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Author: American Institutes for Research (AIR)
Publisher:
ISBN:
Category :
Languages : en
Pages : 57
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Book Description
Alaska's School Climate and Connectedness Survey (SCCS) is a statewide survey developed by American Institutes for Research (AIR) in partnership with the Association of Alaska School Boards (AASB) in 2006. Through student and staff responses, it measures positive school climate, how connected students feel to adults and peers, social and emotional learning (SEL), and observed risk behaviors at school or school events. In 2016, there were two student surveys (grades 3-5 and grades 6-12) and one staff survey available to school districts. The 2016 SCCS was administered from mid-February through mid-April 2016 to 14,168 grade 3-5 students, 29,704 grade 6-12 students, and 8,282 staff from 298 schools in 29 Alaskan school districts. Note that statewide student academic data are not available for 2016, so we are unable to relate SCCS results to student academic outcomes this year. In this report, we focus on changes over the last five years (from 2011 to 2016). Social and Emotional Learning (SEL): We are unable to examine changes in SEL over time for younger students because we were unable to weight 2015 scores (based on inconsistent grade ranges). A new SEL scale was introduced in 2016 for students in grades 6-12, so comparisons are not possible with prior years for older students either. Among students in grades 6-12, it is worth noting a small, significant difference in SEL scores that favors boys-the opposite of results from all prior years, when girls scored higher. Student Risk Behaviors: Student reports of peer delinquent behaviors and drug and alcohol use declined significantly from 2011 to 2016, with the drop in delinquent behaviors quite substantial. Staff reported observing a small, significant drop in student delinquent behaviors, and their reports of student drug and alcohol use remained relatively stable. For example, both staff and students saw significantly less bullying at school and school events in 2016 than they had in 2011. Youth Involvement and Community Support: From 2011 to 2016, student reports of their community involvement and community support were remarkably stable--both overall, and within small/rural and large/urban districts.
Author: American Institutes for Research (AIR)
Publisher:
ISBN:
Category :
Languages : en
Pages : 57
Get Book Here
Book Description
Alaska's School Climate and Connectedness Survey (SCCS) is a statewide survey developed by American Institutes for Research (AIR) in partnership with the Association of Alaska School Boards (AASB) in 2006. Through student and staff responses, it measures positive school climate, how connected students feel to adults and peers, social and emotional learning (SEL), and observed risk behaviors at school or school events. In 2016, there were two student surveys (grades 3-5 and grades 6-12) and one staff survey available to school districts. The 2016 SCCS was administered from mid-February through mid-April 2016 to 14,168 grade 3-5 students, 29,704 grade 6-12 students, and 8,282 staff from 298 schools in 29 Alaskan school districts. Note that statewide student academic data are not available for 2016, so we are unable to relate SCCS results to student academic outcomes this year. In this report, we focus on changes over the last five years (from 2011 to 2016). Social and Emotional Learning (SEL): We are unable to examine changes in SEL over time for younger students because we were unable to weight 2015 scores (based on inconsistent grade ranges). A new SEL scale was introduced in 2016 for students in grades 6-12, so comparisons are not possible with prior years for older students either. Among students in grades 6-12, it is worth noting a small, significant difference in SEL scores that favors boys-the opposite of results from all prior years, when girls scored higher. Student Risk Behaviors: Student reports of peer delinquent behaviors and drug and alcohol use declined significantly from 2011 to 2016, with the drop in delinquent behaviors quite substantial. Staff reported observing a small, significant drop in student delinquent behaviors, and their reports of student drug and alcohol use remained relatively stable. For example, both staff and students saw significantly less bullying at school and school events in 2016 than they had in 2011. Youth Involvement and Community Support: From 2011 to 2016, student reports of their community involvement and community support were remarkably stable--both overall, and within small/rural and large/urban districts.
Author: Kelly Murphey Richards
Publisher:
ISBN:
Category :
Languages : en
Pages : 296
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Book Description
The purpose of this study was to determine whether a student advisory program affected school climate from teacher and student perspectives and school connectedness from student perspectives. The researcher gathered data using the following methods: distributing a student perception survey, a student climate survey, and a teacher climate survey; conducting student and teacher focus groups; and interviewing students and teachers. The interviews of teachers and the teacher focus groups indicated that the teachers thought the advisory program did help the school climate, and the teacher climate survey showed positive results. The results of the student survey indicated that the implementation of the advisory program increased school climate. The students stated they thought the advisory program had made a positive impact on connectedness within the school.
Author: Garry Wade McGiboney
Publisher: Cambridge Scholars Publishing
ISBN: 1443896683
Category : Psychology
Languages : en
Pages : 270
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Book Description
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.
Author: Garry W. McGiboney
Publisher: Cambridge Scholars Publishing
ISBN: 1527592561
Category : Education
Languages : en
Pages : 391
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Book Description
As educators, psychologists, child advocates, researchers, and others that support education for all students will find, a positive school climate is the central element for students feeling connected and engaged at school, which are necessary for positive student outcomes. The Psychology of School Climate (2nd Edition) is an essential compendium of school climate research from around the world. With over 600 references, the book is the most comprehensive study of school climate in print. The book is based on a review, description, and application of research that focuses on identifying basic problems and the effects social determinants have on the lives and outcomes of students and school staff members. At the end of each chapter, there are summaries that highlight important points for discussion and additional research. Most importantly, the book offers the gateway to understanding the nexus of students and school climate and the importance of that bond.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Joseph Kosciw
Publisher:
ISBN: 9781934092330
Category :
Languages : en
Pages :
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Author: Leslie Jones
Publisher: Taylor & Francis
ISBN: 1000780732
Category : Education
Languages : en
Pages : 149
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Book Description
This book prepares educational leaders with the knowledge needed to critically evaluate, select, and use technological tools to be effective school leaders. Authors Jones and Kennedy explore the technology tools needed to support the full range of responsibilities of a school leader, including management and administration, personnel and evaluation, security and safety, instructional leadership, organizational culture and climate, external relationships, and action research. Each chapter unpacks advantages and pitfalls of various technological tools and includes case scenarios that contextualize these ideas for readers. Chapter content is also aligned with The Professional Standards for Educational Leaders (PSEL), the National Educational Leadership Preparation Standards (NELP), and the International Society of Technology Standard in Education (ISTE) standards. This timely and important book adds to the toolbox for educators preparing to become effective and cutting-edge school leaders.
Author: Linda Raffaele Mendez
Publisher: Taylor & Francis
ISBN: 1317439457
Category : Psychology
Languages : en
Pages : 312
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Book Description
In recent years, many U.S. schools have implemented tiered models of support to address a range of student needs, both academic and behavioral, while cognitive behavioral therapy (CBT) has simultaneously gained popularity as an effective means of supporting the mental health needs of students. Cognitive Behavioral Therapy in Schools provides school-based practitioners with the necessary skills to determine students' mental health needs; establish a tiered, CBT-based system of supports; select appropriate programs at Tiers 1, 2, and 3; deliver CBT using various formats to students who are at risk or demonstrating problems; progress monitor multiple tiers of service; and work collaboratively with teachers, administrators, and families.
Author: Joseph A. Durlak
Publisher: Guilford Publications
ISBN: 1462527914
Category : Education
Languages : en
Pages : 657
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Book Description
The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
Author: Glsen
Publisher:
ISBN: 9781934092200
Category :
Languages : en
Pages :
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