School Climate Components That Contribute To Adequate Yearly Progress In Elementary Schools
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School Climate Components That Contribute To Adequate Yearly Progress In Elementary Schools
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Author : Angeline Elizabeth Miller
language : en
Publisher:
Release Date : 2010
School Climate Components That Contribute To Adequate Yearly Progress In Elementary Schools written by Angeline Elizabeth Miller and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2010 with Electronic dissertations categories.
Author's abstract: The purpose of this qualitative study was to understand the impact of the school climate components of teacher job satisfaction, morale, and efficacy on student achievement. This qualitative study utilized semi-structured interviews of both principals and teachers, reviewed information pertaining to the school district's Southern Association of Colleges and Schools accreditation, and from the School Matters website pertaining to one school that made Adequate Yearly Progress, and one that did not make Adequate Yearly Progress. The sample of eight teachers was selected using a purposive sampling and the accounts of their personal ideas, feelings, beliefs, and perceptions of their feelings of job satisfaction, morale, and efficacy were presented through direct quotes to provide richness in detailing their real world descriptions. The principals at both elementary schools were also interviewed to determine their feelings about the climate within their respective buildings. Teachers at the both schools indicated that their personal feelings did not influence their professional obligations; however, in the school that did not make Adequate Yearly Progress, the teachers indicated that they wanted to be respected by their principal; therefore, in this study, it appears that feelings of job satisfaction can impact a school's potential to make Adequate Yearly Progress. Findings revealed that teacher morale has the potential to impact a school's ability to make Adequate Yearly Progress because in the school that made Adequate Yearly Progress, there was a sense of trust, confidence, and enthusiasm that existed among its teachers, whereas, in the school that did not make Adequate Yearly Progress, this type of atmosphere was not fully operational. Teacher efficacy did not appear to have an impact on a school's potential to make Adequate Yearly Progress because teachers at both schools were confident about their ability to successfully teach their students. School principals and those aspiring to be building level supervisors, may wish to explore the findings of this research to address components of school climate. This information can enable them to foster an environment that is conducive for student learning. Teachers are a valuable asset to the educational profession which includes helping students and building level administrators achieve success.
School Climate
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Author : H. Jerome Freiberg
language : en
Publisher: Routledge
Release Date : 2005-08-02
School Climate written by H. Jerome Freiberg and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005-08-02 with Education categories.
Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
The Best Schools
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Author : Thomas Armstrong
language : en
Publisher: ASCD
Release Date : 2006-11-15
The Best Schools written by Thomas Armstrong and has been published by ASCD this book supported file pdf, txt, epub, kindle and other format this book has been release on 2006-11-15 with Education categories.
Educators, politicians, parents, and even students are consumed with speaking the language of academic achievement. Yet something is missing in the current focus on accountability, standardized testing, and adequate yearly progress. If schools continue to focus the conversation on rigor and accountability and ignore more human elements of education, many students may miss out on opportunities to discover the richness of individual exploration that schools can foster. In The Best Schools, Armstrong urges educators to leave narrow definitions of learning behind and return to the great thinkers of the past 100 years—Montessori, Piaget, Freud, Steiner, Erikson, Dewey, Elkind, Gardner—and to the language of human development and the whole child. The Best Schools highlights examples of educational programs that are honoring students' differences, using developmentally appropriate practices, and promoting a humane approach to education that includes the following elements: * An emphasis on play for early childhood learning. * Theme- and project-based learning for elementary school students. * Active learning that recognizes the social, emotional, and cognitive needs of adolescents in middle schools. * Mentoring, apprenticeships, and cooperative education for high school students. Educators in "the best schools" recognize the differences in the physical, emotional, cognitive, and spiritual worlds of students of different ages. This book will help educators reflect on how to help each student reach his or her true potential, how to inspire each child and adolescent to discover an inner passion to learn, and how to honor the unique journey of each individual through life.
The Psychology Of School Climate
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Author : Garry Wade McGiboney
language : en
Publisher:
Release Date : 2016
The Psychology Of School Climate written by Garry Wade McGiboney and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2016 with EDUCATION categories.
Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
The School Climate Improvement Process
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Author : National School Climate Center (NSCC)
language : en
Publisher:
Release Date : 2012
The School Climate Improvement Process written by National School Climate Center (NSCC) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Student learning and development are a function of both individual and systemic factors. Individual factors include students' motivation as well as their intellectual and social abilities. Systemic factors include teacher quality, administrative leadership, community engagement, and learning environments. The increasing numbers of children living in poverty and rapidly changing ethnic demographics are critical contextual factors that must be addressed in creating positive school climates for all. The National School Climate Council defines school climate as the quality and character of school life. School climate is a multidimensional concept that reflects the norms, goals, values, interpersonal relationships, teaching and learning practices, safety, and organizational structures of a school community. School climate improvement is an intentional, strategic, collaborative, transparent, and coordinated effort to strengthen school learning environments. Democratically informed decision-making constitutes an essential foundation for the school climate improvement process. Based on members' collective experience partnering with schools, the Council defines an effective school climate improvement process as one that engages all stakeholders in six essential practices. The six essential practices and glossary of terms are presented in this brief.
An Analysis Of The Effects Of School Climate On School Annual Yearly Progress
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Author : Fatima K. Ferguson
language : en
Publisher:
Release Date : 2015
An Analysis Of The Effects Of School Climate On School Annual Yearly Progress written by Fatima K. Ferguson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.
With increasing pressures to improve student performance, schools are in need of ways to positively affect student achievement. The concept of organizational health, which includes academic emphasis, teacher affiliation, resource support, administrative leadership, and institutional integrity, offers educators an opportunity to gauge the climate of their building and in turn positively affect academic outcomes. Using Hoy and Tarter's (1997) concept of organizational health in elementary schools as a conceptual framework, this study undertook a quantitative approach to examine the relationship between school climate factors and student achievement gains and decreases using Independent t-tests. Quantitative analyis revealed a significant relationship between academic emphasis, teacher affiliation, resource influence, administrative leadership and student achievement gains and decreases with p-value
Relationship Between School Climate And Student Achievement In Middle Schools
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Author : Brad Boykin
language : en
Publisher:
Release Date : 2023
Relationship Between School Climate And Student Achievement In Middle Schools written by Brad Boykin and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with categories.
Author's abstract: Administrators are charged with making decisions and implementing strategies to improve a school's climate and student achievement. Because school climate and student achievement are interrelated, it would benefit administrators to understand which areas of school climate have the greatest impact on student achievement. The State of Georgia measures school climate and achievement with its school accountability measure, College and Career Ready Performance Index (CCRPI). This study employed a quantitative research design using archival data from CCRPI over two years to examine the relationship between school climate and student achievement. The researcher used Pearson's r correlation and multiple regression analysis to examine the relationship between the two components and the predictive effect of each school climate domain on student achievement for traditionally structured middle schools in the State of Georgia. Findings revealed that all four components of school climate, Survey Score, Discipline Score, Safe and Substance-Free Learning Environment Score, and Attendance Score were all related to student achievement. In addition, the Survey Score and Discipline score had the strongest relationship and was the most significant predictor of student achievement. Findings align with those identified in the literature and provide administrators with essential information to strategically make decisions involving processes and procedures that impact these areas. Future research is needed to determine whether the relationship between school climate and student achievement is similar for elementary, middle, or high schools. In addition, separating the data into rural, suburban, and urban schools and running similar tests may also help administrators specifically in those areas.
Esea Reauthorization
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Author : United States. Congress. House. Committee on Education and Labor
language : en
Publisher:
Release Date : 2007
Esea Reauthorization written by United States. Congress. House. Committee on Education and Labor and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2007 with Education categories.
Overcoming Program Improvement Status
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Author : Anita Marie Benitas
language : en
Publisher:
Release Date : 2012
Overcoming Program Improvement Status written by Anita Marie Benitas and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
During the last several years, this researcher has often ponder why it is that some of California's public schools receiving Title I federal funds are able to successfully exit and move beyond their Program Improvement (PI) status. Conversely, other public schools in California receiving Title I federal funds maintain their program improvement status for several years; and they exhibit little hope of ever exiting program improvement status and entering the "Land of Promise" a land without interventions, sanctions, and consequences. California has been confronted with a significant increase in the number of public schools receiving Title 1 federal funding, as well as, a significant increase in the number of public schools in program improvement. As the timeline approaches to meet the goals set under the federal No Child Left Behind (NCLB) Act of 2001, California is faced with an eminent urgency for new legislation and policies to be created and implemented to address the momentous issues of the state's increasing number of public schools in program improvement. The purpose of this study was to pursue further investigation into program improvement; it is hoped that this study will assist in identifying any conditions, factors, processes or elements that may have contributed to a Title I federally funded California public urban elementary school's ability to successfully exit and move beyond their program improvement status. More specifically, this researcher sought to develop a series of suggestions that could prove to beneficial to the 3,169 public schools in California that are currently designated as program improvement schools under the NCLB Act of 2001. Answers to the following research questions were sought: 1) What instructional and non-instructional practices or programs were used to drive the school improvement process in an urban elementary school that has been able to successfully exit and move beyond its program improvement status? 2) What perceptions about a school's environment and interpersonal relationships exist within an urban elementary school schools culture that promotes positive systemic school change? 3) What role does leadership and the self-perceived value of school personnel have in an urban elementary school's that has been able to successfully exit and move beyond its program improvement status? The Center on Education Policy (2011), an independent nonprofit organization, has been monitoring national AYP data going back to 2005. On April 28, 2011, they released a report entitled How Many Schools Have Not Made Adequate Yearly Progress? The report findings sustain the findings of various other studies: An estimated 38 percent of the nation's public schools did not make AYP in 2010. This marks an increase from 33 percent in 2009 and it is the highest percentage since NCLB took effect. Since the early years of NCLB implementation, various analysts have predicted that the number of schools not making AYP would increase rapidly in future years and would eventually include a majority of the nation's schools (Olson, 2002; Olson 2005; Wiley, Mathis & Garcia, 2005; University of California Riverside, 2008). According to State Schools Chief Tom Torlakson, "4,600 or 80 percent of the state's schools that receive federal Title I funds will be in improvement status for the 2011-2012 school year" (Lambert, 2011, p. 2). This mixed-methods research study was directed towards a California public urban elementary school with a large at-risk population of English Language Learners located just fifteen minutes from downtown Los Angeles. This study was guided by two strength-based theoretical models "Appreciative Inquiry" (inquiry framework ) and "Positive Deviance" (behavioral framework). Strength-Based or Asset-Based theoretical models focus on successes, "what is working" rather than failures "what is wrong or broken" (Hammond 1996; Stavros & Hinrichs, 2009). Strength-based or asset-based pedagogical models are framed around personal, social, or community assets and focus on unique talents, strengths, qualities and positive experiences. Millions of dollars have been spent to study what our schools are lacking, what our schools are doing wrong, and what teachers are not doing right, yet the number of schools entering program improvement continues to increase every year. The time has come to stop focusing on what our schools are not doing right and to start focusing on what they are doing right. This study suggest that in order to effectively meet the needs of the ever changing and evolving world, educators, educational leaders, policymakers, and legislators must begin to move beyond, simply treating the symptoms of program improvement; they must begin to investigate and understand the factors that create and influence successful systemic school improvement. Furthermore, the findings of this study indicate that the true answers to the program improvement dilemma can be sought; if future researchers can move beyond problem solving, and break free from the bondage of the traditional deficit model of school improvement. By continuing to examine the schools that have been able to succeed in beating the odds by successfully exiting and moving beyond their program improvement status, future researchers could prove to be the catalysts in a strength-based movement; thereby, creating a paradigm shift in the future of educational research.
Interior Environment And Related Agencies Appropriations For 2016 Part 3a 2015 114 1
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Author :
language : en
Publisher:
Release Date : 2015
Interior Environment And Related Agencies Appropriations For 2016 Part 3a 2015 114 1 written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015 with categories.