Exploring the Relationship Between Sheltered Instruction and School Climate in Secondary Public Schools PDF Download
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Author: Virginia Guglielmo
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 104
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Book Description
The purpose of this mixed methods study was to explore the relationship between the depth of implementation of sheltered instruction for ELL and secondary school climate. In addition, the study examined self-reports of grade 6-8 core content teachers in small urban school district in Massachusetts and their perception about the role of district leadership regarding sheltered instruction program and secondary school climate. A mixed method design was used to collect and analyze quantitative data from theOrganizational Climate Index (OCI) and the Sheltered Instruction Observation Protocol (SIOP) self-assessment. This design included qualitative data collection and analysis from semi-structured interviews with content teachersthat focused on their perceptions about the role of leadership with regard to Sheltered Instruction and School Climate. A significant quantitative finding from the data showed that there was a statistically significant relationship between the OCI subset Achievement Press (AP) and the SIOP subsets Lesson Preparation (LP), Comprehensible Input (CI), and Strategies (ST). This suggests that the schools in this study place high expectations on their students while supporting them given their academic needs. The qualitative findings suggest that the teachers in this study perceive the role of a district leader as communicator is necessary in order to support instructional strategies for diverse learners, namely ELL's. Interview response data also indicated that the establishment of relationships was a key factor in the role of the superintendent in supporting school climate. Opportunities exist for ELL academic supportsto be internalized by all members of the school community, especially individual teac hers and educational leaders, and embedded in the professional climate of the school and district. A school climate conducive to student academic and social growth as well as a strong depth of implementation of instructional practices to support diverse learners will encourage districts to embrace this notion of shared accountability.
Author: Virginia Guglielmo
Publisher:
ISBN:
Category : Classroom environment
Languages : en
Pages : 104
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Book Description
The purpose of this mixed methods study was to explore the relationship between the depth of implementation of sheltered instruction for ELL and secondary school climate. In addition, the study examined self-reports of grade 6-8 core content teachers in small urban school district in Massachusetts and their perception about the role of district leadership regarding sheltered instruction program and secondary school climate. A mixed method design was used to collect and analyze quantitative data from theOrganizational Climate Index (OCI) and the Sheltered Instruction Observation Protocol (SIOP) self-assessment. This design included qualitative data collection and analysis from semi-structured interviews with content teachersthat focused on their perceptions about the role of leadership with regard to Sheltered Instruction and School Climate. A significant quantitative finding from the data showed that there was a statistically significant relationship between the OCI subset Achievement Press (AP) and the SIOP subsets Lesson Preparation (LP), Comprehensible Input (CI), and Strategies (ST). This suggests that the schools in this study place high expectations on their students while supporting them given their academic needs. The qualitative findings suggest that the teachers in this study perceive the role of a district leader as communicator is necessary in order to support instructional strategies for diverse learners, namely ELL's. Interview response data also indicated that the establishment of relationships was a key factor in the role of the superintendent in supporting school climate. Opportunities exist for ELL academic supportsto be internalized by all members of the school community, especially individual teac hers and educational leaders, and embedded in the professional climate of the school and district. A school climate conducive to student academic and social growth as well as a strong depth of implementation of instructional practices to support diverse learners will encourage districts to embrace this notion of shared accountability.
Author: Keith E. Babuszczak
Publisher:
ISBN:
Category : School environment
Languages : en
Pages : 98
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Book Description
The purpose of this research study was to evaluate the relationship among factors of school climate and first time out-migration rates from schools in Massachusetts urban public school districts through inter-district school choice or charter school enrollment. By looking at these relationships educational leaders would be able to consider how strategies relating to improving school climate may relate to the factors motivating families to enroll their pupils into schools other than those in their local school district. Seven schools from four Massachusetts urban public school districts comprised this study's sample. Recommendations from this study indicate that school leaders should consider the impact that school climate may have on school choice out-migration. Plans to improve school climate should ensure that all stakeholders and perspectives are supported so that students do not feel left out even when most of those close to the school would report that they experience a positive school climate. School leaders should also consider a variety of reasons why students might migrate out through educational options when looking at educational reforms. Finally educational leaders should include supported, specific and measurable goals relating to factors of school climate in their school improvement plans, especially those areas required by statute.
Author: Peggy Gonder
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
Climate and culture are inherent in the life of every organization, including schools. They are difficult to define and even more difficult to change, yet any reform effort must address them first if it is to succeed. This report helps school leaders understand these crucial factors and measure their influences on the school. It offers various strategies for implementing school-improvement efforts that work. Chapter 1 provides an overview of the terms "climate" and "culture," and chapter 2 offers definitions of the terms. Leadership roles played by the principal, superintendent, and school board are examined in Chapter 3. Chapter 4 describes and offers examples of holistic restructuring strategies, such as shared decision making, stages in the strategic planning process, the Outcomes Based Education (OBE) model, and the Coalition for Essential Schools model. Chapter 5 discusses ways to shape climate through instructional techniques. Various methods for measuring school climate are explored in chapter 6. Chapters 7 through 9 offer strategies for engaging parents and community members, dealing with the personal concerns of those involved with program implementation, and mobilizing channels of communication. A brief bibliography and list of contact resources are included. (LMI)
Author: H. Jerome Freiberg
Publisher: Routledge
ISBN: 1135714517
Category : Education
Languages : en
Pages : 240
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Book Description
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.
Author: Dan Vandiver
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 176
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Book Description
Author: Dione Denise Simon
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 264
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Book Description
Author: Christine Lynn Whitt
Publisher:
ISBN:
Category : Elementary school environment
Languages : en
Pages : 116
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Book Description
This quantitative correlational study examined the strength of the correlations between school climate and teacher retention in rural, low-income elementary schools in North Carolina. In addition to identifying the overall relationship of school climate to teacher retention, this study examined the relationships between the overall climate factors (autonomy, community, induction, shared leadership, responsibility, and recognition) and teacher retention. Utilizing data from the North Carolina Teacher Working Conditions Survey (NC TWCS), 150 teachers were surveyed. Teachers included in the data collection were identified as working in low-income and rural schools, serving pre-kindergarten to fifth grade. Existing data was requested from school districts and placed in a Microsoft Excel spreadsheet. Data was then uploaded to SPSS software for correlation and regression analysis. This study found a relationship between the overall school climate and teacher retention. It also indicated the mediating factors of leadership, autonomy, and recognition as having a relationship with retention, while factors of responsibility, community, and induction had little to no relationship. The findings of this study serve an important role in solving the teacher retention problem in North Carolina schools and provide information for school leaders in creating positive climates that promote retention.
Author: Alberta E. Centerbar
Publisher:
ISBN:
Category : Educational leadership
Languages : en
Pages : 282
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Book Description
Author: John Joseph Davidson
Publisher:
ISBN:
Category : High school environment
Languages : en
Pages : 248
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Book Description
"This study was designed in such a way that research questions served as research hypotheses to be tested utilizing the Pearson r test to establish a correlation coefficient between teacher perceptions of school climate and the primary State of Oklahoma characteristics of effective schools which were standardized test scores, graduation rates, and dropout rates ... This study yielded no significant relationships on 51 of the 54 correlations"--Abstract.
Author: Garry Wade McGiboney
Publisher:
ISBN: 9781443894500
Category : EDUCATION
Languages : en
Pages : 258
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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.
