Introduction
Introduction Statistics Contact Development Disclaimer Help
ERIC ED331126: School Climate Resource Document; Resources, Strateg...
by ERIC
Thumbnail
Download
Web page
After reviewing definitions of school climate with
emphasis on the four dimensions of school climate
described by Tagiuri (1968), this document examines
factors within Tagiuri's school culture and social system
dimensions as manifested in the climate of average
elementary and secondary schools and as they affect low
achievers. Variables examined include clear goals and
core values, expectations for academic success, order and
discipline, student-school relationships, professional
staff relationships, and parent-school relationships.
Following a summary of findings related to these
variables, reasons for school restructuring are
discussed, and five categories of restructuring
approaches are explored: (1) decentralizing authority
through school-based management and parental choice; (2)
developing new roles and relationships for teachers; (3)
creating accountability systems; (4) changing curriculum
content and process; and (5) developing school-community
partnerships. Conclusions on restructuring efforts are
followed by a section describing educational programs
such as the Accelerated Schools Program (ASP), Comer's
School Development Program (SSP), the Creating a New
Approach to Learning Project (Project CANAL), Mastery in
Learning Project, Outcome-Driven Development Model
(ODDM), RE: Learning, and the Stay in School Program
(SSP) that positively influence school climate for low-
achieving students. (295 references) (CLA)
Date Published: 2014-11-13 11:47:56
Identifier: ERIC_ED331126
Item Size: 168848591
Language: english
Media Type: texts
# Topics
ERIC Archive; Decentralization; Disci...
# Collections
ericarchive
additional_collections
# Uploaded by
@chris85
# Similar Items
View similar items
PHAROS
You are viewing proxied material from tilde.pink. The copyright of proxied material belongs to its original authors. Any comments or complaints in relation to proxied material should be directed to the original authors of the content concerned. Please see the disclaimer for more details.