest predictors. Yet, people in households with the following characteristics also see themselves at higher risk: members with one or more medical conditions or disabilities; low income; racial/ethnic minorities; and residence in a floodplain. In light of these results, climate health communication among vulnerable populations should emphasize protective actions instead of risk messages. PMID:26690184

Employee satisfaction and theft: testing climate perceptions as a mediator.

PubMed

Kulas, John T; McInnerney, Joanne E; DeMuth, Rachel Frautschy; Jadwinski, Victoria

2007-07-01

Employee theft of both property and time is an expensive and pervasive problem for American organizations. One antecedent of theft behaviors is employee dissatisfaction, but not all dissatisfied employees engage in withdrawal or theft behaviors. The authors tested a model of theft behavior by using an organization's climate for theft as an explanatory mechanism. They found that dissatisfaction influenced employee theft behaviors through the intermediary influence of employees' individual perceptions of the organization's climate for theft. The authors encourage organizations to pay attention to such climate elements and take action to alter employee perceptions if they reflect permissive attitudes toward theft.

School Counselors' Perceptions of Biracial Children: A Pilot Study.

ERIC Educational Resources Information Center

Harris, Henry L.

2002-01-01

Examines school counselors' personal perceptions of biracial children. It was found that elementary school counselors perceived biracial children as having more behavioral problems than their middle and high school counterparts. Results also suggested that the perceptions of biracial individuals held by school counselors working in school…

Teachers' Perceptions and Experiences Consulting with School Counselors: A Qualitative Study

ERIC Educational Resources Information Center

Cholewa, Blair; Goodman-Scott, Emily; Thomas, Antoinette; Cook, Jennifer

2016-01-01

School counselor-teacher consultation is an efficient strategy for school counselors to indirectly serve students on their caseload. Teachers' perceptions are crucial in examining this consultation process. This qualitative study examined elementary school teachers' perceptions and experiences of school counselor-teacher consultation. The…

Gender Representation in Corporate Annual Reports and Perceptions of Corporate Climate.

ERIC Educational Resources Information Center

Kuiper, Shirley

1988-01-01

Examines gender bias in Fortune 500 corporations' annual reports (reflected by more photographs of men than of women) and its effects on readers' perceptions of corporate climate. Concludes that the overrepresentation of males in the reports bears little relationship to perceptions of the corporation. (MM)

School Climate Research Summary: August 2012. School Climate Brief, Number 3

ERIC Educational Resources Information Center

Thapa, Amrit; Cohen, Jonathan; Higgins-D'Alessandro, Ann; Guffey, Shawn

2012-01-01

Over the past three decades, researchers and educators have increasingly recognized the importance of K-12 school climate. This summary report builds on previous school climate reviews and details how school climate is associated with and/or promotes safety, healthy relationships, engaged learning and teaching and school improvement efforts. In…

Occupational psychosocial health policies in Hong Kong schools: a review and exploration of key stakeholder perceptions.

PubMed

Tang, Jessica Janice; Leka, Stavroula; Hunt, Nigel; MacLennan, Sara

2011-12-01

It is widely acknowledged that teachers are suffering from work-related health problems. However, the implementation of relevant occupational safety and health (OSH) policies is complex and under-studied. This study reviews key legislation of relevance to psychosocial health and explores stakeholders' perceptions on their implementation in Hong Kong (HK) schools. The content of OSH legislation applicable to psychosocial health was systematically reviewed by the modified WHO checklist on legislation. Semi-structured interviews were then conducted with 38 key stakeholders. These were transcribed and subjected to Framework Analysis. The review showed that there were several ambiguities in the legislation and the interviews found that awareness and understanding in relation to OSH issues and policies differed on the basis of the level of implementation bodies. The importance of management, trust, communication and interpersonal relationships was emphasised. On the basis of the study it is concluded that implementation of psychosocial health policies in HK schools is poor and there appears to be a gap among stakeholder communication. Also, the content of these policies needs to be clarified so that it can be more conducive to implementation in practice. The improvement of OSH climate and social capital could foster a more effective implementation of OSH policies. Copyright © 2011 Elsevier Ireland Ltd. All rights reserved.

Turkish Primary School Teachers' Perceptions of School Culture Regarding ICT Integration

ERIC Educational Resources Information Center

Tezci, Erdogan

2011-01-01

The current study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers'…

Vaccination Perceptions and Barriers of School Employees: A Pilot Study

ERIC Educational Resources Information Center

Luthy, Karlen E.; Houle, Kim; Beckstrand, Renea L.; Macintosh, Janelle; Lakin, Richard G.

2013-01-01

Schools are where vaccine-preventable diseases can spread. Vaccination of school children has been studied; however, data are lacking on the vaccination status, perceptions, and barriers to vaccination for school employees. We surveyed school employees' vaccination perceptions, awareness of current vaccination status, and potential barriers to…

The emotional climate of care-giving in home-care services.

PubMed

Olsson, E; Ingvad, B

2001-11-01

The emotional aspects of the care-giving relationship in home-care services are studied, starting from the home-care recipients' and the home-care workers' perception of the emotional climate. Their experiences of the care-giving relationship and the influence from different aspects of the care-giving situation and social processes in the work organisation are explored. Two hundred and twenty-two recipients and their home-care workers in three typical Swedish municipalities were studied. The emotional climate is described with the help of a scale of 85 adjectives. Results show that home-care workers are more likely to experience the climate with a higher degree of emotionality. There is symmetry between the parties in the perception of a negative climate. However, if one party perceives the climate as close the other party is more likely to perceive it as rational or instrumental. The organisational processes, especially the group climate of the work team, principally influence the home-care recipients' perceptions. The workers' perceptions are principally influenced by age and gender of the recipients and the workers' own age. The emotional climate is constructed in a process between the parties, depending on their responses to each other. Tendencies to perceive a specific climate are strengthened or weakened by context variables and this in turn changes the care-giving interaction.

Schooling Experiences and Perceptions of Resettled Sub-Saharan African Refugee Middle School Students in a Southwest U.S. State

ERIC Educational Resources Information Center

Sallu, Adama

2012-01-01

This study examined the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee students in a metropolitan area of the United States Southwest. The research questions underpinning this study included: What are the schooling experiences and perceptions of resettled sub-Saharan African middle school refugee…

A Comparison of African American Students' Self-Perceptions of School Competence with Their Performance on State-Mandated Achievement Tests and Normed Tests of Oral and Written Language and Reading

ERIC Educational Resources Information Center

Gordon Pershey, Monica

2011-01-01

This study measured self-perceptions of school competence among 263 4th- and 6th-grade African American students who attended an academically challenged school district. Self-perceptions of school competence are defined as self-perceptions of ability, confidence, and school satisfaction. Results indicated that 4th-grade students had lesser…

Measuring Perceived Motivational Climate in Physical Education

ERIC Educational Resources Information Center

Papaioannou, Athanasios G.; Tsigilis, Nikolaos; Kosmidou, Eudoxia; Milosis, Dimitrios

2007-01-01

A new instrument of motivational climate in physical education is presented with the goal of measuring perceptions of teachers' emphasis on mastery, performance-approach, performance-avoidance, and social approval goals. The measure was based on the principle of compatibility, according to which climate perceptions and achievement goals should be…

Alignment between Informal Educator Perceptions and Audience Expectations of Climate Change Education

ERIC Educational Resources Information Center

Stylinski, Cathlyn; Heimlich, Joe; Palmquist, Sasha; Wasserman, Deborah; Youngs, Renae

2017-01-01

To understand the complexities of climate change on educator-visitor relationships, we compared educators' perceptions with audiences' expectations for informal science education institutions. Our findings suggest two disconnects: (a) a professional recognition that climate change education is related to institutional mission but a lack of…

Making the Grade? Classroom Climate for LGBTQ Students across Gender Conformity

ERIC Educational Resources Information Center

Garvey, Jason C.; Rankin, Susan R.

2015-01-01

Using data from the "2010 State of Higher Education for LGBT People" (Rankin, Weber, Blumenfeld, & Frazer), this study examines campus climate perceptions for LGBTQ undergraduate students across gender conformity and the extent to which relevant variables influence perceptions of classroom climate. Findings reveal more positive…

Climate Trends and Farmers' Perceptions of Climate Change in Zambia.

PubMed

Mulenga, Brian P; Wineman, Ayala; Sitko, Nicholas J

2017-02-01

A number of studies use meteorological records to analyze climate trends and assess the impact of climate change on agricultural yields. While these provide quantitative evidence on climate trends and the likely effects thereof, they incorporate limited qualitative analysis of farmers' perceptions of climate change and/or variability. The present study builds on the quantitative methods used elsewhere to analyze climate trends, and in addition compares local narratives of climate change with evidence found in meteorological records in Zambia. Farmers offer remarkably consistent reports of a rainy season that is growing shorter and less predictable. For some climate parameters-notably, rising average temperature-there is a clear overlap between farmers' observations and patterns found in the meteorological records. However, the data do not support the perception that the rainy season used to begin earlier, and we generally do not detect a reported increase in the frequency of dry spells. Several explanations for these discrepancies are offered. Further, we provide policy recommendations to help farmers adapt to climate change/variability, as well as suggestions to shape future climate change policies, programs, and research in developing countries.

Public and Private Hospital Nurses’ Perceptions of the Ethical Climate in Their Work Settings, Sari City, 2011

PubMed Central

Ghorbani, Ali Asghar; Hesamzadeh, Ali; Khademloo, Mohammad; Khalili, Salimeh; Hesamzadeh, Shamim; Berger, Valerie

2014-01-01

Background: Nurses’ perceptions of ethical climate patterns have certain undeniable effects on hospitals. There is little evidence of possible differences in this element between public and private hospitals and contributing factors. Objectives: This study investigated whether the perceptions of the ethical climate in nurses’ working in public hospitals differ from that of nurses in private hospitals, and which factors may affect nurses’ perceptions. Materials and Methods: A cross-sectional study of randomly selected registered nurses (n = 235), working in four public hospitals affiliated to Mazandaran University of Medical Sciences, and three private hospitals, was conducted in Sari City, Iran. A self-administered questionnaire, containing demographic characteristics and the Hospital Ethical Climate Survey (HECS), were used to assess registered nurses’ perceptions of public and private hospitals ethical climate. An independent t-test and one-way ANOVA were used to analyze the data. Results: Across the five factors of HECS, the highest and lowest mean scores pertained to managers and physicians, respectively, in both public and private hospitals. Nurses who had a conditional employment situation and those working in pediatric intensive care units showed significantly more positive perceptions of the ethical work climate when compared to their peers (P < 0.05). Although the mean score of ethical work climate in private hospitals (3.82 ± 0.61) was higher than that in public hospitals (3.76 ± 0.54), no significant difference was found (P = 0.44). Conclusions: Hospital managers need to discover better ways to promote safety and health programs for their staff according to nurses’ area of work and their type of units. They should also encourage greater levels of participation in safety-enhancing initiatives in the hospital’s ethical climate, especially in the areas of nurses’ perceptions of their physician colleagues, and for nurses with a conditional employment situation. PMID:25414890

International note: what factors are associated with reading, mathematics, and science literacy of Indian adolescents? A multilevel examination.

PubMed

Areepattamannil, Shaljan

2014-06-01

A sample of 15-year-olds in India took part in the Program for International Student Assessment (PISA) for the first time in 2010. The PISA reading, mathematics, and science literacy scores of Indian adolescents were considerably lower than their counterparts in most PISA participating countries. In order to explore potential reasons for this, the present study, therefore, drawing on data from the fourth cycle of PISA and employing multilevel modeling, examined the relations of student- and school-level factors to reading, mathematics, and science literacy among 4826 15-year-old students from 213 schools in India. Gender, metacognitive learning strategies, students' positive attitudes toward school, and students' positive perceptions of classroom climate were found to be significantly associated with Indian adolescents' performance on the PISA assessment. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Knowledge, perception and practices about malaria, climate change, livelihoods and food security among rural communities of central Tanzania.

PubMed

Mayala, Benjamin K; Fahey, Carolyn A; Wei, Dorothy; Zinga, Maria M; Bwana, Veneranda M; Mlacha, Tabitha; Rumisha, Susan F; Stanley, Grades; Shayo, Elizabeth H; Mboera, Leonard Eg

2015-01-01

Understanding the interactions between malaria and agriculture in Tanzania is of particular significance when considering that they are the major sources of illness and livelihoods. The objective of this study was to determine knowledge, perceptions and practices as regards to malaria, climate change, livelihoods and food insecurity in a rural farming community in central Tanzania. Using a cross-sectional design, heads of households were interviewed on their knowledge and perceptions on malaria transmission, symptoms and prevention and knowledge and practices as regards to climate change and food security. A total of 399 individuals (mean age = 39.8 ± 15.5 years) were interviewed. Most (62.41%) of them had attained primary school education and majority (91.23%) were involved in crop farming activities. Nearly all (94.7%) knew that malaria is acquired through a mosquito bite. Three quarters (73%) reported that most people get sick from malaria during the rainy season. About 50% of the respondents felt that malaria had decreased during the last 10 years. The household coverage of insecticide treated mosquito nets (ITN) was high (95.5%). Ninety-six percent reported to have slept under a mosquito net the previous night. Only one in four understood the official Kiswahili term (Mabadiliko ya Tabia Nchi) for climate change. However, there was a general understanding that the rain patterns have changed in the past 10 years. Sixty-two percent believed that the temperature has increased during the same period. Three quarters of the respondents reported that they had no sufficient production from their own farms to guarantee food security in their household for the year. Three quarters (73.0%) reported to having food shortages in the past five years. About half said they most often experienced severe food shortage during the rainy season. Farming communities in Kilosa District have little knowledge on climate change and its impact on malaria burden. Food insecurity is common and community-based strategies to mitigate this need to be established. The findings call for an integrated control of malaria and food insecurity interventions.

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…

Exploring the Influence of New Technology Planning and Implementation on the Perceptions of New Technology Effectiveness

ERIC Educational Resources Information Center

Bellamy, Al

2007-01-01

This study explored influences that perceptions of new technology implementation and planning processes, and dimensions of organizational climate have on perceptions of new technology deployment effectiveness. It also examined the extent to which dimensions of organizational climate moderates the relationships among new technology implementation,…

A Snapshot of Organizational Climate: Perceptions of Extension Faculty

ERIC Educational Resources Information Center

Tower, Leslie E.; Bowen, Elaine; Alkadry, Mohamad G.

2011-01-01

This article provides a snapshot of the perceptions of workplace climate of Extension faculty at a land-grant, research-high activity university, compared with the perceptions of non-Extension faculty at the same university. An online survey was conducted with a validated instrument. The response rate for university faculty was 44% (968); the…

Parental Perceptions of Elementary School Counselors in a Suburban Atlanta School

ERIC Educational Resources Information Center

Gillilan, Dana C.

2006-01-01

This action research study revealed common parental perceptions regarding the role of elementary school counselors. The paper discusses their perceptions and ways in which counselors can better communicate their role to parents. The research was conducted in an elementary school of approximately 1,136 students. The school opened in 2003, and is…

School Counselors' Perceptions of Their Training Regarding School-Age Children's Mental Health Issues

ERIC Educational Resources Information Center

Primiano, Jaime

2013-01-01

A scarcity of research exists concerning professional school counselors' perceptions of their training regarding recognizing and addressing the mental health issues of children and adolescents in the elementary, middle, and high school setting. The purpose of this study was to explore the perceptions of professional school counselors regarding…

Analysis of Parent Perceptions on Effective School Correlates: A Springboard for Planning.

ERIC Educational Resources Information Center

Murray, David R.

This project was designed to solicit parental perceptions of Caroline Street Elementary School (Saratoga Springs, New York) in terms of Effective Schools, a method of assessing school improvement. Families (n=334) were asked to provide their perceptions regarding correlational characteristics identified as vital to successful school programs:…

Teachers' and School Leaders' Perceptions of Commercialisation in Australian Public Schools

ERIC Educational Resources Information Center

Hogan, Anna; Thompson, Greg; Sellar, Sam; Lingard, Bob

2018-01-01

This paper explores teachers' and school leaders' perceptions of commercialisation in Australian public schools, reporting on findings from an open-ended survey question from an exploratory study that sought to investigate teacher and school leader perceptions and experiences of commercialisation. Commercialisation, for the purposes of this paper,…

Examination of High School Students' Metaphoric School Perceptions in Terms of Various Variables: Some Evidence from Turkey

ERIC Educational Resources Information Center

Tastan, Nuray

2013-01-01

In this study, the metaphoric school perceptions of high school students were examined in terms of gender and grade. For this purpose, 892 students from seventeen different high schools in central districts of Ankara province participated in the study. The participants filled in the "Scale for School Perception (SSP)". The validity and…

The Organizational Climate in Collegiate Athletics: An Athletic Trainer's Perspective.

PubMed

Mazerolle, Stephanie M; Eason, Christianne M

2018-01-01

  An organizational climate is largely based on an employee's perceptions of the working conditions in which he or she engages regularly. A multifaceted concept, the organizational climate is often formed by perceptions of employee welfare, rewards, and support. Achieving work-life balance is also a part of the climate.   To learn collegiate athletic trainers' perceptions of organizational climate and specifically how it may pertain to their work-life balance.   Phenomenologic study.   Collegiate practice setting.   Thirty athletic trainers working in the collegiate athletics setting took part in 1-on-1 phone interviews. The participants were 30.5 (interquartile range [IQR] = 7.75) years old and had been certified for 7 (IQR = 5) years and at their current position for 4 (IQR = 3) years.   Participants completed a phone interview that followed a semistructured framework. All transcribed interviews were analyzed using a phenomenologic approach. Researcher triangulation, expert review, and data saturation were used to establish credibility.   Athletic trainers working in the collegiate athletics setting who had positive perceptions of their work-life balance described their organizational climate as family friendly. Our participants' supervisors allowed for autonomy related to work scheduling, which provided opportunities for work-life balance. These athletic trainers believed that they worked in a climate that was collegial, which was helpful for work-life balance. In addition, the importance of placing family first was part of the climate.   The perceptions of our participants revealed a climate of family friendliness, supervisor support, and collegiality among staff members, which facilitated the positive climate for work-life balance. The mindset embraced the importance of family and recognized that work did not always have to supersede personal priorities.

Farmers perceptions on climate change in lowland and highland vegetable production centers of South Sulawesi, Indonesia

NASA Astrophysics Data System (ADS)

Adiyoga, W.

2018-02-01

A survey was carried out in South Sulawesi, Indonesia interviewing 220 vegetable farmers. It was aimed at examining the vegetable farmers’ perception of climate change and assessing the consistency of farmers’ perception with available time series meteorological data. Results suggest that meteorological data analysis is in agreement with farmers’ perception regarding faster start, longer ending, and longer duration of rainy season. Further data analysis supports the claim of most farmers who perceive the occurrence of increasing air temperature, changing or shifting of the hottest and coldest month. Most respondents also suggest that climate change has affected vegetable farm yield and profitability. Other respondents even predict that climate change may affect the quality of life of their future descendants. Meanwhile, significant number of farmers is quite optimistic that they can cope with climate change problems through adaptation strategy. However, the attitude of farmers towards climate change is mostly negative as compared to positive or neutral feeling. Informative and educational campaign should be continuously carried out to encourage farmers in developing positive attitude or positive thinking towards climate change. Positive attitude may eventually lead to constructive behavior in selecting and implementing adaptation options.

Perceptions of Campus Climates for Civic Learning as Predictors of College Students' Mental Health

ERIC Educational Resources Information Center

Mitchell, Joshua J.; Reason, Robert D.; Hemer, Kevin M.; Finley, Ashley

2016-01-01

This study explored whether three broad areas promoted students' mental health: perceptions of the climate related to civic learning, experiences on campus, and civic engagement. Campus climates for civic learning including the development of ethical and moral reasoning and the importance of contributing to community were the strongest predictors…

Silencing Whom? Linking Campus Climates for Religious, Spiritual, and Worldview Diversity to Student Worldviews

ERIC Educational Resources Information Center

Mayhew, Matthew J.; Bowman, Nicholas A.; Rockenbach, Alyssa Bryant

2014-01-01

This study examined the perceptions of campus climate among students of diverse worldviews. Results from this study suggest that climate perceptions and experiences were more negative among worldview majority students (e.g., Protestants, Catholics) than among worldview minority students (e.g., Muslims, Jews) and nonreligious students. Theoretical…

The Association between Worldview Climate Dimensions and College Students' Perceptions of Transformational Learning

ERIC Educational Resources Information Center

Mayhew, Matthew J.; Hoggan, Chad; Rockenbach, Alyssa N.; Lo, Marc A.

2016-01-01

Based on 13,776 student respondents to the Campus Religious and Spiritual Climate Survey (CRSCS) across three academic years at 52 colleges and universities, this study examined how aspects of the campus climate for religious and spiritual diversity related to student perceptions of transformational learning in college. Perceived transformational…

Food for Thought: Frequent Interracial Dining Experiences as a Predictor of Students' Racial Climate Perceptions

ERIC Educational Resources Information Center

Lowe, Maria R.; Byron, Reginald A.; Ferry, Griffin; Garcia, Melissa

2013-01-01

This article describes a study that explored factors which influenced undergraduate students' perceptions of the racial climate at a predominantly white liberal arts university in the South. Mixed methods results suggest that race, aspects of the institutional climate, and frequent interracial dining experiences in the campus cafeteria…

Examining the Complexity of the Campus Racial Climate at a Hispanic Serving Community College

ERIC Educational Resources Information Center

Cuellar, Marcela; Johnson-Ahorlu, Robin Nicole

2016-01-01

Objective: Despite the growing representation of Hispanic Serving Institutions (HSIs) among community colleges, relatively little is known about student perceptions of the campus climate at these institutions. Although perceptions of campus climate may differ by race and adversely affect students of color, most research has been conducted at…

Understanding Climate Change Perceptions, Attitudes, and Needs of Forest Service Resource Managers

Treesearch

Carlos Rodriguez-Franco; Tara J. Haan

2015-01-01

Surveys were collected to assess Forest Service (FS) resource managers' perceptions, attitudes, and informational needs related to climate change and its potential impacts on forests and grasslands. Resource managers with three background types were surveyed. All participants generally considered themselves to be well-informed on climate change issues, although...

Convinced, ambivalent or annoyed: Tyrolean ski tourism stakeholders and their perceptions of climate change.

PubMed

Trawöger, Lisa

2014-02-01

Its focus on snow-dependent activities makes Alpine winter tourism especially sensitive to climate change. Stakeholder risk perceptions are a key factor in adaptation to climate change because they fundamentally drive or constrain stakeholder action. This paper examines climate change perceptions of winter tourism stakeholders in Tyrol (Austria). Using a qualitative approach, expert interviews were conducted. Four opinion categories reflecting different attitudes toward climate change issues were identified: convinced planners , annoyed deniers , ambivalent optimists , convinced wait-and-seers . Although the findings generally indicate a growing awareness of climate change, this awareness is mainly limited to perceiving the issue as a global phenomenon. Awareness of regional and branch-specific consequences of climate change that lead to a demand for action could not be identified. Current technical strategies, like snowmaking, are not primarily climate-induced. At present, coping with climate change is not a priority for risk management. The findings point out the importance of gaining and transferring knowledge of regional and branch-specific consequences of climate change in order to induce action at the destination level.

Convinced, ambivalent or annoyed: Tyrolean ski tourism stakeholders and their perceptions of climate change☆

PubMed Central

Trawöger, Lisa

2014-01-01

Its focus on snow-dependent activities makes Alpine winter tourism especially sensitive to climate change. Stakeholder risk perceptions are a key factor in adaptation to climate change because they fundamentally drive or constrain stakeholder action. This paper examines climate change perceptions of winter tourism stakeholders in Tyrol (Austria). Using a qualitative approach, expert interviews were conducted. Four opinion categories reflecting different attitudes toward climate change issues were identified: convinced planners, annoyed deniers, ambivalent optimists, convinced wait-and-seers. Although the findings generally indicate a growing awareness of climate change, this awareness is mainly limited to perceiving the issue as a global phenomenon. Awareness of regional and branch-specific consequences of climate change that lead to a demand for action could not be identified. Current technical strategies, like snowmaking, are not primarily climate-induced. At present, coping with climate change is not a priority for risk management. The findings point out the importance of gaining and transferring knowledge of regional and branch-specific consequences of climate change in order to induce action at the destination level. PMID:27064520

Immigrant Parents' Perceptions of School Environment and Children's Mental Health and Behavior

ERIC Educational Resources Information Center

Hamilton, Hayley A.; Marshall, Lysandra; Rummens, Joanna A.; Fenta, Haile; Simich, Laura

2011-01-01

Backgrouond: Research has increasingly identified the perception of school environment as an influential factor in children's lives. There has been sparse research attention, however, on the potential importance of parents' perceptions of school environment on child adjustment. This study examined the relationship between parents' perceptions of…

Adolescents' Perceptions of Middle School: Relation to Longitudinal Changes in Academic and Psychological Adjustment.

ERIC Educational Resources Information Center

Roeser, Robert W.; Eccles, Jacquelynne S.

1998-01-01

Studied relationships between adolescents' perceptions of their middle school (school goal structures, autonomy provisions, positive teacher regard) and changes in academic motivation, achievement, and psychological adjustment. Found perceptions to be important predictors; for example, perception of positive teacher regard and an emphasis on…

State Policies on School Climate and Bully Prevention Efforts: Challenges and Opportunities for Deepening State Policy Support for Safe and Civil Schools

ERIC Educational Resources Information Center

Piscatelli, Jennifer; Lee, Chiqueena

2011-01-01

The National School Climate Center (NSCC) completed a 50-state policy scan on state school climate and anti-bullying policies to better understand the current state policy infrastructure supporting the development of positive school climates. This policy brief examines the current status of school climate and anti-bullying policies in each state,…

Bahamians and Climate Change: An Analysis of Risk Perception and Climate Change Literacy

NASA Astrophysics Data System (ADS)

Neely, R.; Owens, M. A.

2011-12-01

The Commonwealth of the Bahamas is forecasted to be adversely impacted by the effects of climate change. This presentation will present the results of an assessment of the risk perception toward climate change and climate change literacy among Bahamians. 499 Bahamians from the health care and hospitality industries participated in surveys and/or focus groups and three (3) areas of climate change literacy (attitude, behavior and knowledge) were analyzed as well as risk perception. In general, 1) Bahamians demonstrated an elementary understanding of the underlying causes of climate change, 2) possessed positive attitudes toward adopting new climate change policies, and 3) are already adjusting their behaviors in light of the current predictions. This research also resulted in the development of a model of the relationships between the climate literacy subscales (attitude, behavior and knowledge) and risk perception. This study also examined information sources and their impacts on climate change literacy. As the source of information is important in assessing the quality of the information, participants also identified the source(s) of most of their climate change information. The TV news was cited as the most common source for climate change information among Bahamians. As there is limited active research generating specific climate change information in the Bahamas, all the information Bahamians receive as it pertains to climate change is generated abroad. As a result, Bahamians must decipher through to make sense of it on an individual level. From the focus groups, many of the participants have been able to view possible changes through a cultural lens and are willing to make adjustments to maintain the uniqueness and viability of the Bahamas and to preserve it for generations. Continued study of Bahamians' climate change literacy will inform adaption and mitigation policy as well as individual action.

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…

Mixed methods approach to understanding farmer and agricultural advisor perceptions of climate change and adaptation in Vermont, United States

Treesearch

Rachel E. Schattman; V. Ernesto Méndez; Scott C. Merrill; Asim Zia

2018-01-01

The relationships among farmers' belief in climate change, perceptions of climate-related risk, and use of climate adaptation practices is a growing topic of interest in U.S. scholarship. The northeast region is not well represented in the literature, although it is highly agricultural and will likely face climaterelated risks that differ from those faced in other...

Perceptions about Forest Schools: Encouraging and Promoting Archimedes Forest Schools

ERIC Educational Resources Information Center

Nawaz, Haq; Blackwell, Sarah

2014-01-01

The aim of this study was to find out parents' and children's perception of outdoor learning programmes with specific reference to Archimedes Forest Schools, known as Forest Schools. A review of existing research showed that there had been no rigorous evaluation of perception of forest schools. The study was conducted in the UK and mixed method…

School and Community Factors Involved in Chilean Students' Perception of School Safety

ERIC Educational Resources Information Center

López, Verónica; Torres-Vallejos, Javier; Villalobos-Parada, Boris; Gilreath, Tamika D.; Ascorra, Paula; Bilbao, Marian; Morales, Macarena; Carrasco, Claudia

2017-01-01

Identifying and understanding predictors of school safety perceptions is important due to its consequences for students. However, it is not clear what school-related factors most contribute to explaining students' perception of school safety, and how they relate to community-related factors such as neighborhood safety. The purpose of this study…

Culture, climate change and farm-level groundwater management: An Australian case study

NASA Astrophysics Data System (ADS)

Sanderson, Matthew R.; Curtis, Allen L.

2016-05-01

Cultural factors - values, beliefs, and norms - provide important insights into the environmental attitudes, risk perceptions, and behaviors of the general population. Little is known, however, about the ostensibly complex relationships linking those elements of culture to climate change risk perceptions, especially in the context of farm level decision in the ground water context. This paper addresses that gap through an analysis of survey data provided by irrigators in the Namoi catchment of Australia's Murray-Darling Basin. We use Values-Beliefs-Norms theory to construct multivariate models of the relationship between ground water irrigators' interpretations of climate change risks and their implementation of adaptive water conservation practices. Results indicate that these cultural factors are important explanations of irrigators' climate change risk perceptions, and these risk perceptions are related to adaptive ground water management strategies at the farm level. The implications of the findings are discussed for research on the culture-environment nexus and for outreach designed to encourage agricultural adaptations to climate change.

Differences in Hospital Managers’, Unit Managers’, and Health Care Workers’ Perceptions of the Safety Climate for Respiratory Protection

PubMed Central

Peterson, Kristina; Rogers, Bonnie M. E.; Brosseau, Lisa M.; Payne, Julianne; Cooney, Jennifer; Joe, Lauren; Novak, Debra

2017-01-01

This article compares hospital managers’ (HM), unit managers’ (UM), and health care workers’ (HCW) perceptions of respiratory protection safety climate in acute care hospitals. The article is based on survey responses from 215 HMs, 245 UMs, and 1,105 HCWs employed by 98 acute care hospitals in six states. Ten survey questions assessed five of the key dimensions of safety climate commonly identified in the literature: managerial commitment to safety, management feedback on safety procedures, coworkers’ safety norms, worker involvement, and worker safety training. Clinically and statistically significant differences were found across the three respondent types. HCWs had less positive perceptions of management commitment, worker involvement, and safety training aspects of safety climate than HMs and UMs. UMs had more positive perceptions of management’s supervision of HCWs’ respiratory protection practices. Implications for practice improvements indicate the need for frontline HCWs’ inclusion in efforts to reduce safety climate barriers and better support effective respiratory protection programs and daily health protection practices. PMID:27056750

Differences in Hospital Managers', Unit Managers', and Health Care Workers' Perceptions of the Safety Climate for Respiratory Protection.

PubMed

Peterson, Kristina; Rogers, Bonnie M E; Brosseau, Lisa M; Payne, Julianne; Cooney, Jennifer; Joe, Lauren; Novak, Debra

2016-07-01

This article compares hospital managers' (HM), unit managers' (UM), and health care workers' (HCW) perceptions of respiratory protection safety climate in acute care hospitals. The article is based on survey responses from 215 HMs, 245 UMs, and 1,105 HCWs employed by 98 acute care hospitals in six states. Ten survey questions assessed five of the key dimensions of safety climate commonly identified in the literature: managerial commitment to safety, management feedback on safety procedures, coworkers' safety norms, worker involvement, and worker safety training. Clinically and statistically significant differences were found across the three respondent types. HCWs had less positive perceptions of management commitment, worker involvement, and safety training aspects of safety climate than HMs and UMs. UMs had more positive perceptions of management's supervision of HCWs' respiratory protection practices. Implications for practice improvements indicate the need for frontline HCWs' inclusion in efforts to reduce safety climate barriers and better support effective respiratory protection programs and daily health protection practices. © 2016 The Author(s).

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…

School Climate Improvement Action Guide for Working with Students. School Climate Improvement Resource Package

ERIC Educational Resources Information Center

National Center on Safe Supportive Learning Environments, 2017

2017-01-01

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps to engage students in the school climate improvement process. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage stakeholders in…

School Climate Improvement Action Guide for Working with Families. School Climate Improvement Resource Package

ERIC Educational Resources Information Center

National Center on Safe Supportive Learning Environments, 2017

2017-01-01

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how family members--including guardians of students--can support school climate improvements. Key action steps are provided for the following strategies: (1) Participate in planning for school climate improvements; (2) Engage…

The Role of Religion and Institution Type in Seniors' Perceptions of the Religious and Spiritual Campus Climate

ERIC Educational Resources Information Center

Fosnacht, Kevin; Broderick, Cynthia

2018-01-01

This study investigated the correlates of two measures that capture students' perception of the religious and spiritual campus climate. It focuses on how the factors, religious identity and attending a religiously affiliated institution, influence students' perception of the respect for their beliefs and comfort in expressing their views on…

A National Study of LGBT Educators' Perceptions of Their Workplace Climate

ERIC Educational Resources Information Center

Smith, Nancy J.; Wright, Tiffany; Reilly, Cole; Esposito, Jennifer

2008-01-01

The objective for this study was to investigate lesbian, gay, bisexual and transgender (LGBT) educators' perceptions of their workplace climate, the community in which they teach our nation's youth. The survey was posted on Survey Monkey between April 1 and June 30, 2007, to represent the perceptions of LGBT educators' experiences during the…

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…

Effects of rational emotive occupational health therapy intervention on the perceptions of organizational climate and occupational risk management practices among electronics technology employees in Nigeria

PubMed Central

Ogbuanya, Theresa Chinyere; Eseadi, Chiedu; Orji, Chibueze Tobias; Ede, Moses Onyemaechi; Ohanu, Ifeanyi Benedict; Bakare, Jimoh

2017-01-01

Abstract Background: Improving employees’ perception of organizational climate, and coaching them to remain steadfast when managing occupational risks associated with their job, might have an important effect on their psychosocial wellbeing and occupational health. This study examined the effects of a rational emotive occupational health therapy intervention program on the perceptions of organizational climate and occupational risk management practices. Methods: The participants were 77 electronics technology employees in the south-east of Nigeria. The study used a pretest–posttest control group design. Results: The rational emotive occupational health therapy intervention program significantly improved perceptions of the organizational climate for the people in the treatment group compared to those in the waitlist control group at post-intervention and follow-up assessments. Occupational risk management practices of the employees in the treatment group were also significantly better than those in the waitlist control group at the same 2 assessments. Conclusions: Corporate application of a rational emotive behavior therapy as an occupational health therapy intervention program is essential for improving the perceptions of organizational climate and promoting the adoption of feasible occupational risk management strategies in the workplace. PMID:28471971

Effects of rational emotive occupational health therapy intervention on the perceptions of organizational climate and occupational risk management practices among electronics technology employees in Nigeria.

PubMed

Ogbuanya, Theresa Chinyere; Eseadi, Chiedu; Orji, Chibueze Tobias; Ede, Moses Onyemaechi; Ohanu, Ifeanyi Benedict; Bakare, Jimoh

2017-05-01

Improving employees' perception of organizational climate, and coaching them to remain steadfast when managing occupational risks associated with their job, might have an important effect on their psychosocial wellbeing and occupational health. This study examined the effects of a rational emotive occupational health therapy intervention program on the perceptions of organizational climate and occupational risk management practices. The participants were 77 electronics technology employees in the south-east of Nigeria. The study used a pretest-posttest control group design. The rational emotive occupational health therapy intervention program significantly improved perceptions of the organizational climate for the people in the treatment group compared to those in the waitlist control group at post-intervention and follow-up assessments. Occupational risk management practices of the employees in the treatment group were also significantly better than those in the waitlist control group at the same 2 assessments. Corporate application of a rational emotive behavior therapy as an occupational health therapy intervention program is essential for improving the perceptions of organizational climate and promoting the adoption of feasible occupational risk management strategies in the workplace.

Perceptions of the Effectiveness of Interactive Whiteboards on Student Engagement

ERIC Educational Resources Information Center

Phelps, Robin J.

2012-01-01

This study examined the effectiveness of interactive whiteboards on student engagement. Perceptions from 108 middle school students and one middle school teacher were analyzed to answer the research question: What are the perceptions of middle school students and one middle school teacher regarding student engagement during lessons using an…

A Phenomenological Study of Urban School Counselors' Perceptions of Low-Income Families

ERIC Educational Resources Information Center

Cole, Rebekah F.; Grothaus, Tim

2014-01-01

This qualitative, phenomenological study explores urban school counselors' perceptions of low-income families in their schools. Ten school counselors participated in two rounds of individual interviews and answered two emailed reflective questions. Six themes emerged from the data: (a) perceptions of family characteristics and environment, (b)…

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…

An Investigation of High School Students' and Teachers' Perceptions of Academic Achievement and Underachievement

ERIC Educational Resources Information Center

Morales, Natalie Ann

2014-01-01

This study investigated high school students' and teachers' perceptions of academic self perception, environmental perceptions, goal valuation, and motivation/self-regulation as factors affecting students' academic achievement. A two-way MANOVA was conducted to determine if high school students' gender and academic programs,…

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…

Local Climate Experts: The Influence of Local TV Weather Information on Climate Change Perceptions

PubMed Central

Bloodhart, Brittany; Maibach, Edward; Myers, Teresa; Zhao, Xiaoquan

2015-01-01

Individuals who identify changes in their local climate are also more likely to report that they have personally experienced global climate change. One way that people may come to recognize that their local climate is changing is through information provided by local TV weather forecasters. Using random digit dialing, 2,000 adult local TV news viewers in Virginia were surveyed to determine whether routine exposure to local TV weather forecasts influences their perceptions of extreme weather in Virginia, and their perceptions about climate change more generally. Results indicate that paying attention to TV weather forecasts is associated with beliefs that extreme weather is becoming more frequent in Virginia, which in turn is associated with stronger beliefs and concerns about climate change. These associations were strongest for individuals who trust their local TV weathercaster as a source of information about climate change, and for those who identify as politically conservative or moderate. The findings add support to the literature suggesting that TV weathercasters can play an important role in educating the public about climate change. PMID:26551357

Local Climate Experts: The Influence of Local TV Weather Information on Climate Change Perceptions.

PubMed

Bloodhart, Brittany; Maibach, Edward; Myers, Teresa; Zhao, Xiaoquan

2015-01-01

Individuals who identify changes in their local climate are also more likely to report that they have personally experienced global climate change. One way that people may come to recognize that their local climate is changing is through information provided by local TV weather forecasters. Using random digit dialing, 2,000 adult local TV news viewers in Virginia were surveyed to determine whether routine exposure to local TV weather forecasts influences their perceptions of extreme weather in Virginia, and their perceptions about climate change more generally. Results indicate that paying attention to TV weather forecasts is associated with beliefs that extreme weather is becoming more frequent in Virginia, which in turn is associated with stronger beliefs and concerns about climate change. These associations were strongest for individuals who trust their local TV weathercaster as a source of information about climate change, and for those who identify as politically conservative or moderate. The findings add support to the literature suggesting that TV weathercasters can play an important role in educating the public about climate change.

Goal Orientations and Perceptions of the Motivational Climate in Physical Education Classes among Colombian Students

ERIC Educational Resources Information Center

Flores, Jairo; Salguero, Alfonso; Marquez, Sara

2008-01-01

This study examined the relationships of achievement goal orientations and perceptions of the motivational climate in physical education classes among Colombian students, and tested gender and age differences in goal orientations and perceived motivational climate. Participants (1378 boys and 1615 girls, ranging in age from 9 to 18 yr) completed…

Links between media communication and local perceptions of climate change in an indigenous society

PubMed Central

Fernández-Llamazares, Álvaro; Méndez-López, María Elena; Díaz-Reviriego, Isabel; McBride, Marissa F.; Pyhälä, Aili; Rosell-Melé, Antoni; Reyes-García, Victoria

2015-01-01

Indigenous societies hold a great deal of ethnoclimatological knowledge that could potentially be of key importance for both climate change science and local adaptation; yet, we lack studies examining how such knowledge might be shaped by media communication. This study systematically investigates the interplay between local observations of climate change and the reception of media information amongst the Tsimane’, an indigenous society of Bolivian Amazonia where the scientific discourse of anthropogenic climate change has barely reached. Specifically, we conducted a Randomized Evaluation with a sample of 424 household heads in 12 villages to test to what degree local accounts of climate change are influenced by externally influenced awareness. We randomly assigned villages to a treatment and control group, conducted workshops on climate change with villages in the treatment group, and evaluated the effects of information dissemination on individual climate change perceptions. Results of this work suggest that providing climate change information through participatory workshops does not noticeably influence individual perceptions of climate change. Such findings stress the challenges involved in translating between local and scientific framings of climate change, and gives cause for concern about how to integrate indigenous peoples and local knowledge with global climate change policy debates. PMID:26166919

Links between media communication and local perceptions of climate change in an indigenous society.

PubMed

Fernández-Llamazares, Álvaro; Méndez-López, María Elena; Díaz-Reviriego, Isabel; McBride, Marissa F; Pyhälä, Aili; Rosell-Melé, Antoni; Reyes-García, Victoria

2015-07-01

Indigenous societies hold a great deal of ethnoclimatological knowledge that could potentially be of key importance for both climate change science and local adaptation; yet, we lack studies examining how such knowledge might be shaped by media communication. This study systematically investigates the interplay between local observations of climate change and the reception of media information amongst the Tsimane', an indigenous society of Bolivian Amazonia where the scientific discourse of anthropogenic climate change has barely reached. Specifically, we conducted a Randomized Evaluation with a sample of 424 household heads in 12 villages to test to what degree local accounts of climate change are influenced by externally influenced awareness. We randomly assigned villages to a treatment and control group, conducted workshops on climate change with villages in the treatment group, and evaluated the effects of information dissemination on individual climate change perceptions. Results of this work suggest that providing climate change information through participatory workshops does not noticeably influence individual perceptions of climate change. Such findings stress the challenges involved in translating between local and scientific framings of climate change, and gives cause for concern about how to integrate indigenous peoples and local knowledge with global climate change policy debates.

Perceptions and Misconceptions Regarding Climate Change: Politics versus Education

NASA Astrophysics Data System (ADS)

Gil, Elia O.

Climate change has been increasingly becoming a commonly debated topic among the public (Lambert & Bleicher, 2013). This is especially true with scientists and educators (Cooney, 2010). Terminology, politics, and misconceptions can bias perceptions. Scientists also tend to disagree over the cause of climate change and the data resulting from different studies (Idso, Carter, & Singer, 2016). The pilot study was conducted to examine perceptions of preservice teachers regarding climate change. There were forty participants, comprised of twenty Hispanic, nineteen Anglo American, and one African American, enrolled in a required course for future science educators in a medium-sized south Texas university. The pilot study included pre- and post-tests distributed to all of the participants and one on one interviews with three randomly selected pre-service teachers. The post-test results showed a significant difference in statements about the belief that climate change is real, about there being enough scientific evidence to prove the climate is changing, and the belief we are experiencing an extinction event due to climate change. While one lesson on climate change may not prove to be enough to change all of the participants' perceptions, there were some pre-service teachers who did begin to think differently about the impact of human activities and became more aware of climate change issues. The findings from this research show how beneficial a lesson on climate change can be to the future careers of science educators and in turn contribute considerably to the education of future students.

Playing fair: the contribution of high-functioning recess to overall school climate in low-income elementary schools.

PubMed

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

2015-01-01

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, and inclusive play to study how improving recess functioning can affect school climate. Data from teacher, principal, and recess coach interviews; student focus groups; recess observations; and a teacher survey are triangulated to understand the ways that recess changed during implementation. Comparing schools that achieved higher- and lower-functioning recesses, we link recess functioning with school climate. Recess improved in all schools, but 4 of the 6 achieved a higher-functioning recess. In these schools, teachers and principals agreed that by the end of the year, recess offered opportunities for student engagement, conflict resolution, pro-social skill development, and emotional and physical safety. Respondents in these four schools linked these changes to improved overall school climate. Recess is an important part of the school day for contributing to school climate. Creating a positive recess climate helps students to be engaged in meaningful play and return to class ready to learn. © 2014, American School Health Association.

The relationship between work climate and nurse educators' use of information technology.

PubMed

Gonen, Ayala; Lev-Ari, Lilac

2016-04-01

Understanding organizational behavior and the attitudes of individuals in organizations is crucial for policymakers and managers. Work climate is a major part of these constructs. The main goal of this study was to examine the perceptions of academic nurse educators about their work climate, concerning the use of information technology (IT), including examining a number of variables such as self-efficacy, innovativeness, attitudes, intention to use, and actual use of information technology. This study used a quantitative research design, using written and online surveys submitted to 109 academic nurse educators working at ten different academic nursing schools in Israel. The relationship between work climate and actual use of IT was mediated by personality characteristics such as attitude toward using IT, self-efficacy, and innovativeness. Work climate positively predicted both self-efficacy and attitudes toward IT, but did not directly predict innovativeness and did not predict actual use. Policymakers and managers should consider work climate and personality characteristics as important factors in their efforts to promote IT use in nursing. As a result, nurse educators would become better acquainted with new technologies, and their acceptance of IT would improve. The organization would benefit from a better work environment and from enhanced performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Motivational climate, staff and members' behaviors, and members' psychological well-being at a national fitness franchise.

PubMed

Brown, Theresa C; Fry, Mary D

2014-06-01

The purpose of this study was to examine the association between members' perceptions of staffs behaviors, motivational climate, their own behaviors, commitment to future exercise, and life satisfaction in a group-fitness setting. The theory-driven hypothesized mediating role of perceptions of the climate was also tested. Members (N = 5,541) of a national group-fitness studio franchise completed a survey regarding their class experiences. The survey included questions that measured participants' perceptions of the motivational climate (caring, task-involving, ego-involving), perceptions of staff's behaviors, their own behaviors, commitment to exercise, and life satisfaction. Structural equation modeling was used to assess both the association between variables and the theoretically driven predictive relationships. The participants perceived the environment as highly caring and task-involving and low ego-involving. They reported high exercise commitment and moderately high life satisfaction and perceived that the staffs and their own behaviors reflected caring, task-involving characteristics. Structural equation modeling demonstrated that those who perceived a higher caring, task-involving climate and lower ego-involving climate were more likely to report more task-involving, caring behaviors among the staff and themselves as well as greater commitment to exercise. In addition, a theory-driven mediational model suggested that staff behaviors may be an antecedent to members' exercise experiences by impacting their perceptions of the climate. The results of this study give direction to specific behaviors in which staff of group-fitness programs might engage to positively influence members' exercise experiences.

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,…

School Climate Improvement Action Guide for School Leaders. School Climate Improvement Resource Package

ERIC Educational Resources Information Center

National Center on Safe Supportive Learning Environments, 2017

2017-01-01

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines key action steps that school leaders--including principals, assistant/vice principals, and building leaders--can take to support school climate improvements. Key action steps are provided for the following strategies: (1)…

Perception, attitude and behavior in relation to climate change: a survey among CDC health professionals in Shanxi province, China.

PubMed

Wei, Junni; Hansen, Alana; Zhang, Ying; Li, Hong; Liu, Qiyong; Sun, Yehuan; Bi, Peng

2014-10-01

A better understanding of public perceptions, attitude and behavior in relation to climate change will provide an important foundation for government׳s policy-making, service provider׳s guideline development and the engagement of local communities. The purpose of this study was to assess the perception towards climate change, behavior change, mitigation and adaptation measures issued by the central government among the health professionals in the Centres for Disease Control and Prevention (CDC) in China. In 2013, a cross-sectional questionnaire survey was undertaken among 314 CDC health professionals in various levels of CDC in Shanxi Province, China. Descriptive analyses were performed. More than two thirds of the respondents believed that climate change has happened at both global and local levels, and climate change would lead to adverse impacts to human beings. Most respondents (74.8%) indicated the emission of greenhouse gases was the cause of climate change, however there was a lack of knowledge about greenhouse gases and their sources. Media was the main source from which respondents obtained the information about climate change. A majority of respondents showed that they were willing to change behavior, but their actions were limited. In terms of mitigation and adaptation measures issued by the Chinese Government, respondents׳ perception showed inconsistency between strategies and relevant actions. Moreover, although the majority of respondents believed some strategies and measures were extremely important to address climate change, they were still concerned about economic development, energy security, and local environmental protection. There are gaps between perceptions and actions towards climate change among these health professionals. Further efforts need to be made to raise the awareness of climate change among health professionals, and to promote relevant actions to address climate change in the context of the proposed policies with local sustainable development. Copyright © 2014 Elsevier Inc. All rights reserved.

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…

Perceptions of the Community College of High School Counselors and Advisors

ERIC Educational Resources Information Center

Mitkos, Yvonne M.; Bragg, Debra D.

2008-01-01

Using the case study method, this research investigated how the community college is perceived by high school counselors and advisors. The research considered how high school counselors' and advisors' perceptions of the community college were informed by selected school leaders, faculty, and students, and it explored how those perceptions were…

School Administrator Perceptions of Cyberbullying Facilitators and Barriers to Preventive Action: A Qualitative Study

ERIC Educational Resources Information Center

Young, Rachel; Tully, Melissa; Ramirez, Marizen

2017-01-01

Background: Schools are often held responsible for preventing or addressing cyberbullying, yet little is known about school administrator perceptions of cyberbullying and the challenges they face in addressing this public health issue. Aims: The goal of this study is to examine school administrators' perceptions of the facilitators of…

Adult and Middle School Girls' Perceptions of Risk-Taking Behavior: Implications for School Practitioners

ERIC Educational Resources Information Center

Solomon, Brett Johnson; Garibaldi, Mark

2013-01-01

There is an overwhelming disconnect between young adolescent girls and adults, in relationship to perceptions of middle schoolgirl risk taking. This mixed-methods study investigates the differences between adult practitioners and middle school girls' perceptions of risk taking, understanding of consequences, and needs among middle school girls.…

Survey on patient safety climate in public hospitals in China.

PubMed

Zhou, Ping; Bundorf, M Kate; Gu, Jianjun; He, Xiaoyan; Xue, Di

2015-02-07

Patient safety climate has been recognized as a core determinant for improving safety in hospitals. Describing workforce perceptions of patient safety climate is an important part of safety climate management. This study aimed to describe staff's perceptions of patient safety climate in public hospitals in Shanghai, China and to determine how perceptions of patient safety climate differ between different types of workers in the U.S. and China. Survey of employees of 6 secondary, general public hospitals in Shanghai conducted during 2013 using a modified version of the U.S. Patient Safety Climate in Health Care Organizations (PSCHO) tool. The percentage of "problematic responses" (PPRs) was used to measure safety climate, and the PPRs were compared among employees with different job types, using χ (2) tests and multivariate regression models. Perceptions of patient safety climate were relatively positive among hospital employees and similar to those of employees in U.S. hospitals along most dimensions. For workers in Chinese hospitals, the scales of "fear of blame" and "fear of shame" had the highest PPRs, whereas in the United States the scale of "fear of shame" had among the lowest PPRs. As in the United States, hospital managers in China perceived a more positive patient safety climate overall than other types of personnel. "Fear of shame" and "fear of blame" may be important barriers to improvement of patient safety in Chinese hospitals. Research on the effect of patient safety climate on outcomes is necessary to implement effective polices to improve patient safety and quality outcomes in China.

Positive school climate is associated with lower body mass index percentile among urban preadolescents.

PubMed

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

2014-08-01

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. 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. 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. 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. © 2014, American School Health Association.

A Comparison of the Perceptions of School Work Culture by Administrators and Faculty in the Public Charter and Non-Charter Elementary Schools of a Central Florida County

ERIC Educational Resources Information Center

Quin, Wayne Anthony

2012-01-01

This study investigated perceptions of school work culture of instructional staff members (administrators and faculty) in public charter and public non-charter elementary schools in a large urban metropolitan county of Central Florida by assessing differences in perceptions of administrators and faculty related to school work culture, perceptions…

An Investigation of the Relationship between the Components of School Climate and Leadership Behaviors on Student Achievement: Urban School Districts in the Mid-Atlantic Region

ERIC Educational Resources Information Center

Collins, Karmen J.

2015-01-01

The purpose of this research study was to investigate the relationship between the components of school climate and leadership behaviors on student achievement in an urban school district in the mid-atlantic region. School climate and leadership behaviors for the participating school districts was determined by the School Climate Survey (Corner…

Human values and beliefs and concern about climate change: a Bayesian longitudinal analysis.

PubMed

Prati, Gabriele; Pietrantoni, Luca; Albanesi, Cinzia

2018-01-01

The aim of this study was to investigate the influence of human values on beliefs and concern about climate change using a longitudinal design and Bayesian analysis. A sample of 298 undergraduate/master students filled out the same questionnaire on two occasions at an interval of 2 months. The questionnaire included measures of beliefs and concern about climate change (i.e., perceived consequences, risk perception, and skepticism) and human values (i.e., the Portrait Values Questionnaire). After controlling for gender and the respective baseline score, universalism at Time 1 was associated with higher levels of perceived consequences of climate change and lower levels of climate change skepticism. Self-direction at Time 1 predicted Time 2 climate change risk perception and perceived consequences of climate change. Hedonism at Time 1 was associated with Time 2 climate change risk perception. The other human values at Time 1 were not associated with any of the measures of beliefs and concern about climate change at Time 2. The results of this study suggest that a focus on universalism and self-direction values seems to be a more successful approach to stimulate public engagement with climate change than a focus on other human values.

A Comparison of Players' and Coaches' Perceptions of the Coach-Created Motivational Climate within Youth Soccer Teams.

PubMed

Møllerløkken, Nina Elise; Lorås, Håvard; Pedersen, Arve Vorland

2017-01-01

The coach-created motivational climate within youth sports teams has been shown to be of great importance for the quality of youths' sports experiences as well as their motivation for continuing or discontinuing sport participation. While the player's perspective on motivational climates has been studied extensively, the coach's perspective has received considerably less attention. Thus, little is known about the concordance of perceptions of the motivational climate between coaches and their players, or the lack thereof. The purpose of the present study was to directly compare players' and coaches' perceptions of the motivational climate within their respective teams. To this end, 256 male and female soccer players (15-17 years of age) from 17 different teams and their coaches ( n = 29) responded to the Perceived Motivational Climate in Sports Questionnaire-2 (PMCSQ-2). The study design included responses from both coaches and players to the same questionnaire, and both groups were aware of the other part's participation. Statistical analyses revealed significant differences between players' and coaches' perceptions of the motivational climate. Specifically, players of both sexes perceived the motivational climate to be significantly more performance-oriented and significantly less mastery-oriented compared with the coaches. These findings may advance our understanding of the coach-athlete relationship, and may be of importance for understanding players' motivation for persistence or discontinuation of the sport.

A Comparison of Players’ and Coaches’ Perceptions of the Coach-Created Motivational Climate within Youth Soccer Teams

PubMed Central

Møllerløkken, Nina Elise; Lorås, Håvard; Pedersen, Arve Vorland

2017-01-01

The coach-created motivational climate within youth sports teams has been shown to be of great importance for the quality of youths’ sports experiences as well as their motivation for continuing or discontinuing sport participation. While the player’s perspective on motivational climates has been studied extensively, the coach’s perspective has received considerably less attention. Thus, little is known about the concordance of perceptions of the motivational climate between coaches and their players, or the lack thereof. The purpose of the present study was to directly compare players’ and coaches’ perceptions of the motivational climate within their respective teams. To this end, 256 male and female soccer players (15–17 years of age) from 17 different teams and their coaches (n = 29) responded to the Perceived Motivational Climate in Sports Questionnaire-2 (PMCSQ-2). The study design included responses from both coaches and players to the same questionnaire, and both groups were aware of the other part’s participation. Statistical analyses revealed significant differences between players’ and coaches’ perceptions of the motivational climate. Specifically, players of both sexes perceived the motivational climate to be significantly more performance-oriented and significantly less mastery-oriented compared with the coaches. These findings may advance our understanding of the coach-athlete relationship, and may be of importance for understanding players’ motivation for persistence or discontinuation of the sport. PMID:28203217

Motivational Climate, Staff and Members' Behaviors, and Members' Psychological Well-Being at a National Fitness Franchise

ERIC Educational Resources Information Center

Brown, Theresa C.; Fry, Mary D.

2014-01-01

Purpose: The purpose of this study was to examine the association between members' perceptions of staff's behaviors, motivational climate, their own behaviors, commitment to future exercise, and life satisfaction in a group-fitness setting. The theory-driven hypothesized mediating role of perceptions of the climate was also tested.…

Weighing the Risks of Nuclear Energy and Climate Change: Trust in Different Information Sources, Perceived Risks, and Willingness to Pay for Alternatives to Nuclear Power.

PubMed

Vainio, Annukka; Paloniemi, Riikka; Varho, Vilja

2017-03-01

We examined how individuals perceive nuclear energy in the context of climate change mitigation and how their perceptions are associated with trust in different risk information sources. We analyzed the interrelationships between trust, perceived risk of nuclear power, climate change concern, perception of nuclear energy as an acceptable way to mitigate climate change, and willingness to pay (WTP) for alternatives to nuclear power. A nationwide survey (N = 967) collected in Finland was analyzed with structural equation modeling. The associations between trust and perceived risk of nuclear power, climate change concern, and perception of nuclear power as a way to mitigate climate change varied by the type of information source. Political party support and other background variables were associated with trust in different information sources. The effect of trust in information sources on WTP was mediated by perceived risks and benefits. The results will increase our understanding of how individuals perceive nuclear energy as a way to cut CO 2 emissions and the role of trust in different information sources in shaping nuclear risk perceptions and energy choices. © 2016 Society for Risk Analysis.

Individual and Contextual Factors Associated with Immigrant Youth Feeling Unsafe in School: A Social-Ecological Analysis.

PubMed

Hong, Jun Sung; Merrin, Gabriel J; Crosby, Shantel; Jozefowicz, Debra M Hernandez; Lee, Jeoung Min; Allen-Meares, Paula

2016-10-01

Despite the increasing proportion of immigrant youth in U.S. school districts, no studies have investigated their perceptions of their school. This study examines factors associated with perceptions of school safety among immigrant youth within individual, family, peer, and school contexts. Data were drawn from Wave II of the Children of Immigrants Longitudinal Study (n = 4288) and hierarchical logistic regression analyses were conducted. African-Americans, females, and youth with limited English proficiency were more likely to perceive their school as unsafe. Youth who reported that family cohesion was important and those who had close friends perceived their school as safe. Also, those who experienced illegal activities in school reported feeling unsafe. Assessment and intervention in schools needs to consider individual and contextual factors associated with perceptions of school safety. Additional research is needed to examine individual and contextual factors related to immigrant youths' perceptions of school.

The influence of authentic leadership on safety climate in nursing.

PubMed

Dirik, Hasan Fehmi; Seren Intepeler, Seyda

2017-07-01

This study analysed nurses' perceptions of authentic leadership and safety climate and examined the contribution of authentic leadership to the safety climate. It has been suggested and emphasised that authentic leadership should be used as a guidance to ensure quality care and the safety of patients and health-care personnel. This predictive study was conducted with 350 nurses in three Turkish hospitals. The data were collected using the Authentic Leadership Questionnaire and the Safety Climate Survey and analysed using hierarchical regression analysis. The mean authentic leadership perception and the safety climate scores of the nurses were 2.92 and 3.50, respectively. The percentage of problematic responses was found to be less than 10% for only four safety climate items. Hierarchical regression analysis revealed that authentic leadership significantly predicted the safety climate. Procedural and political improvements are required in terms of the safety climate in institutions, where the study was conducted, and authentic leadership increases positive perceptions of safety climate. Exhibiting the characteristics of authentic leadership, or improving them and reflecting them on to personnel can enhance the safety climate. Planning information sharing meetings to raise the personnel's awareness of safety climate and systemic improvements can contribute to creating safe care climates. © 2017 John Wiley & Sons Ltd.

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…

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…

The Association of School Climate, Depression Literacy, and Mental Health Stigma among High School Students

ERIC Educational Resources Information Center

Townsend, Lisa; Musci, Rashelle; Stuart, Elizabeth; Ruble, Anne; Beaudry, Mary B.; Schweizer, Barbara; Owen, Megan; Goode, Carly; Johnson, Sarah L.; Bradshaw, Catherine; Wilcox, Holly; Swartz, Karen

2017-01-01

Background: Although school climate is linked with youth educational, socioemotional, behavioral, and health outcomes, there has been limited research on the association between school climate and mental health education efforts. We explored whether school climate was associated with students' depression literacy and mental health stigma beliefs.…

Quick Guide on Making School Climate Improvements. School Climate Improvement Resource Package

ERIC Educational Resources Information Center

National Center on Safe Supportive Learning Environments, 2016

2016-01-01

Students learn best when they are in environments in which they feel safe, supported, challenged, and accepted. In addition, environments that have strong school climates foster the social, emotional, and academic well-being of all students. Research shows that when schools and districts effectively focus on improving school climate, students are…

School Climate Resource Document; Resources, Strategies, and Programs for Low-Achieving Students.

ERIC Educational Resources Information Center

Smey-Richman, Barbara; Barkley, William W.

After reviewing definitions of school climate with emphasis on the four dimensions of school climate described by Tagiuri (1968), this document examines factors within Tagiuri's school culture and social system dimensions as manifested in the climate of average elementary and secondary schools and as they affect low achievers. Variables examined…

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…

Increasing the Chances of Implementing NGSS by Bolstering High School Teacher Knowledge and Views about Climate Change, a NICE NASA Example

NASA Astrophysics Data System (ADS)

Bleicher, R. E.

2013-12-01

Purpose of Presentation This paper will highlight how the results of this initial study foreshadow possibilities of NGSS (NGSS, 2013) playing out in high school classrooms in the near future. Research findings from a three-year NASA-funded project, Promoting Educational Leadership in Climate Science (PEL) will be presented. Objectives and Research Questions PEL aims to increase climate science literacy in high school teachers and students through scientific argumentation using authentic NASA data. This initial study focuses on the following questions: 1. Are teachers increasing their climate science knowledge? 2. Are there changes in teachers' views about climate change? 3. What resources and are provided to assist teachers to develop their students' scientific argumentation skills? Theoretical Framework Because of the changing nature of climate science knowledge and its relevance to societal issues, teachers must be able to understand the basic concepts and remain up-to-date on scientific issues. The need for a more thorough understanding of the concepts of climate change are highlighted by recent studies on the public perceptions and attitudes on the subject (Leiserowitz et al., 2013). Teachers need to understand the difference between skepticism as a characteristic of the nature of science and denial of climate change (Sommervillle & Hasol, 2011). Teachers need to understand the natural and human-induced factors affecting climate, and the potential consequences, and ways to mitigate and adapt to climate change. Generally, when teachers learn about a subject, they demonstrate more self-efficacy to teach about it (Bleicher & Lindgren, 2005). Analytic Strategy Data were analyzed using paired-samples t-tests, independent t -tests, and ANOVA. Latent class analysis was employed to analyze the Six America's Survey data. Correlational studies were conducted to examine possible relationships among variables. Findings in Brief Teachers' content knowledge increased significantly and teachers were more concerned about climate change after participation in PEL. Teachers with higher self-efficacy demonstrated higher climate change science knowledge. Teachers indicated that they felt more confident and were motivated to implement classroom lessons with their students that employed resources rich in NASA climate data and focused on scientific argumentation. References Bleicher, R.E., & Lindgren, J. (2005). Success in learning science and preservice science teaching self-efficacy. Journal of Science Teacher Education. 16, 205-225. Leiserowitz, A., Maibach, E., Roser-Renouf, C., Feinberg, G., & Howe, P.(2013) Climate change in the American mind: Americans' global warming beliefs and attitudes in April, 2013 Yale University and George Mason University. New Haven, CT: Yale Project on Climate Change Communication. Retrieved 7/26/13 from: http://climatechangecommunication.org/sites/default/files/reports/Climate-Beliefs-April-2013.pdf Next Generation Science Standards (NGSS). (2013). Available at http://www.nextgenscience.org/print/121. Somerville, R. C. J. & Hassol, S. J. (2011). Communicating the science of climate change. Physics Today, 64(10), 48-53.

Investigation of the Relation between Trust in the Manager and Organizational Justice

ERIC Educational Resources Information Center

Bayraktar, Hatice Vatansever; Girgin, Sinan

2017-01-01

The aim of this study is to show the perception of trust in the manager of teachers working at public primary schools, secondary schools and high schools, and their perception of organizational justice, and reveal whether there is a correlation between the perception of trust in the manager and the perception of organizational justice. The study…

The Influence of No Child Left Behind Status on Teacher Perceptions of School Organizational Cohesiveness

ERIC Educational Resources Information Center

Tydeman, Christina Klassen

2009-01-01

The purpose of the study was to examine teacher perceptions of school process data over time to determine whether No Child Left Behind (NCLB) sanctions and interventions might produce any observable change in teachers' perceptions of the selected school processes. This study examined the relationship between the school's NCLB sanction status and…

Teachers' Perception of Their Principal's Leadership Style and the Effects on Student Achievement in Improving and Non-Improving Schools

ERIC Educational Resources Information Center

Hardman, Brenda Kay

2011-01-01

Teachers' perceptions of their school leaders influence student achievement in their schools. The extent of this influence is examined in this study. This quantitative study examined teachers' perceptions of the leadership style of their principals as transformational, transactional or passive-avoidant in improving and non-improving schools in…

Relation between Justice Perception and Perception of Trust in School of Secondary School Vice-Directors

ERIC Educational Resources Information Center

Polat, Soner; Celep, Cevat

2008-01-01

The aim of this study is to determine the perception levels of secondary school vice directors towards organizational justice and organizational trust and establish their inter-relations. This research of descriptional nature covers vice directors working in educational institutions in the school year of 2006-2007; work area of the study covers…

Examine Middle School Students' Constructivist Environment Perceptions in Turkey: School Location and Class Size

ERIC Educational Resources Information Center

Yigit, Nevzat; Alpaslan, Muhammet Mustafa; Cinemre, Yasin; Balcin, Bilal

2017-01-01

This study aims to examine the middle school students' perceptions of the classroom learning environment in the science course in Turkey in terms of school location and class size. In the study the Assessing of Constructivist Learning Environment (ACLE) questionnaire was utilized to map students' perceptions of the classroom learning environment.…

Role Perceptions and Job Stress among Special Education School Principals: Do They Differ from Principals of Regular Schools?

ERIC Educational Resources Information Center

Gaziel, Haim Henry; Cohen-Azaria, Yael; Ermenc, Klara Skubic

2012-01-01

The objective of the present study was to compare principals' perceptions of their leadership roles in regular (Dovno, 1999) versus special education (Zaretzky, Faircloth & Moreau, 2005) schools, and how these perceptions affect feelings of job stress (Friedman, 2001; Margalit, 1999). We predicted that regular school principals would differ in…

Forest Owners' Response to Climate Change: University Education Trumps Value Profile.

PubMed

Blennow, Kristina; Persson, Johannes; Persson, Erik; Hanewinkel, Marc

2016-01-01

Do forest owners' levels of education or value profiles explain their responses to climate change? The cultural cognition thesis (CCT) has cast serious doubt on the familiar and often criticized "knowledge deficit" model, which says that laypeople are less concerned about climate change because they lack scientific knowledge. Advocates of CCT maintain that citizens with the highest degrees of scientific literacy and numeracy are not the most concerned about climate change. Rather, this is the group in which cultural polarization is greatest, and thus individuals with more limited scientific literacy and numeracy are more concerned about climate change under certain circumstances than those with higher scientific literacy and numeracy. The CCT predicts that cultural and other values will trump the positive effects of education on some forest owners' attitudes to climate change. Here, using survey data collected in 2010 from 766 private forest owners in Sweden and Germany, we provide the first evidence that perceptions of climate change risk are uncorrelated with, or sometimes positively correlated with, education level and can be explained without reference to cultural or other values. We conclude that the recent claim that advanced scientific literacy and numeracy polarizes perceptions of climate change risk is unsupported by the forest owner data. In neither of the two countries was university education found to reduce the perception of risk from climate change. Indeed in most cases university education increased the perception of risk. Even more importantly, the effect of university education was not dependent on the individuals' value profile.

Suffering in silence: Investigating the role of fear in the relationship between abusive supervision and defensive silence.

PubMed

Kiewitz, Christian; Restubog, Simon Lloyd D; Shoss, Mindy K; Garcia, Patrick Raymund James M; Tang, Robert L

2016-05-01

Drawing from an approach-avoidance perspective, we examine the relationships between subordinates' perceptions of abusive supervision, fear, defensive silence, and ultimately abusive supervision at a later time point. We also account for the effects of subordinates' assertiveness and individual perceptions of a climate of fear on these predicted mediated relationships. We test this moderated mediation model with data from three studies involving different sources collected across various measurement periods. Results corroborated our predictions by showing (a) a significant association between abusive supervision and subordinates' fear, (b) second-stage moderation effects of subordinates' assertiveness and their individual perceptions of a climate of fear in the abusive supervision-fear-defensive silence relationship (with lower assertiveness and higher levels of climate-of-fear perceptions exacerbating the detrimental effects of fear resulting from abusive supervision), and (c) first-stage moderation effects of subordinates' assertiveness and climate-of-fear perceptions in a model linking fear to defensive silence and abusive supervision at a later time. Theoretical and practical implications are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

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…

Children who commute to school unaccompanied have greater autonomy and perceptions of safety.

PubMed

Herrador-Colmenero, Manuel; Villa-González, Emilio; Chillón, Palma

2017-12-01

We explored the rates of children who actively commuted to school, both accompanied and unaccompanied, and identified their safety perceptions. This cross-sectional study focused on 745 children, aged 6-12 years, from public schools in the Spanish Granada region. They completed a questionnaire, providing personal data, their school grade, safety perceptions, whether they were accompanied to school and how they travelled to school. We analysed how active commuters were accompanied to school by age group and assessed the associations between safety perceptions and whether or not they were accompanied. Children aged 10-12 years were more likely to travel to school unaccompanied, more likely to travel actively and had better safety perceptions than younger children. We also found differences in how active commuters between 10 and 12 years and children aged 6-7 and 8-9 years (all p < 0.001) were accompanied to school. Children aged 10-12 years who actively commuted unaccompanied had a better understanding of safety issues than accompanied children (p < 0.010). Older children who actively commuted to school unaccompanied had better safety perceptions than other children in this sample of children aged 6-12. ©2017 Foundation Acta Paediatrica. Published by John Wiley & Sons Ltd.

Adolescents' Involvement in Cyber Bullying and Perceptions of School: The Importance of Perceived Peer Acceptance for Female Adolescents.

PubMed

Betts, Lucy R; Spenser, Karin A; Gardner, Sarah E

2017-01-01

Young people are spending increasing amounts of time using digital technology and, as such, are at great risk of being involved in cyber bullying as a victim, bully, or bully/victim. Despite cyber bullying typically occurring outside the school environment, the impact of being involved in cyber bullying is likely to spill over to school. Fully 285 11- to 15-year-olds (125 male and 160 female, M age  = 12.19 years, SD  = 1.03) completed measures of cyber bullying involvement, self-esteem, trust, perceived peer acceptance, and perceptions of the value of learning and the importance of school. For young women, involvement in cyber bullying as a victim, bully, or bully/victim negatively predicted perceptions of learning and school, and perceived peer acceptance mediated this relationship. The results indicated that involvement in cyber bullying negatively predicted perceived peer acceptance which, in turn, positively predicted perceptions of learning and school. For young men, fulfilling the bully/victim role negatively predicted perceptions of learning and school. Consequently, for young women in particular, involvement in cyber bullying spills over to impact perceptions of learning. The findings of the current study highlight how stressors external to the school environment can adversely impact young women's perceptions of school and also have implications for the development of interventions designed to ameliorate the effects of cyber bullying.

School Climate and Leadership: Levers for School Improvement Efforts

ERIC Educational Resources Information Center

Costa, Lois

2016-01-01

This qualitative study considers which aspects of school climate support or inhibit student achievement as each aspect relates to school leadership and school reform efforts. Due to the increased responsibility and accountability which schools face during these challenging times, school climate and the role of the school principal formed the basis…

Perceived school climate, academic well-being and school-aged children's self-rated health: a mediator analysis.

PubMed

Rathmann, Katharina; Herke, Max; Heilmann, Kristina; Kinnunen, Jaana M; Rimpelä, Arja; Hurrelmann, Klaus; Richter, Matthias

2018-06-11

Schools are crucial settings for young people's development. Rare studies have examined the impact of perceived school-climate and academic well-being on young people's self-rated health in joint analyses. This study focuses on the role of perceived school-climate and academic well-being for young people's self-rated health and examines whether school climate is mediated by indicators of academic well-being. Data were obtained from the German National Educational Panel Study, including seventh grade students (n = 6838) aged 11-12, nested in 710 classes within 277 schools. Indicators of school climate (teacher control, demands, autonomy, interaction, goal setting and orientation, teaching quality) and academic well-being (satisfaction with school, helplessness in major school subjects) were reported from students. Multilevel modelling was used to analyze the relative importance of perceived school-climate and academic well-being on school-aged children's self-rated health. Results showed that academic well-being is strongly related to self-rated health. The better students perceive their academic well-being, the lower the likelihood of poor self-rated health. In contrast, indicators of perceived school climate are only indirectly related to self-rated health, mediated by academic well-being or are not at all associated with self-rated health. This study suggests that school climate is important for academic well-being but not as important for students' self-rated health as academic well-being. Health promotion initiatives in schools have to ensure that school climate serves to enhance students' academic well-being to avoid health problems in the long-run.

Perceptions of the motivational climate, need satisfaction, and indices of well- and ill-being among hip hop dancers.

PubMed

Quested, Eleanor; Duda, Joan L

2009-01-01

Grounded in the self-determination theoretical framework (SDT) formulated by Deci and Ryan, and specifically the basic needs mini-theory (BNT), this study examined the relationship between perceptions of the motivational climate manifested in hip hop environments, satisfaction of the three basic needs, and indicators of well- and ill-being among hip hop dancers. Fifty-nine hip hop dancers (mean age: 20.29 years) completed a questionnaire assessing the variables of interest in the study. Perceptions of a task-involving climate were positively associated with satisfaction of the needs for autonomy, competence, and relatedness. Perceptions of an ego-involving climate negatively predicted relatedness. Satisfaction of the need for competence was positively associated with positive affect, and negatively linked to negative affect. Competence need satisfaction significantly mediated the relationship between a perceived task-involving climate and positive and negative affective states. In sum, the findings provided partial support for the facets of SDT and BNT. The results also indicated that promoting the task-involving features of dance learning environments may be beneficial to dancers' well-being.

Safety perception referents of permanent and temporary employees: safety climate boundaries in the industrial workplace.

PubMed

Luria, Gil; Yagil, Dana

2010-09-01

To explore the significant referents of safety perceptions among permanent and temporary employees in order to identify the boundaries of safety climate in a heterogeneous workforce. Collection of data from semi-structured interviews with employees in manufacturing organizations, using a combination of qualitative and quantitative methods to identify basic safety perceptions. Independent raters used content analysis to examine the data. Analysis of the data revealed differences between safety themes at organization, group and individual levels. Themes relating to the individual were more prevalent among temporary employees, while those relating to the group and the organization prevailed among permanent employees. Permanent employees view organizational and group levels as significant referents of safety perceptions, while temporary employees focus on the individual level. The results challenge the current view of safety climate as a uniform concept for all employees and prescribe boundary conditions for safety climate. It is suggested that organizations should implement "tailor-made" safety-climate practices according to the referents of employee sub-groups. 2009 Elsevier Ltd. All rights reserved.

Examining Gender Inequality In A High School Engineering Course.

PubMed

Riegle-Crumb, Catherine; Moore, Chelsea

2013-01-01

This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom.

Examining Gender Inequality In A High School Engineering Course

PubMed Central

Moore, Chelsea

2014-01-01

This paper examines gender inequality within the context of an upper-level high school engineering course recently offered in Texas. Data was collected from six high schools that serve students from a variety of backgrounds. Among the almost two hundred students who enrolled in this challenge-based engineering course, females constituted a clear minority, comprising only a total of 14% of students. Quantitative analyses of surveys administered at the beginning of the school year (Fall 2011) revealed statistically significant gender gaps in personal attitudes towards engineering and perceptions of engineering climate. Specifically, we found that compared to males, females reported lower interest in and intrinsic value for engineering, and expressed less confidence in their engineering skills. Additionally, female students felt that the classroom was less inclusive and viewed engineering occupations as less progressive. Gender disparities on all of these measures did not significantly decrease by the end of the school year (Spring 2012). Findings suggest that efforts to increase the representation of women in the engineering pipeline via increasing exposure in secondary education must contend not only with obstacles to recruiting high school girls into engineering courses, but must also work to remedy gender differences in engineering attitudes within the classroom. PMID:25568814

Thermal perception thresholds among workers in a cold climate.

PubMed

Burström, Lage; Björ, Bodil; Nilsson, Tohr; Pettersson, Hans; Rödin, Ingemar; Wahlström, Jens

2017-10-01

To investigate whether exposure to cold could influence the thermal perception thresholds in a working population. This cross-sectional study was comprised of 251 males and females and was carried out at two mines in the northern part of Norway and Sweden. The testing included a baseline questionnaire, a clinical examination and measurements of thermal perception thresholds, on both hands, the index (Digit 2) and little (Digit 5) fingers, for heat and cold. The thermal perception thresholds were affected by age, gender and test site. The thresholds were impaired by experiences of frostbite in the fingers and the use of medication that potentially could affect neurosensory functions. No differences were found between the calculated normative values for these workers and those in other comparative investigations conducted in warmer climates. The study provided no support for the hypothesis that living and working in cold climate will lead to impaired thermal perception thresholds. Exposure to cold that had caused localized damage in the form of frostbite was shown to lead to impaired thermal perception.

Getting even or moving on? Power, procedural justice, and types of offense as predictors of revenge, forgiveness, reconciliation, and avoidance in organizations.

PubMed

Aquino, Karl; Tripp, Thomas M; Bies, Robert J

2006-05-01

A field study and an experimental study examined relationships among organizational variables and various responses of victims to perceived wrongdoing. Both studies showed that procedural justice climate moderates the effect of organizational variables on the victim's revenge, forgiveness, reconciliation, or avoidance behaviors. In Study 1, a field study, absolute hierarchical status enhanced forgiveness and reconciliation, but only when perceptions of procedural justice climate were high; relative hierarchical status increased revenge, but only when perceptions of procedural justice climate were low. In Study 2, a laboratory experiment, victims were less likely to endorse vengeance or avoidance depending on the type of wrongdoing, but only when perceptions of procedural justice climate were high.

The Development of a New Comprehensive Measure of School Climate and Associations with School Leadership

ERIC Educational Resources Information Center

Maier, Christopher J.

2017-01-01

A positive school climate has been related to increase in student achievement, teacher satisfaction, and teacher retention. One of the most influential aspects of developing a positive school climate hinges on principal leadership style. The Development of a New Comprehensive Measure of School Climate assesses six key areas related to school…

The Impact of Leadership Involvement in Enhancing High School Climate and Reducing Bullying: An Exploratory Study

ERIC Educational Resources Information Center

Bosworth, Kris; Garcia, Rafael; Judkins, Maryann; Saliba, Mark

2018-01-01

Bullying in secondary schools is a serious concern for educators and parents. The relationship between bullying and school climate has been identified and strategies to improve school climate are available. The importance of leadership in shaping school climate has been well documented. This exploratory study explores the role of leadership in…

School Climate Improvement Action Guide for Community Partners. School Climate Improvement Resource Package

ERIC Educational Resources Information Center

National Center on Safe Supportive Learning Environments, 2017

2017-01-01

Improving school climate takes time and commitment from a variety of people in a variety of roles. This document outlines how community partners can support school climate improvements. Organizations and individuals can partner with schools in many different ways--from delivering or coordinating direct services to students and families inside or…

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…

Bullying victimization and student engagement in elementary, middle, and high schools: Moderating role of school climate.

PubMed

Yang, Chunyan; Sharkey, Jill D; Reed, Lauren A; Chen, Chun; Dowdy, Erin

2018-03-01

Bullying is the most common form of school violence and is associated with a range of negative outcomes, including traumatic responses. This study used hierarchical linear modeling to examine the multilevel moderating effects of school climate and school level (i.e., elementary, middle, and high schools) on the association between bullying victimization and student engagement. Participants included 25,896 students in 4th to 12th grades from 114 schools. Results indicated that, after controlling for student and school demographic factors, positive school climate was associated with higher behavioral/cognitive and emotional engagement of students across all grades. This highlights the critical and fundamental role of positive school climate in bullying prevention and intervention, among students across all grade levels, including those with frequent bullying victimization experience. Results also showed that negative associations between student-level bullying victimization and engagement were intensified in more positive school climates. This finding suggests that, in comparison with students in schools with less positive school climates, the engagement of bullying victims in schools with a more positive school climate might be more negatively influenced by their victimization experience. Additionally, the relation between student-level bullying victimization and emotional engagement was significantly different across middle and high schools. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Relationship between organizational justice and organizational safety climate: do fairness perceptions influence employee safety behaviour?

PubMed

Gyekye, Seth Ayim; Haybatollahi, Mohammad

2014-01-01

This study investigated the relationships between organizational justice, organizational safety climate, job satisfaction, safety compliance and accident frequency. Ghanaian industrial workers participated in the study (N = 320). Safety climate and justice perceptions were assessed with Hayes, Parender, Smecko, et al.'s (1998) and Blader and Tyler's (2003) scales respectively. A median split was performed to dichotomize participants into 2 categories: workers with positive and workers with negative justice perceptions. Confirmatory factors analysis confirmed the 5-factor structure of the safety scale. Regression analyses and t tests indicated that workers with positive fairness perceptions had constructive perspectives regarding workplace safety, expressed greater job satisfaction, were more compliant with safety policies and registered lower accident rates. These findings provide evidence that the perceived level of fairness in an organization is closely associated with workplace safety perception and other organizational factors which are important for safety. The implications for safety research are discussed.

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.

School environments and obesity: The mediating role of personal stress.

PubMed

Milam, Adam J; Jones, Chandria D; Debnam, Katrina J; Bradshaw, Catherine P

2017-01-01

Youth spend a large amount of time in the school environment. Given the multiple influences of teachers, peers, and food and physical activity options, youth are likely to experience stressors that can influence their weight. This study examines the association between school climate and weight status. Students ( n = 28,582; 58 schools) completed an online, anonymous school climate survey as part of the Maryland Safe and Supportive Schools Project. Multilevel structural equation modeling was used to explore the association between school climate, personal stress, and obesity. Analyses were stratified by gender. At the individual level, poor school climate (bullying, physical safety, and lack of whole-school connectedness) was associated with an increased likelihood of being overweight among females ( β =.115, p = .019) but not males ( β = .138; p =.244), after controlling for age, race, and physical activity. There was no association between school climate at the school level and being overweight among males or females. A second model included stress as a potential mediator; stress attenuated the relationship between poor school-related climate and being overweight ( β = .039; p = .048) among females. Findings suggest that stress related to school climate can play a role in the health and weight status of youth.

Transport company safety climate-The impact on truck driver behavior and crash involvement.

PubMed

Sullman, Mark J M; Stephens, Amanda N; Pajo, Karl

2017-04-03

The present study investigated the relationships between safety climate and driving behavior and crash involvement. A total of 339 company-employed truck drivers completed a questionnaire that measured their perceptions of safety climate, crash record, speed choice, and aberrant driving behaviors (errors, lapses, and violations). Although there was no direct relationship between the drivers' perceptions of safety climate and crash involvement, safety climate was a significant predictor of engagement in risky driving behaviors, which were in turn predictive of crash involvement. This research shows that safety climate may offer an important starting point for interventions aimed at reducing risky driving behavior and thus fewer vehicle collisions.

The School Climate-Student Achievement Connection: If We Want Achievement Gains, We Need to Begin by Improving the Climate

ERIC Educational Resources Information Center

Shindler, John; Jones, Albert; Williams, A. Dee; Taylor, Clint; Cardenas, Hermenia

2016-01-01

This study examined the relationship between school climate and student achievement ratings in urban school districts in five states (N = 230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the…

Precipitation Indices as a Tool for Climate-Resilient Development in the Peruvian Andes

NASA Astrophysics Data System (ADS)

Chisolm, R. E.; McKinney, D. C.

2016-12-01

The local people living in the mountains of the Ancash Department in Peru have noticed changes in their water supply as climate change has altered precipitation patterns. They are seeking adaptation solutions to help guarantee the reliability of their water supply, but there has been very little analysis of historical data to evaluate and justify these adaptation solutions. In addition, Peru's Ministry of Economy and Finance now requires that climate change be part of the vulnerability assessment for all public investment project proposals, but there are currently no tools or methods of data analysis for including climate change in vulnerability assessments. Compounding the difficulties of considering climate change in the sustainability of development projects is the scarcity of climate data in the region and the difficulty of accessing existing data. To counteract this problem, the Peruvian government recommends using local people's perceptions of change as a proxy for gauged climate data. This work focuses on precipitation data analysis in the mountains of Ancash, Peru. The objectives of this analysis were to determine the accuracy of the local population's perceptions of climate change and to investigate how changes in precipitation patterns might impact public investment projects. The precipitation data analysis was compared to a local study of perceptions of change to determine whether or not these perceptions might be used in lieu of gauged climate data. It appears that people's perceptions of precipitation trends do not accurately reflect the trends observed in the gauged data. The methods of analysis were designed so that the results may be useful for public investment projects with a particular emphasis on agricultural projects. The data were analyzed for trends, seasonal patterns and variability. Dry spells were examined, and the results indicate that droughts during the rainy season have become more frequent and of longer duration. This could have significant impact on agricultural projects. It is likely that the current practice of relying exclusively on wet season rainfall to meet crop water requirements may not be sustainable in the future. Further analysis of climate data is needed to generate a regional climatic characterization that can be used for climate-resilient development projects.

Relationships Among Student, Staff, and Administrative Measures of School Climate and Student Health and Academic Outcomes.

PubMed

Gase, Lauren N; Gomez, Louis M; Kuo, Tony; Glenn, Beth A; Inkelas, Moira; Ponce, Ninez A

2017-05-01

School climate is an integral part of a comprehensive approach to improving the well-being of students; however, little is known about the relationships between its different domains and measures. We examined the relationships between student, staff, and administrative measures of school climate to understand the extent to which they were related to each other and student outcomes. The sample included 33,572 secondary school students from 121 schools in Los Angeles County during the 2014-2015 academic year. A multilevel regression model was constructed to examine the association between the domains and measures of school climate and 5 outcomes of student well-being: depressive symptoms or suicidal ideation, tobacco use, alcohol use, marijuana use, and grades. Student, staff, and administrative measures of school climate were weakly correlated. Strong associations were found between student outcomes and student reports of engagement and safety, while school staff reports and administrative measures of school climate showed limited associations with student outcomes. As schools seek to measure and implement interventions aimed at improving school climate, consideration should be given to grounding these efforts in a multidimensional conceptualization of climate that values student perspectives and includes elements of both engagement and safety. © 2017, American School Health Association.

An Investigation of the Perceptions of Teachers and Principals on PLC Implementation in the High Schools of a Large Suburban School District

ERIC Educational Resources Information Center

Askew, Cheryl Cessna

2012-01-01

This research explored the perceptions of high school principals and teachers on the implementation of professional learning communities (PLCs) in their schools. These perceptions were surveyed using the Professional Learning Communities Assessment-Revised (PLCA-R). Data results were examined for areas of agreement and disagreement between the…

Perceptions of School Toilets as a Cause for Irregular Toilet Habits among Schoolchildren Aged 6 to 16 Years

ERIC Educational Resources Information Center

Lundblad, Barbro; Hellstrom, Anna-Lena

2005-01-01

Irregular bladder and bowel habits can contribute to urinary and bowel problems. Schoolchildren undergoing treatment for these problems often do not follow the recommendation of regular toilet visits at school, claiming negative perceptions of school toilets. This study examined 6- to 16-year-old schoolchildren's perceptions of school toilets and…