Authoritative school climate, number of parents at home, and academic achievement.

2017 ◽  
Vol 32 (4) ◽  
pp. 480-496 ◽  
Author(s):  
Francis L. Huang ◽  
Katie Eklund ◽  
Dewey G. Cornell
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
At Home

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement

2016 ◽  
Vol 87 (2) ◽  
pp. 425-469 ◽  
Author(s):  
Ruth Berkowitz ◽  
Hadass Moore ◽  
Ron Avi Astor ◽  
Rami Benbenishty
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Scientific Evidence ◽  
Research Synthesis ◽  
Socioeconomic Background ◽  
Low Ses ◽  
Negative Contribution ◽  
Body Of Knowledge ◽  
Year 2000 ◽  
Positive Climate

Educational researchers and practitioners assert that supportive school and classroom climates can positively influence the academic outcomes of students, thus potentially reducing academic achievement gaps between students and schools of different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence establishing directional links and mechanisms between SES, school climate, and academic performance is inconclusive. This comprehensive review of studies dating back to the year 2000 examined whether a positive climate can successfully disrupt the associations between low SES and poor academic achievement. Positive climate was found to mitigate the negative contribution of weak SES background on academic achievement; however, most studies do not provide a basis for deducing a directional influence and causal relations. Additional research is encouraged to establish the nature of impact positive climate has on academic achievement and a multifaceted body of knowledge regarding the multilevel climate dimensions related to academic achievement.

Objectivity and subjectivity criteria in english examination testing during the pandemic

2021 ◽  
Vol 46 (1) ◽  
pp. 69-79
Author(s):  
M. Blinov ◽  
Keyword(s):  
Academic Achievement ◽  
Distance Learning ◽  
Psychological Problems ◽  
Learning Methods ◽  
Pros And Cons ◽  
The University ◽  
At Home

Exams, being a good way to measure the academic achievement, can cause students serious psychological problems. One of the ways to eliminate stressful situations is to maximize the objectivity of students' assessment during examination testing. The article analyses the measures to reduce the subjectivity of assessment during examination testing in the context of a pandemic. Options for conducting examination testing at the university, at home and with the participation of a proctor are offered. Pros and cons of proctoring are discussed. The procedure for examination testing and the conditions for its implementation in the context of a pandemic are described in detail. The article provides a practical example of conducting an examination test in the specialty "Jurisprudence". The article considers the alternatives to examination testing. The author concludes saying that it is necessary to combine traditional and distance learning methods after the end of the pandemic period in Kazakhstan.

Change in Computer Access and the Academic Achievement of Immigrant Children

2018 ◽  
Vol 120 (4) ◽  
pp. 1-26
Author(s):  
Ui Jeong Moon ◽  
Sandra L. Hofferth
Keyword(s):  
Academic Achievement ◽  
Digital Divide ◽  
Test Scores ◽  
New Technologies ◽  
Immigrant Families ◽  
First Grade ◽  
The United States ◽  
Computer Access ◽  
Mathematics Test ◽  
At Home

Background/Context Increased interest in the correlates of media devices available to children has led to research indicating that access to and use of technology are positively associated with children's academic achievement. However, the digital divide remains; not all children have access to digital technologies, and not all children can acquire technological literacy. Specifically, immigrant families are known to be slow to adopt new technologies in the increasingly digital society of the United States. Purpose/Objective This study examined whether the benefits of computer access observed in the general U.S. population were also applicable to children from immigrant families in the early 2000s. Research Design Using data on 2,139 children in immigrant families from the Early Childhood Longitudinal Study-Kindergarten cohort, this study examined the association between children's gaining access to a computer at home and their reading and mathematics test scores between the late 1990s and the early 2000s. Findings/Results We found that if children had access to a computer during the early elementary school years, they demonstrated increased mathematics test scores later on. Conclusions/Recommendations Three characteristics of computer access are discussed in terms of implications for media popular today, including type of media (old vs. new), featured functions of technology, and timing of availability to children. In particular, the computer's spatial and virtual functions may be likely to translate into improved mathematics skills, especially when access occurs early in kindergarten and first grade. Extra effort is needed to inform immigrant and minority parents about the benefits of new technologies so that their children can access them at home as much as children from nonimmigrant and nonminority families. To lessen the digital divide in children's education, timely financial support and educational information should be provided to parents to encourage early adoption of new media technologies, thus ensuring that immigrant and minority children are not left behind in the digital age.

School Climate

2018 ◽  
Author(s):  
Allison Ann Payne ◽  
Denise C. Gottfredson
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
School Discipline ◽  
Social Climate ◽  
School Crime ◽  
Fear Of Victimization ◽  
Positive Effects ◽  
School Based ◽  
Rigorous Research ◽  
Crime And Delinquency

School violence, drug use, bullying, theft, and vandalism are costly and interfere with academic achievement. Beyond the cost of personal injury and property damage and loss, school crime is costly because it interferes with academic achievement and reduces the ability of schools to carry out their educational mission. Fear of victimization influences students’ attendance, such that students are more likely to avoid school activities or places, or even school itself, due to fear of attack or harm. Teachers in disorderly schools also spend a large proportion of their time coping with behavior problems rather than instructing students, resulting in lower levels of student academic engagement, academic performance, and eventually graduation rates. Student misbehavior is also one of the primary sources of teacher turnover in schools. Responses to school crime have become increasingly formal since the 1990s, with greater recourse to arrest and a turn toward juvenile courts rather than school-based discipline, furthered by zero-tolerance policies and increased hiring of uniformed officers to police the schools. The shift has been from administrative discretion to mandatory penalties and from in-school discipline to increasing use of suspension or arrest. At the same time, there has been a considerable investment in the use of surveillance cameras and metal detectors. There is no evidence to suggest that this tightening of school discipline has reduced school crime. By contrast, considerable evidence supports the effectiveness of alternative strategies designed to prevent youth crime and delinquency. Several school-based programs targeting student factors such as self-control, social competency, and attachment to school have been demonstrated in rigorous research to be effective for reducing crime and delinquency. In addition, several aspects of the way schools are organized and managed influence crime and disorder. The term “school climate” encompasses several school characteristics that influence crime and disorder. Evidence supports the importance of the discipline management of a school, including both the fairness and consistency of rules and rule enforcement as well as the clarification and communication of behavioral norms in reducing crime and disorder in schools. The social climate within the school, specifically the existence of a positive and communal climate among all members of the school community, is also important. Research demonstrates that is possible to manipulate these aspects of school climate. Rigorous research shows that efforts to increase clarity and consistency of rule enforcement and to clarify norms for behavior are effective for reducing crime and disorder. More research is needed to test a fully comprehensive intervention aimed at creating a more communal social climate, but preliminary studies suggest positive effects. Several challenges to creating more positive school climates are discussed, and possible solutions are suggested.

School climate, peer victimization, and academic achievement: Results from a multi-informant study.

2014 ◽  
Vol 29 (3) ◽  
pp. 360-377 ◽  
Author(s):  
Weijun Wang ◽  
Tracy Vaillancourt ◽  
Heather L. Brittain ◽  
Patricia McDougall ◽  
Amanda Krygsman ◽  
...  
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Peer Victimization

scholarly journals The Influence in Principal Leadership Styles and Its Role in the Academic Achievement of Secondary School Students in Malaysia

2021 ◽  
Vol 58 (1) ◽  
pp. 5120-5125
Author(s):  
Abdullah Ibrahim Et al.
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Secondary Schools ◽  
Simple Random Sampling ◽  
Organizational Health ◽  
Academic Goals ◽  
School Students ◽  
Education Development ◽  
Laissez Faire ◽  
Number Percentage

Developing academic goals amongst students is a key aspect for achieving excellence across schools in Malaysia. It is meant to act as a benchmark to determine the effectiveness of a principal’s leadership. The leadership of a principal, and the school’s climate are the main issues which drive the achievement of students across national secondary schools (SMK) in Malaysia. This quantitative study aims to examine the influence and role of a principal’s leadership on the school climate, as well as its impact on the student’s academic achievement in domestic national secondary schools nationals on the East Coast of Malaysia. A total of 348 teachers were selected across vocational schools in the states of Kelantan, Terengganu and Pahang, through the use of simple random sampling, for the purpose of quantitative reviews. The researchers used the Multifactor Leadership Questionnaire (MLQ) to measure the leadership aspects of the principals, and the Organizational Health Inventory (OHI-M) to measure the climate of the school, as well as the achievement of academic students, which was measured using the CGPA of the schools in the examination areas over the last three years. The analysis of descriptive traits, for example, the number, percentage, scoring average, and the standard deviation was used to describe the demographics of the respondents, and analyse the data using regression, Pearson t-test correlations, and ANOVA. This helped to understand several key leadership factors, i.e., the International Transform Leadership, Tran Witness Leadership, Laissez-Faire Leadership, School Climate , and the Academic Achievement of the hypothesis testing, which was built according to the obtained statistics . The findings showed that the principal’s leadership influenced the climate across the school, and the achievement of the students. Therefore, it was proposed that the principal’s leadership needs to adopt the Transformational leadership, Transactional leadership, and Laissez-faire leadership as a guide in managing the school’s climate, especially in ensuring the teacher’s commitments, and the Student Academic Achievements, which can be further enhanced in line with the Malaysian Education Quality Standards 2010 (SKPM), and the Malaysian Education Development Plan 2013 -2025.   

scholarly journals Review of alternative non-punitive school discipline principles and interventions

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sylvia Parris-Drummond
Keyword(s):  
Academic Achievement ◽  
School Climate ◽  
Literature Review ◽  
American Literature ◽  
English Language ◽  
School Discipline ◽  
Opportunity To Learn ◽  
Empowerment Theory ◽  
Alternative Discipline ◽  
Punitive Discipline

Increasing evidence shows that punitive discipline is ineffective and detrimental. Using empowerment theory and the opportunity-to-learn conceptual framework, this literature review seeks to broaden school personnel’s knowledge of alternative discipline interventions. Searching ERIC and JSTOR databases, we looked for English language, North American literature published between 1996 and 2016 that discussed alternative individual and school-wide disciplinary approaches. The literature we found indicates that punitive measures are counter-productive; that several alternative disciplinary models share common principles; and that studies point to favourable outcomes of some alternative school discipline models. While the transition towards alternative discipline may require additional resources and years of adjustment, a healthier school climate can foster the empowerment and academic achievement of marginalized students.

Preliminary Validation of the SCM in a Sample of Early Adolescent Public School Children

2018 ◽  
Vol 45 (4) ◽  
pp. 288-297
Author(s):  
Shay M. Daily ◽  
Keith J. Zullig ◽  
Elly M. Myers ◽  
Megan L. Smith ◽  
Alfgeir L. Kristjansson ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Public Schools ◽  
School Climate ◽  
Early Adolescents ◽  
School Based ◽  
School Connection ◽  
Preliminary Validation ◽  
Central Appalachia ◽  
Confirmatory Factor ◽  
Perceptions Of School

The school climate measure (SCM) has demonstrated robust psychometrics in regionally diverse samples of high school–aged adolescents, but remains untested among early adolescents. Confirmatory factor analysis was used to establish construct validity and measurement indices of the SCM using a sample of early adolescents from public schools located in Central Appalachia ( n = 1,128). In addition, known-groups validity analyzed each SCM domain against self-reported academic achievement and school connection. Analyses confirmed all 10 SCM domains fit the data well with strong internal consistency and factor loadings. Known-groups analyses suggest students who reported higher academic achievement and school connection demonstrated higher perceptions of school climate. Findings provide evidence that extends the use of the SCM to early adolescents and may support school-based policy.

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