Effects of Public Money on Social Climates in Private Schools: A Preliminary Report.

Autor/in	Erickson, Donald A.
Titel	Effects of Public Money on Social Climates in Private Schools: A Preliminary Report.
Quelle	(1981), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Catholic Schools; Cluster Analysis; Educational Environment; Educational Research; Elementary Education; Factor Analysis; Financial Support; Foreign Countries; Parent Attitudes; Private School Aid; Public Support; School Attitudes; School Support; Social Environment; State Aid; Statistical Surveys; Student Attitudes; Teacher Attitudes; Canada + Suchen Sie Ihr Suchwort? Katholische Schule; Clusteranalyse; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Faktorenanalyse; Finanzielle Förderung; Ausland; Elternverhalten; Öffentliche Förderung; Öffentliche Trägerschaft; Schulförderverein; Soziales Umfeld; Statistische Erhebung; Schülerverhalten; Lehrerverhalten; Kanada
Abstract	Preliminary results of two surveys of parents, students, and teachers in Catholic elementary schools in British Columbia indicate that public funding for private schools could cause deterioration in the schools' social climates. Data were collected both before and after British Columbia instituted its program of public aid to private schools in August, 1978. Over 20 private schools receiving public aid participated in the two surveys, taken in the spring of 1978 and the spring of 1980. Parents were asked in each survey to assess the schools' financial jeopardy, need of parental help, degree of social cohesion, level of teacher commitment, responsiveness to parents, and academic effectiveness. Differences between the responses to the two surveys indicated that parents felt the levels of all these factors had decreased. Teachers found increases in social cohesion and teacher commitment, a slight decline in teacher autonomy, and no significant change in parent commitment, parent involvement, special school mission, and teacher work rewards. Responses by students indicated shifts toward greater student engagement in work, and decreases in perceptions of school justice, the specialness of the school, student enthusiasm for school work, and the attractiveness of the teacher and the class. (PGD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC