A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement

Brand, Serge; Felner, Robert D.; Seitsinger, Anne; Burns, Alistair; Bolton, Natalie

doi:10.1016/j.jsp.2007.12.001

Cited by 132 publications

(115 citation statements)

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“…For example, Macneil, Prater, and Busch (2009) relate academic cli-mate with the quality of teaching; and Brookhart and Durkin (2003) with improved academic performance and motivation for school affairs. Brand, Felner, Seitsinger, Burns, and Bolton (2008) suggest that the perception of psychological climate is important for students' adaptation to the academic context, and particularly in the university setting. A positive school climate is an important predictor of school success and healthy behavioral outcomes for students (Hanson, Austin, and Zeng, 2011;Lee van Horn, 2003;Patton et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

A tool for assessing social climate in university classrooms

Sánchez¹,

Ortíz²,

Carrasco³

et al. 2017

EJREP

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Section: Introductionmentioning

confidence: 99%

A tool for assessing social climate in university classrooms

Sánchez¹,

Ortíz²,

Carrasco³

et al. 2017

EJREP

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“…Existe también evidencia que un clima escolar favorable influye positivamente en las creencias de los profesores noveles o principiantes respecto de su auto-eficacia profesional y, por ende, en su probable eficacia docente (Meristo, &Eisenschmidt, 2014). Muestras de percepciones de profesores a gran escala acerca del clima de las organizaciones educativas donde trabajan, evidencian que ellas se asocian de manera significativa y consistente con el desempeño de sus estudiantes en las pruebas estandarizadas de rendimiento académico, pero también, con medidas de ajuste académico, comportamiento y socio-emocionales (Brand, Felner, Seitsinger, Burns, & Bolton, 2008).…”

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Impacto de la percepción de los estudiantes respecto de la convivencia escolar sobre su rendimiento académico en Matemáticas

Cerda

Llanos

Carrillo

et al. 2017

PSYE

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RESUMEN:Esta investigación se inscribe dentro de las nuevas líneas de investigación que abordan la influencia de los factores contextuales sobre el rendimiento escolar en matemáticas. En particular, se examina si la percepción que tienen los alumnos acerca de diversas dimensiones de la convivencia escolar tiene incidencia en su logro académico. La muestra de estudio estuvo compuesta por 314 estudiantes chilenos. Los modelos de regresión ordinal y logística, muestran el impacto negativo sobre el rendimiento escolar en matemáticas que tienen las dimensiones de Agresión e Indisciplina del constructo convivencia escolar, especialmente para el grupo femenino que asiste a establecimientos escolares de mayor vulnerabilidad social. Se discuten las implicaciones y proyecciones de estos resultados para gestión del profesorado de matemáticas al interior del aula escolar, como también, de las autoridades y agentes de políticas educativas. Palabras clave: Matemáticas, Convivencia escolar, rendimiento, indisciplina, género. Impact of students' perception of school social environment on their mathematical academic performanceABSTRACT:This study involves a new line of research related to the influence of contextual factors on school performance in mathematics. Specifically, it examines whether the students' perception of different aspects of the school environment has an impact on their academic achievement. The study sample was comprised of 314 Chilean students. Ordinal and logistic regression models revealed a negative impact on school performance in mathematics for the dimensions of Aggression and Indiscipline of the school environment construct, especially for female students who attend schools of high vulnerable social contexts. We discuss the implications and importance of these results in order to improve the math teaching process within the classroom setting, and also to inform authorities who are responsible for establishing educational policies.

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“…Although there is no gold standard for measuring bullying-related behaviors, researchers have recommended the use of multiple raters when possible (Casper, Meter, & Card, 2015). Future studies could use independent sources of information, such as identifying victims of bullying by peer report, assessing student adjustment with parent evaluations, and measuring student achievement with school records of grades and test performance (Brand et al, 2008;Twemlow et al, 2006).…”

Section: Limitationsmentioning

confidence: 99%

Three Social Contexts of Bullying in Adolescence: Bystanders, Teachers, and Dating Partners

Datta¹

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Dissertation AbstractThere is persistent, nationwide concern about bullying in schools. Current conceptualizations of bullying primarily reflect research and interventions with children, and anti-bullying efforts that are effective with children appear to be much less effective with adolescents, so there is a need to investigate bullying experiences in adolescence.Each of the three papers in this dissertation investigates bullying in a different social context: (1) peer bystander reactions to bullying, (2) bullying by teachers, and (3) bullying within dating relationships. All three studies drew upon data from the statewide administration of school climate surveys in Virginia secondary schools.The first paper linked student attitudes toward peer aggression with bystander reactions to bullying. Newer bully prevention programs focus on encouraging students to be upstanders by teaching students that bullying is a group problem and to practice positive interventions by standing up to bullies. Consequently, it is important to understand beliefs and attitudes towards aggression that are associated with bystander behaviors that may encourage or discourage bullying. This study hypothesized that students who endorsed attitudes that aggression leads to more popularity and is acceptable would be more likely to reinforce bullying and less likely to stand up to stop it. In a sample of 28,765 middle school students we asked about their responses to recent bullying and classified three group of bystanders: upstanders (48%), reinforcers (7%), and passive bystanders (45%). Multi-level logistic regressions indicated that even though the prevalence of reinforcing behavior was generally low, students with higher levels of aggressive attitudes were more likely to encourage bullying. Conversely, higher aggressive attitudes made students less likely to be upstanders. A school-level analysis found that schools where aggressive attitudes are more widely shared had lower numbers of upstanders. These findings suggest that school-based interventions that target student beliefs and norms about aggression may be critical to the effectiveness of anti-bullying programs.The second study compared the prevalence and school adjustment of students bullied by teachers versus peers. Assessing teacher-student interactions is especially important in adolescence because it is a period when students begin to have relationships with a greater number of teachers and relate to them in a more independent and assertive manner. Notably, negative teacher-student interactions in secondary school contribute to poorer school adjustment. In contrast to bullying by peers, bullying by teachers has received little attention and is rarely included in the measurement of bullying. In a sample of 56,508 middle school students, a smaller proportion of students reported bullying by teachers (4%) versus bullying by peers (11%). In comparison to students who reported no bullying, students bullied by teachers were significantly more likely to report lower school engagement and...

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A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers' ratings of school climate, cultural pluralism, and safety problems for understanding school effects and school improvement

Cited by 132 publications

References 39 publications

A tool for assessing social climate in university classrooms

A tool for assessing social climate in university classrooms

Impacto de la percepción de los estudiantes respecto de la convivencia escolar sobre su rendimiento académico en Matemáticas

Three Social Contexts of Bullying in Adolescence: Bystanders, Teachers, and Dating Partners

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