Schools Historical Perspectives on Small Schools

Hampel, Robert L.

doi:10.1177/003172170208300508

Cited by 9 publications

(9 citation statements)

References 1 publication

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“…According to Hampel (2002), teachers and students get to know each other better in small schools. Teachers in small schools are more cooperative in shared educational activities, and interpersonal relationships are more sincere and warm in small schools.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Analysis on the Relationship Between Trust Culture and Prejudices in Primary Schools

Erdoğan

2016

EJER

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Problem Statement: Trust is crucial for creating a positive culture in the school environment, which is called as trust culture. On the other hand, prejudice is thought to be a potential barrier for creating trust culture in schools. Thus, it is meaningful to examine the relationship between trust culture and prejudice in schools and then to determine to what extent prejudices in schools can predict trust culture.

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Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Analysis on the Relationship Between Trust Culture and Prejudices in Primary Schools

Erdoğan

2016

EJER

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“…With the development of large schools on the rise (Hampel, 2002), many educators and policy-makers have argued that large schools cannot provide for the human aspect of schooling as can smaller schools (Lay, 2007) because they create an environment of impersonality and anonymity (Chen & Weikart, 2008). In response to the levels of incidents of violence, political leaders, school administrators, and law enforcement officials have turned their focus to finding solutions and preventative measures to curb some of the violence occurring on school campuses (Solomon, Bradshaw, Wright, & Cheng, 2008).…”

Section: Journal Of Educational Issuesmentioning

confidence: 99%

School Size and Incidents of Violence among Texas Middle Schools

Kohler

Onwuegbuzie

Combs

et al. 2015

JEI

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<p>Although many studies have been conducted regarding (a) school violence in middle schools and (b) the size of schools, to date, no researcher appears to have examined the role that the size of the middle school plays in determining incidents of violence specifically fighting, assaults, and aggravated assaults. Thus, the purpose of this study was to examine the relationship between the incidents of school violence, specifically fighting, assaults, and aggravated assaults, and the size of middle schools in the state of Texas for 3 school years. All 842 middle schools in Texas were included in this study. Compared to small schools, medium schools, and large schools, very small schools had a statistically significantly lower proportion of students involved in assaults, proportion of students involved in aggravated assaults, proportion of incidents of assaults, and proportion of incidents of aggravated assaults. Further, very small schools had a statistically significantly lower proportion of students involved in fights and proportion of incidents of fights than did large schools. A trend emerged across the 4 school sizes for all 6 indicators of school violence, which, in every case, reflected a sharp increase from very small schools to small schools—peaking at small schools. Thus, very small schools appear to be at a greater advantage than are other types of schools with respect to incidents of school violence. Implications of the findings are discussed.</p>

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“…Alanyazında yer alan çalışmalarda, büyük okulların üstünlükleri konusunda şunlar belirtilmektedir: Belirli bir kaynak miktarı ile daha fazla öğrenciye eğitim olanağı sunarak kaynakların etkili kullanımının sağlanabilmesi (Fowler ve Walberg, 1991;Harris, 2006Harris, -2007, kapsamın ve etkililiğin artması (Lindsay, 1982), öğrencileri daha zengin bir kültürle destekleyecek çeşitlikte seçenekler sunulabilmesi ve farklı alanlarda uzmanlaşmış çok sayıda öğretmenle, öğrencilerin farklı alanlardaki gelişimlerinin sağlanabilmesi (Harris, 2006(Harris, -2007Leithwood ve Jantzi, 2009;Wasley, 2002), araç-gereç, teknolojik altyapı, spor, müzik, sanat, drama alanları gibi fiziksel ve teknolojik altyapı olanaklarının fazla olması nedeniyle, öğrencilerin daha farklı etkinlik seçeneklerine katılım olanağı bulabilmesi (Cotton, 1996;Hammond, Ross ve Milliken, 2006-2007Hampel, 2002;Wasley, 2002), bünyelerindeki öğretmenlerin kendilerini belirli konularda geliştirerek uzmanlaşabilmeleri (Harris, 2006(Harris, -2007.…”

Section: Büyük Okul Dönemiunclassified

“…Son dönemlerde okul büyüklüğü konusunda yapılan araştırmaların tamamına yakını, okulların küçülmesinin fiziksel altyapı ve insan boyutu bakımlarından öğrenme için daha uygun koşullar sağladığını ve üstünlüklerin sakıncalarından çok daha fazla olduğunu ortaya koymaktadır. Bu araştırmalarda öne çıkan noktalar şöyledir (Allen, 2002;Cotton, 1996;Cox, 2002;Craig, 2000;Dee, Ha ve Jacob, 2002;Hammond, Ross ve Milliken, 2006-2007Hampel, 2002;Harris, 2006Harris, -2007Johnson, 2002;Leithwood ve Jantzi, 2009;Pool, 2002;Wasley, 2002): Okullar küçüldükçe;…”

Section: Küçük Okul Dönemiunclassified

The adequacy of physical conditions of public high schools in Turkey according to their sizes

TUNÇ¹

2012

Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi

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The purpose of this study is to define the adequacy of the physical conditions of public high schools in Turkey according to their sizes and define the optimal school size. In this study, the survey research model was used and the data was collected from 6.832 participants who are working and studying in fifteen different city centres public high schools, including 270 administrators, 1.151 teachers and 5.411 students in 2009-2010 academic year. According to the results of the study, although the physical conditions of schools differ according to their sizes, in general small, medium sized and large schools physical conditions are inadequate. In the study, it is seen that administrators, teachers and students find small and medium sized schools' physical conditions more adequate than the large one and it is pointed out that the optimal size of public high schools in city centres of Turkey is up to 1200 students.

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Schools Historical Perspectives on Small Schools

Cited by 9 publications

References 1 publication

Analysis on the Relationship Between Trust Culture and Prejudices in Primary Schools

Analysis on the Relationship Between Trust Culture and Prejudices in Primary Schools

School Size and Incidents of Violence among Texas Middle Schools

The adequacy of physical conditions of public high schools in Turkey according to their sizes

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