Assessing School Climate

Autor/inn/en	Cohen, Jonathan; Pickeral, Terry; McCloskey, Molly
Titel	Assessing School Climate
Quelle	In: Education Digest: Essential Readings Condensed for Quick Review, 74 (2009) 8, S.45-48 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-127X
Schlagwörter	Violence; Federal Legislation; Teacher Persistence; Academic Achievement; Accountability; Values Education; Educational Legislation; Educational Environment; Educational Assessment; Educational Policy; Public Officials; Student Development; Social Development; Citizenship Education; Citizenship Responsibility; Emotional Development; Ethical Instruction; Family School Relationship; Student School Relationship + Suchen Sie Ihr Suchwort? Gewalt; Bundesrecht; Schulleistung; Verantwortung; Werterziehung; Bildungsrecht; Schulgesetz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; assessment; Bewertungssystem; Politics of education; Bildungspolitik; Soziale Entwicklung; Citizenship; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Gefühlsbildung; Ethics instruction; Teaching of ethics; Ethikunterricht; Schüler-Lehrer-Beziehung
Abstract	Compelling empirical research shows that a positive and sustained school climate promotes students' academic achievement and healthy development. Not surprisingly, a positive school climate also promotes teacher retention, which itself enhances student success. Yet the knowledge of the effects of school climate on learning has not been translated into current accountability systems. Although No Child Left Behind (NCLB) is full of rhetoric about the importance of character education and supportive learning environments, it only requires accountability systems to measure reading, math, physical violence, and (recently) science scores. Education policy makers have become increasingly aware that NCLB-type accountability is too narrowly focused. For that reason, states and school districts have become interested in using school climate data as a complementary form of assessment, one that not only measures learning but also supports it. Schools can use climate data to promote meaningful staff, family, and student engagement--and to enhance the social, emotional, ethical, civic, and intellectual skills and dispositions that contribute to success in school and in life. In this article, the authors discuss how to measure school climate and offer three ways on how educators can use school climate data to support education for the whole child. (ERIC).
Anmerkungen	Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site: http://www.eddigest.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10