Student Perceptions of School Climate as Predictors of Office Discipline Referrals

Autor/inn/en	Gage, Nicholas A.; Larson, Alvin; Sugai, George; Chafouleas, Sandra M.
Titel	Student Perceptions of School Climate as Predictors of Office Discipline Referrals
Quelle	In: American Educational Research Journal, 53 (2016) 3, S.492-515 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
DOI	10.3102/0002831216637349
Schlagwörter	Educational Environment; Student Attitudes; Predictor Variables; Referral; Discipline; Social Behavior; Achievement Gap; Academic Achievement; Student Behavior; Teacher Attitudes; Student Surveys; Elementary School Students; Middle School Students; High School Students; Suspension; Regression (Statistics); Antisocial Behavior; Multivariate Analysis; Statistical Analysis; Connecticut + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schülerverhalten; Prädiktor; Disziplin; Social behaviour; Soziales Verhalten; Schulleistung; Student behaviour; Lehrerverhalten; Schülerbefragung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Ausschluss; Schulausschluss; Regression; Regressionsanalyse; Multivariate Analyse; Statistische Analyse
Abstract	Research indicates that school climate influences students' academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behavioral performance in school. In this study, we examined latent classes of students, based on their perception of school climate, and identified specific items within each class that predicted student social and behavioral performance as measured by office discipline referrals (ODR). Finally, we explored the academic, social, and behavioral profiles and demographic profiles within each class and discussed implications for practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01