TY - JOUR
T1 - 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.
AU - Brand, Serge
AU - Felner, Robert D.
AU - Seitsinger, Anne
AU - Burns, Adrian
AU - Bolton, Natalie
N1 - J Sch Psychol. 2008 Oct;46(5):507-35. doi: 10.1016/j.jsp.2007.12.001. Epub 2008 Feb 11.
PY - 2008/10/1
Y1 - 2008/10/1
N2 - Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.
AB - Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.
UR - http://www.ncbi.nlm.nih.gov/pubmed/19083370
U2 - 10.1016/j.jsp.2007.12.001
DO - 10.1016/j.jsp.2007.12.001
M3 - Article
VL - 46
JO - Journal of School Psychology
JF - Journal of School Psychology
ER -