Why School Climate Matters for Teachers and Students

Autor/inn/en	Kraft, Mathew A.; Falken, Grace T.
Titel	Why School Climate Matters for Teachers and Students
Quelle	In: State Education Standard, 20 (2020) 2, S.33-35 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Educational Environment; Educational Quality; Teaching Experience; Faculty Development; Work Environment; Teacher Persistence; Academic Achievement; Educational Policy + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Quality of education; Bildungsqualität; Arbeitsmilieu; Schulleistung; Politics of education; Bildungspolitik
Abstract	Over the past decade, education reformers have focused much of their attention on raising teacher quality. This focus on individual teachers has caused policymakers to lose sight of the importance of the organizational contexts in which teachers work and students learn. The quality of a school's teaching staff is greater than the sum of its parts. School environments can enable teachers to perform to their fullest potential or undercut their efforts to do so. State education agencies and boards of education that are working to improve instruction across school systems would do well to recognize the interconnected nature of teachers' work and the environments in which they perform their craft. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: https://www.nasbe.org/category/the-standard/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01