Viewing the School Environment through Multiple Lenses: In Search of School-Level Variables Tied to Student Achievement

Autor/inn/en	Wood, Nathan B.; Lawrenz, Frances; Huffman, Douglas; Schultz, Matt
Titel	Viewing the School Environment through Multiple Lenses: In Search of School-Level Variables Tied to Student Achievement
Quelle	In: Journal of Research in Science Teaching, 43 (2006) 3, S.237-254 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20108
Schlagwörter	Federal Legislation; Educational Environment; Educational Change; Educational Improvement; School Restructuring; Principals; Academic Achievement; Middle Schools; Predictor Variables; Science Education; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Construct Validity + Suchen Sie Ihr Suchwort? Bundesrecht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Schulreformplan; Schulumwandlung; Principal; Schulleiter; Schulleistung; Middle school; Mittelschule; Mittelstufenschule; Prädiktor; Naturwissenschaftliche Bildung; Schülerverhalten; Lehrerverhalten
Abstract	The "No Child Left Behind" (NCLB) Act has made schools accountable for assuring adequate yearly progress of students. Therefore, it has become critical to identify school-level variables that can be controlled to affect student achievement, especially given that, thus far, most school reform efforts have failed to significantly affect student achievement. This study identifies four theoretical constructs, three unique sets of empirical factors (one set for each group: students, teachers, and principals), and seven experiential themes that describe the middle school environment. However, none of these variables show any predictive relationships with achievement, which suggests current federal policies, such as NCLB, are inappropriate and unlikely to lead to improvements in science education in the USA. In addition, students, teachers, and principals were found to perceive the school environment in very different ways, indicating further investigation of student culture is needed to determine appropriate changes that might lead to real improvements in achievement. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10