SCHOOL CLIMATE AND STUDENTS OUTCOME

Mrs. PRAMILA KUMARI, Dr. Poonam Dhull

Abstract


School climate has been reported to have a direct relationship with students’ academic performance and teachers’ productivity. Then, what are those factors that constitute the healthy climate? Won’t it be better for education stakeholders to harness the good potentials of the healthy climate to ensure better academic achievement and productivity? The fact worthy of note is that school climate constitutes humans and materials. The interactions between and amongst the human and material entities determine the school climate. Well-informed parents consider the school’s climate before enrolling their wards.

 

Academic achievement generally refers to a child’s performance in academic areas (e.g. reading, writing language arts, and math). The definition of academic achievement refers to the level of schooling you have successfully completed and the ability to attain success in your studies.

Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important — procedural knowledge such as skills or declarative knowledge such as facts.

Keywords


School Climate, Student Achievements, Caring Relationship.

Full Text:

PDF

References


Attar-Schwartz, S. (2009). Peer sexual harassment victimization at school: The roles of student characteristics, cultural affilia¬tion, and school factors. American Journal of Orthopsychiatry, 79, 407–420.

Boe, E. E., Cook, L. H., & Sunderland, R. J. (2008). Teacher turn¬over: Examining exit attrition, teaching area transfer, and school migration. Exceptional Children, 75, 7-31.

Bradshaw, C.P, Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12, 133-148.

Brand, S., Felner, R., Shim, M., Seitsinger, A., & Dumas, T. (2003). Middle school improvement and reform: Development of valida¬tion of a school-level assessment of climate, cultural pluralism and school safety. Journal of Educational Psychology, 95, 570-588.

Brown, K. E., & Medway, F. J. (2007). School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study. Teaching and Teacher Education, 23, 529-540.

Olweus, D. (2005). A useful evaluation design, and effects of the Olweus Bullying Prevention Program. Psychology, Crime & Law, 11, 389–402.

Olweus, D., Limber, S. P., Flerx, V. C., Mullin, N., Riese, J., & Snyder, M. (2007). Olweus Bullying Prevention Program: Schoolwide guide. Center City, MN: Hazelden.

Pianta, R., La Paro, K., & Hamre, B. (2008). Classroom Assessment Scoring System (CLASS), Manual: Pre-K. Baltimore, MD: Brookes Publishing Co.

Rigby, K. (2007). Children and Bullying: How parents and educa¬tors can reduce bullying at school. Malden, MA: Wiley-Blackwell.

Ruus, V., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E., & Veisson, A. (2007). Students’ well-being, coping, academic success, and school climate. Social Behavior & Personality: An International Journal, 35, 919-936.

Stewart, E. B. (2008). School structural characteristics, student effort, peer associations, and parental involvement: The influ¬ence of school- and individual-level factors on academic achieve-ment. Education & Urban Society, 40, 179-204.

Sugai, G., & Horner, R. (2006). A promising approach for expand¬ing and sustaining school-wide positive behavior support. School Psychology Review, 35, 245-259.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357-385.

Thapa, A., Cohen, J., Higgins-D’Alessandro, A., & Guffy, S. (2012, August). School climate research summary (Issue Brief No. 3). Bronx, NY: National School Climate Center.

Deal, T. E. and Peterson, K. D. (1999) Shaping School Culture: The Heart of Leadership (San Francisco, CA: Jossey Bass).

Donaldson, G. A., Jr (2001) Cultivating Leadership in Schools: Connecting People, Purpose, and Practice

(New York: Teachers College Press).

DuFour, R. and Eaker, R. (1998) Professional Learning Communities at Work (Bloomington, IN: National Educational Service).

DPS-DCTA Partnership. (2003). Task force on school and district climate. Retrieved from http://dps-dcta.dpsk 12. org/stories/story reader$63

Earthman, G. I. (2004). Prioritization of 31 criteria for school building. MD: American Civil Liberties Union Foundation of Maryland.

Edgerson, E. D., & William, A. K. (2006). Analysis of the influence of principals relationships on student academic performance: A national focus. National Journal for Publishing and Mentioning Doctoral Students, 1(1).

Edmunds, R. R. (1982). Programs of school improvement: An overview. Educational Leadership Journal, 40(3), 4-11.

Freiberg, H. J. (1998). Measuring school climate: Let me count the ways. Leadership, 56(1), 22-26.

Gonder, P.,& Hymes, D. (1994). Improving school climate and culture. Virginia: America Group of School Administration.

Epstein, J. L., & McPartland, J. M. (1976). The concept and measurement of quality of school life. American Educational Research Journal, 13, 15–30.

Haynes, N. M., Emmons, C., & Comer, J. P. (1993). Elementary and middle school climate survey. New Haven, CT. Yale University Child Study Center.

Sinclair, R. L. (1970). Elementary school educational environments: Toward schools that are responsive to students. National Elementary Principal, 49, 53-58.


Refbacks

  • There are currently no refbacks.

Comments on this article

View all comments




Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2019 INTERNATIONAL EDUCATION AND RESEARCH JOURNAL