The Relationship Between Academic Growth Percentiles And Student Perceptions Of School Climate Among Sixth Grade Students
DOWNLOAD
Download The Relationship Between Academic Growth Percentiles And Student Perceptions Of School Climate Among Sixth Grade Students PDF/ePub or read online books in Mobi eBooks. Click Download or Read Online button to get The Relationship Between Academic Growth Percentiles And Student Perceptions Of School Climate Among Sixth Grade Students book now. This website allows unlimited access to, at the time of writing, more than 1.5 million titles, including hundreds of thousands of titles in various foreign languages. If the content not found or just blank you must refresh this page
The Relationship Between Academic Growth Percentiles And Student Perceptions Of School Climate Among Sixth Grade Students
DOWNLOAD
Author : Charles Heath Burch
language : en
Publisher:
Release Date : 2020
The Relationship Between Academic Growth Percentiles And Student Perceptions Of School Climate Among Sixth Grade Students written by Charles Heath Burch and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with Middle school students categories.
This quantitative, correlational design seeks to determine if students’ academic growth during the sixth-grade transition can be predicted by school climate and school climate dimensions. The results of the study will allow leaders to provide targeted support in the areas of school climate that have the greatest impact. The study consists of 150 middle schools in the state of Georgia. The Georgia Student Health Survey was used to determine sixth-grade student perceptions of the school's climate. The Georgia Department of Education determined student academic growth through the Georgia Student Growth Model in the area of language arts at each middle school. Results indicated that there was a statistically significant predictive relationship between student perceptions of school climate and students’ academic growth during the sixth-grade transition year. Moreover, there is a statistically significant predictive relationship between the combination of the six dimensions of school climate and students’ academic growth. However, the study found no individual dimension of school climate significantly predict students’ academic growth during sixth-grade.
How Are Middle School Climate And Academic Performance Related Across Schools And Over Time
DOWNLOAD
Author : Adam Voight
language : en
Publisher:
Release Date : 2017
How Are Middle School Climate And Academic Performance Related Across Schools And Over Time written by Adam Voight and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017 with categories.
A growing number of educators concur that, in order to improve student academic performance, schools need to focus not only on students' academic needs but also on their social, emotional, and material needs (Piscatelli & Lee, 2011). As a result, school climate--the social, emotional, and physical characteristics of a school community (Cohen, McCabe, Michelli, & Pickeral, 2009)--is gaining more attention as a lever to improve student academic performance. Most studies on the relationship between school climate and academic performance assert that a more positive school climate promotes higher academic performance. But evidence of a relationship between the two is weak. These studies generally are based on data collected at a single point in time and compare academic performance across schools with different school climates. They show that academic performance is higher in schools with a more positive school climate at single points in time. However, little evidence exists that changes in school climate over time are associated with changes in academic performance. This study used grade 7 student data from the California Healthy Kids Survey and administrative data for approximately 1,000 middle schools in California for 2004/05-2010/11 to measure students' perceptions about six domains of school climate. Schools with a positive school climate were those in which students reported high levels of safety/connectedness, caring relationships with adults, and meaningful student participation and low rates of substance use at school, bullying/discrimination, and student delinquency. School-level academic performance was measured using grade 7 California Standards Test scores in English language arts and math. The study team examined the relationship between school climate and academic performance across schools to determine whether in a given year California middle schools with a more positive school climate had higher academic performance. The study team also sought to determine how academic performance for a given school improved as school climate improved by examining how changes in school climate over two-year intervals were related to changes in average academic performance. Key findings include: (1) Schools with a more positive student-reported school climate had higher academic performance in English language arts and math; (2) Changes in a school's student-reported school climate over time were associated with changes in academic performance at that school; and (3) The changes in academic performance within a school that were associated with changes in student-reported school climate over time were substantially smaller than the differences in academic performance across schools with different school climate values in a given year. For example, in a given year schools at the 50th percentile on school climate were at the 48th percentile on math performance, on average, while schools at the 60th percentile on school climate were at the 51st percentile on math performance. This finding suggests that an improvement of 10 percentile points in school climate would be associated with an average 3 percentile point increase in academic performance. However, when followed over time, schools with a 10 percentile point increase in student perceptions of school climate averaged a less than 1 percentile point increase in academic performance. The following are appended: (1) School climate domains measured on the California Healthy Kids Survey, grade 7 students; (2) Data and methodology; and (3) Cross-sectional and longitudinal associations between school climate and academic performance in percentile point and standard deviation metrics.
An Examination Of The Relationship Between School Climate Self Determined Academic Motivation And Academic Outcomes Among Middle And High School Students
DOWNLOAD
Author : Daniel T. Volk
language : en
Publisher:
Release Date : 2020
An Examination Of The Relationship Between School Climate Self Determined Academic Motivation And Academic Outcomes Among Middle And High School Students written by Daniel T. Volk and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with categories.
The purpose of this study was to explore connections among student perceptions of specific school climate-factors, self-determined academic motivation, and academic outcomes in a sample of middle and high school students (sixth through eleventh grade). Structural equation modeling techniques were used to identify meaningful grade specific associations within a sample of 2,463 students. The school climate factors of perceived teacher support, peer support, and school bullying emerged as the most salient school climate-based predictors of academic motivation factors. Perceived teacher support positively predicted academic competence and relatedness, whereas school bullying negatively predicted relatedness. Student academic competence, in turn, was found to negatively predict amotivation and to positively predict of GPA, after controlling for previous standardized test scores. Results were found to be consistent across grades. The implications of these findings in regards to school stakeholder practices and future research directions within the school climate and academic motivation literature bases are discussed.
The Correlation Between Student Perceptions Of School Climate And Positive Student Outcomes
DOWNLOAD
Author : Dan Vandiver
language : en
Publisher:
Release Date : 2005
The Correlation Between Student Perceptions Of School Climate And Positive Student Outcomes written by Dan Vandiver and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2005 with Academic achievement categories.
Student Perceptions Of School Climate
DOWNLOAD
Author : Windy M. Clark
language : en
Publisher:
Release Date : 2012
Student Perceptions Of School Climate written by Windy M. Clark and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Professional leadership categories.
Students spend an average of 10,000 hours in classrooms by the time they reach middle school; they represent a valuable source of school climate data. Students' perceptions of the school and classroom climate give an insider's reflection of the actual climate that an outside observer would not capture. Rather than analyzing school and classroom climate as an aggregated totality, the purpose of this study was to disaggregate the data to examine the effects of gender, grade level, and subject area on climate perceptions at an intermediate school. The study addressed the following questions: (a) Do students' perceptions of school and classroom climate significantly vary with gender? (b) Do students' perceptions of school and classroom climate significantly vary with grade level? (c) Do students' perceptions of school and classroom climate significantly vary with subject area (math, reading, and science)? Climate data from the student survey were disaggregated to evaluate the effects of multiple independent variables on multiple dependent variables using a multivariate analysis of variance (MANOVA), Tests of Between-Subjects Effects, and Tukey's HSD. The data revealed that the three independent variables (gender, grade level, and subject area) have significant effects on the five dependent variables (climate themes: Prevention, Caring, Cooperation, Organization, and Community). The Tests of Between-Subjects Effects indicated statistically significant effects for gender within the Prevention Theme; grade level within the Caring Theme; and subject area within the Prevention, Caring, and Organization Themes. This study embarks on promising research that explores school and classroom climate disaggregated by gender, grade level (fifth-sixth grade), and subject area (math, reading, and science).
A Study Of The Relationship Between Sixth Grade Students Perceptions Of The Classroom Climate And Progress In Reading
DOWNLOAD
Author : Mary Lynne Kinsler Slonaker
language : en
Publisher:
Release Date : 1979
A Study Of The Relationship Between Sixth Grade Students Perceptions Of The Classroom Climate And Progress In Reading written by Mary Lynne Kinsler Slonaker and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1979 with Reading (Elementary) categories.
Research In Education
DOWNLOAD
Author :
language : en
Publisher:
Release Date : 1974
Research In Education written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1974 with Education categories.
The Relationship Between Student Perceptions Of School Climate Domains And Academic Achievement In Rural Schools
DOWNLOAD
Author : Robbie W. Mason
language : en
Publisher:
Release Date : 2021
The Relationship Between Student Perceptions Of School Climate Domains And Academic Achievement In Rural Schools written by Robbie W. Mason and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2021 with Academic achievement categories.
The purpose of this study was to determine how accurately student achievement in reading could be predicted by student perceptions of certain school climate domains (student support, disciplinary structure, academic expectations, student engagement, and the prevalence of teasing and bullying). Research demonstrated a predictive relationship between school climate domains and student academic achievement. This study applied a quantitative, correlational design to determine the predictive ability of school climate domains on student achievement in reading in rural schools. Rural school outcomes were measured by student responses for each climate domain on the 2018 Virginia School Climate Survey while academic achievement in reading was measured by school pass rates on the 2018 Virginia reading end-of-course standards-of-learning assessment. All 102 rural Virginia high schools were included in this study. Results indicated that while a weak association existed between student perceptions of school climate domains and student achievement in rural schools, a linear combination of student perceptions of school climate domains was not significantly predictive of student achievement in rural schools.
Demographic Related School Climate And Educational Expectations
DOWNLOAD
Author : Celeste Cleo Fernandez
language : en
Publisher:
Release Date : 2020
Demographic Related School Climate And Educational Expectations written by Celeste Cleo Fernandez and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2020 with categories.
Students’ expectations for their own educational attainment are strongly associated with actual educational attainment (Beal & Crockett, 2010), and thus, understanding factors that may be associated with students’ educational expectations can aid in increasing educational attainment among youth. One factor that may impact students’ educational expectations is their school’s climate. Dimensions of school climate such as student-teacher relationships and their impacts on academics have been extensively studied (Thapa et al., 2013); however, given the increasing diversity of the U.S. population (National Center for Education Statistics, 2019), demographic-related aspects of school climate (such as school misfit for under-represented demographic groups and interracial climate) are crucial to consider because these reflect a school’s respect or devaluation of demographically underrepresented students. Feeling devalued in school, in turn, may lead students to feel discouraged from engaging in academic preparation, resulting in lower educational expectations. Therefore, demographic-related school climate may be indirectly related to educational expectations through academic preparation. There were three aims in the proposed study. The first aim was to examine the longitudinal associations between various dimensions of school climate and educational expectations using regression analyses. Second, I assessed whether academic preparation mediated the relationship between school climate and educational expectations by using path analysis in a structural equation modeling (SEM) framework and testing indirect effects. The third aim was to assess whether the central pathways of interest varied by students’ race and SES using multiple group analysis in an SEM framework. Results from the current study indicate that none of the measured dimensions of school climate (i.e., global perceptions of student-school misfit, subjective social status, interracial climate, student-teacher relationships) were significantly associated with students’ educational expectations nor does academic preparation mediate the relationship between school climate and educational expectations. However, results do find main effects for the link between school climate and academic preparation, such that more positive student-teacher relationships, better interracial climate, and higher global perceptions of student misfit are related to higher levels of high school and college planning. In addition, multiple group analysis revealed that student-teacher relationships have a stronger association with college educational planning for Latinx compared to White students. Multiple group analysis by students’ SES generated errors that could not be resolved, and thus these results are not presented. The current study brings awareness to the struggles marginalized students face in school and how the school context can shape students’ academic preparation behaviors
Dissertation Abstracts International
DOWNLOAD
Author :
language : en
Publisher:
Release Date : 1993
Dissertation Abstracts International written by and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 1993 with Dissertations, Academic categories.