Author: Amy E. Lowenstein
Publisher:
ISBN:
Category :
Languages : en
Pages : 8
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Book Description
Past research on school-level factors that predict children's development has focused largely on associations between a limited number of characteristics, such as school size and school resources, and children's academic achievement. Few studies take a more comprehensive look at the measurement of school climate or examine its relationship to children's social-emotional competence. Studies that aim to link features of schools with student outcomes typically necessitate a multilevel approach because students are nested in schools. Unlike many other studies of early elementary school, this study includes reliable measures of children's social-emotional competence. In the current paper, the authors capitalize on these strengths and the measurement capabilities of structural equation modeling to develop a new, multidimensional model of school climate, which they use to predict low-income children's social-emotional development during the transition to kindergarten. They use follow-up data from a cluster-randomized controlled trial of a classroom-based intervention in Head Start classrooms. The purposes of this study were to: (1) Identify a multidimensional model of school climate and (2) use it to predict low-income children's social-emotional outcomes during the transition to kindergarten. The research setting consisted of kindergarten classrooms located in the Chicago public schools (CPS). Descriptive statistics revealed substantial variation in children's social-emotional functioning and school characteristics at kindergarten. Preliminary results from 2-level unconditional hierarchical linear models (HLM) models suggest that a small but significant portion of the variance in children's social-emotional functioning was attributable to between-school differences (ICCs ranged from 0.09 to 0.25). Additional 2-level HLM analyses in which children's conflict with the teacher, closeness with the teacher, and social competence in kindergarten were predicted from a set of school characteristics and child-level controls indicated that a large school size was associated with a small but significant increase in teacher-child conflict (B = 0.003, p less than 0.05) and a small but significant decrease in children's social competence (B = -0.004, p less than 0.01) between preschool and kindergarten. In contrast, a large percentage of children with an Individualized Education Plan (IEP) was associated with a marginally significant decrease in teacher-child conflict and a marginally significant increase in children's social competence. The inclusion of controls for children's social-emotional functioning in Head Start makes these models rigorous and conservatively specified, allowing for greater precision in the authors' estimates. (Contains 2 tables.).
Author: David Probst
Publisher:
ISBN:
Category : Education, Elementary
Languages : en
Pages : 260
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Book Description
Author: Carol Ann West
Publisher:
ISBN:
Category : Student adjustment
Languages : en
Pages : 326
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Book Description
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: Laura Lippman
Publisher: Department of Education Office of Educational
ISBN:
Category : Education
Languages : en
Pages : 236
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Book Description
Illuminates the condition of education in urban schools compared to schools in other locations. Also explores differences between students from urban schools and students in other locations on a broad spectrum of student and school characteristics. Contents: education outcomes (student achievement, educational attainment, economic outcomes); student background characteristics and afterschool activities; school experiences (school resources and staff, school programs and coursetaking, student behavior). Bibliography. Over 100 charts and tables.
Author: Pauline Lipman
Publisher: State University of New York Press
ISBN: 1438411022
Category : Education
Languages : en
Pages : 356
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Book Description
Winner of the 1998 American Educational Studies Association Critics' Choice Titles This book challenges common assumptions about the efficacy of teacher collaboration, empowerment, and professional development to improve the educational experiences of low-achieving African American students without engaging the political and ideological contexts in which reforms take place. Written in a clear, engaging style, the book tells the story of two restructuring junior high schools in a single district, and how teachers' ideologies and race, class, and power contradictions in the schools, school district, and city shaped outcomes. Although the book is a critique of restructuring, powerful portraits of teachers who create culturally responsive and empowering educational experiences demonstrate the potential to reform educational practices and policies for African American students and suggest a direction for transforming schools.
Author: Joseph F. Johnson, Jr.
Publisher: Taylor & Francis
ISBN: 1317412397
Category : Education
Languages : en
Pages : 171
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Book Description
Leadership in America’s Best Urban Schools describes and demystifies the qualities that successful leaders rely on to make a difference at all levels of urban school leadership. Grounded in research, this volume reveals the multiple challenges that real urban elementary, middle, and high schools face as well as the catalysts for improvement. This insightful resource explores the critical leadership characteristics found in high-performing urban schools and gives leaders the tools to move their schools to higher levels of achievement for all students—but especially for those who are low-income, English-language learners, and from various racial and ethnic backgrounds. In shining a light on the essential qualities for exceptional leadership at all levels of urban schools, this book is a valuable guide for all educators and administrators to nurture, influence, support, and sustain excellence and equity at their schools.
Author: Julio Cruz
Publisher:
ISBN:
Category : Hispanic Americans
Languages : en
Pages : 180
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Book Description
Author: Julius R. Lockett
Publisher:
ISBN: 9780692895467
Category :
Languages : en
Pages :
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Book Description
The Urban School Improvement Plan: Changing School Climate and Culture through Relationships, Resources and Restorative Justice is about improving urban underserved schools' climate and culture through the implementation of the Plan. The book provides a clear path to the execution for the process.
Author: Monica M. Browne
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 354
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Book Description
