Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
School Wide Positive Behavior Support Effects On School Climate Ratings In Diverse Elementary Schools
Download School Wide Positive Behavior Support Effects On School Climate Ratings In Diverse Elementary Schools full books in PDF, epub, and Kindle. Read online School Wide Positive Behavior Support Effects On School Climate Ratings In Diverse Elementary Schools ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis School-wide Positive Behavior Support Effects on School Climate Ratings in Diverse Elementary Schools by : Anne Marie Homen
Download or read book School-wide Positive Behavior Support Effects on School Climate Ratings in Diverse Elementary Schools written by Anne Marie Homen and published by . This book was released on 2014 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Completed School Climate Survey ratings and demographic information were collected from a suburban school district in the South Bay Area of Northern California. There was not a significant increase in student ratings on any factors when comparing students without the SWPBS program to different students with the program over the first academic year. However, there was a significant increase in ratings on the Personal Safety factor for the same students who did not have and then had the SWPBS program. There was also a significant increase in ratings on the Personal Safety factor for students who had the SWPBS program and then had the program again. Results suggest that the SWPBS program does appear to increase student ratings of Personal Safety, but even after multiple years of implementation, no significant increases were found on the Teacher Recognition, Teacher Respect, and Student Respect factors.
Book Synopsis School Climate by : H. Jerome Freiberg
Download or read book School Climate written by H. Jerome Freiberg and published by Routledge. This book was released on 2005-08-02 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt: Like a strong foundation in a house, the climate of a school is the foundation that supports the structures of teaching and learning. This book provides a framework for educators to look at school and classroom climates using both informal and formal measures. Each chapter focuses on a different aspect of climate and details techniques which may be used by heads or classroom teachers to judge the health of their learning environment. The book sets out to enhance understanding of the components of a healthy learning environment and the tools needed to improve that environment. It also looks at ways to assess the impact of change activities in improving and sustaining educational excellence. The international team of contributors bring perspectives from the school systems in America, UK, Australia and Holland.
Book Synopsis Staff and Student Perceptions of School Climate by : Chelsea McColley
Download or read book Staff and Student Perceptions of School Climate written by Chelsea McColley and published by . This book was released on 2010 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Positive school climates have been found to promote pro-social behaviors and increase students' academic achievement. School-wide Positive Behavior Interventions and Supports provides a framework and set of ideals for educators to create a positive school culture. The current study examined differences in staff and student perceptions, as well as perceptions in primary versus secondary buildings, related to several factors of school climate (rules and expectations, safety, student relationships, teacher-student relationships). Data was collected through staff and student ratings on the Delaware School Climate Surveys and the results were compared using a MANOVA. A significant interaction was found on the Rules and Expectations and the School Safety Scales. Ideas for teaching students appropriate behavior, using data to make decisions about building practices, and matching the level of support with the needs of the students were discussed.
Download or read book Urban Schools written by Laura Lippman and published by Department of Education Office of Educational. This book was released on 1996 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Illuminates the condition of education in urban schools compared to schools in other locations. Also explores differences between students from urban schools and students in other locations on a broad spectrum of student and school characteristics. Contents: education outcomes (student achievement, educational attainment, economic outcomes); student background characteristics and afterschool activities; school experiences (school resources and staff, school programs and coursetaking, student behavior). Bibliography. Over 100 charts and tables.
Book Synopsis Handbook of Positive Behavior Support by : Wayne Sailor
Download or read book Handbook of Positive Behavior Support written by Wayne Sailor and published by Springer Science & Business Media. This book was released on 2008-12-02 with total page 778 pages. Available in PDF, EPUB and Kindle. Book excerpt: A revolution in working with difficult students began during the 1980s, with a dramatic shift away from dependence on simply punishing bad behavior to reinforcing desired, positive behaviors of children in the classroom. With its foundation in applied behavior analysis (ABA), positive behavior support (PBS) is a social ecology approach that continues to play an increasingly integral role in public education as well as mental health and social services nationwide. The Handbook of Positive Behavior Support gathers into one concise volume the many elements of this burgeoning field and organizes them into a powerful, dynamic knowledge base – theory, research, and applications. Within its chapters, leading experts, including the primary developers and researchers of PBS: (1) Review the origins, history, and ethical foundations of positive behavior support. (2) Report on applications of PBS in early childhood and family contexts, from Head Start to foster care to mental health settings to autism treatment programs. (3) Examine school-based PBS used to benefit all students regardless of ability or conduct. (4) Relate schoolwide PBS to wraparound mental health services and the RTI (response to intervention) movement. (5) Provide data and discussion on a variety of topics salient to PBS, including parenting issues, personnel training, high school use, poorly functioning schools, and more. This volume is an essential resource for school-based practitioners as well as clinicians and researchers in clinical child, school, and educational psychology.
Book Synopsis Understanding Race Differences in Academic Outcomes, School Climate and Social Emotional Learning to Promote Racial Equity and Policy Reform by : Tiffany M. Jones
Download or read book Understanding Race Differences in Academic Outcomes, School Climate and Social Emotional Learning to Promote Racial Equity and Policy Reform written by Tiffany M. Jones and published by . This book was released on 2018 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation investigated relationships between school climate, social emotional learning (SEL) and racial equity in academic outcomes to understand the role that school climate and SEL can play in the promotion of racially equitable academic outcomes. The setting of the study was the Seattle Public Schools (SPS), a racially diverse school district serving over 50,000 students. All students in grades 3-12 are invited to complete a survey each Spring that covers school climate and SEL. The present study found the student survey to be a reliable measure of student perceptions of school climate and student self-reported SEL, which, after some adjustment, was invariant to race, gender, and home language. This study found that Multiracial students reported significantly less positive perceived school climate, while Asian and Latinx students reported slightly more positive perceived school climate compared to White students. All racial groups of color reported lower levels of self-reported SEL compared to their White peers. School climate did not account for race differences in self-reported grades. SEL accounted for a statistically significant, but small portion of race differences in grades. The strength of the association between SEL and grades was not as strong for Black, Native, Asian, and Multiracial students compared to Whites. Perceptions of school climate were positively associated with grades for all racial groups, although the association was less strong for Asian students. Finally, schools with more positive school climates experienced smaller race differences in student self-reported grades. The moderating effect of school climate on race differences in grades remained after accounting for the poverty level of the school and students' own perceptions of climate at their school. This moderating effect may be confounded by the effects of school grade-level category (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade-level category, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. Additional research on racial equity in SEL and its role in race differences in grades is also warranted.
Book Synopsis The Psychology of School Climate by : Garry Wade McGiboney
Download or read book The Psychology of School Climate written by Garry Wade McGiboney and published by Cambridge Scholars Publishing. This book was released on 2016-06-22 with total page 270 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many people have become impatient with school reform and school improvement efforts that fail to include school climate. The importance of a positive school climate is emerging in current research, not only as an essential component of school reform and school improvement, but also as a necessary framework for maintaining excellent schools and providing healthy and safe schools for all students. Research strongly suggests that educators and policy makers have a lot to learn about the importance of school climate for school safety and academic success. With the growing body of research regarding school climate, it is important to study the research and understand how the psychology of school climate and how the elements of school climate can be viewed from a population-based perspective, as well as understanding the impact of school climate on individual students. This review of school climate research includes hundreds of articles and research papers of different perspectives from around the world in numerous cultures. School climate is becoming a science of education and psychology that must be studied further in order to understand the dynamic nature of learning environments, to identify elements that support or threaten the learning environment, and to learn how to improve the conditions for learning in all schools.
Book Synopsis Creating an Inclusive School Climate by : Tamika P. La Salle-Finley
Download or read book Creating an Inclusive School Climate written by Tamika P. La Salle-Finley and published by Taylor & Francis. This book was released on 2023-07-25 with total page 258 pages. Available in PDF, EPUB and Kindle. Book excerpt: Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.
Book Synopsis Integrated Multi-Tiered Systems of Support by : Kent McIntosh
Download or read book Integrated Multi-Tiered Systems of Support written by Kent McIntosh and published by Guilford Publications. This book was released on 2016-03-15 with total page 369 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools have implemented academic response to intervention (RTI) and schoolwide positive behavioral interventions and supports (PBIS) as separate initiatives. This book provides keys to making these programs more effective, seamless, efficient, and sustainable by combining them into a single multi-tiered system of support (MTSS). Steps and strategies are outlined for integrating data structures, practices, teams, and district systems. Contributing authors present detailed case examples of successful MTSS implementation in three states. In a large-size format with lay-flat binding, the book features 27 reproducible checklists and evaluation tools. Purchasers get access to a companion website where they can download and print the reproducible materials plus other helpful resources. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
Book Synopsis The Effects of School Uniforms on School Climate in Elementary School by : Alexis Marie McGloin
Download or read book The Effects of School Uniforms on School Climate in Elementary School written by Alexis Marie McGloin and published by . This book was released on 2009 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This research sought to explore the link between mandatory school uniforms and a positive school climate. Beginning in the late 1980's public schools implemented mandatory school uniforms policies in urban school districts. The trend gained momentum when President Clinton included school uniforms in his 1996 State of the Union Address. Directly following the speech was a publication by the United States Department of Education on school uniforms that was distributed to all school districts in the country. Often the primary reason for implementing school uniforms was gang violence. Other reason included increased school safety and decreases in violence. Further, proponents believed uniforms would increase academic achievement and improve school climate. Research on the effects of school uniforms is limited and conflicting. Most studies available to date were conducted in urban settings. However, school uniforms have infiltrated rural and suburban schools districts as well. Two school districts in suburban Eastern Pennsylvania participated in this study. One school district had a mandatory school uniform policy. The other did not. Using a school climate survey and school uniform questionnaire, students in grades 4-6 and elementary school teachers rated the school climate in their respective schools. School climate was rated on seven subscales on the student school climate survey and 10 subscales on the faculty school climate survey. A t-test was performed on the data set to determine the difference between sample means and a factor analysis was conducted on the student school climate survey. Further, three themes emerged from the short answer questions on the student uniform questionnaire. The results of the research found that there was not a statistically significant relationship between a mandatory school uniform policy and elementary school students' perceptions of school climate. Of the seven subscales, students who wore school uniforms rated their peer relationships higher than students without school uniforms. Additionally, they rated the required rigor higher. Students that did not wear school uniforms rated the teacher-student relationship higher. When responding to the open ended questions, three themes emerged. They were expression, atmosphere and family. In essence, students were not in favor of wearing uniforms and believed uniforms suppressed their freedom of expression. Teachers responded similarly. The results showed no statistically significant relationship between a mandatory school uniform policy and teacher perceptions of school climate. Only two subscales showed any significant difference between the two groups of teachers. They were teacher-administrator relationship and student achievement. In both respects, teachers in the district without uniforms responded more positively. The results of this study should be used when reviewing current policy or considering new policy on school uniforms.
Book Synopsis The Impact of School Climate on Student Achievement in an Affluent Maryland Suburb by : Genee A. Varlack
Download or read book The Impact of School Climate on Student Achievement in an Affluent Maryland Suburb written by Genee A. Varlack and published by . This book was released on 2008 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research study was to examine the comparative differences that exist in Title I and non-Title I schools as it pertains to student achievement levels and school climate perceptions. The study sought to examine the differences in achievement levels, as measured by students' MSA scores and school climate measures in Title I and non-Title I schools. Survey research methodology was used to identify school climate. The school environment survey was administered to students in the 20 elementary schools in grades three and five. The survey measured 5 dimensions of climate: welcoming environment; physical environment; discipline; nurturing learning environment; and diversity and commonality. In a setting where the median household income is above {dollar}90,000, where resources are abundant in the schools, and where 90% of the students who graduate continue with their education, the findings of this research showed support for the following conclusions. Despite the affluence in this school system: (1) There is a difference in the academic achievement of students, as measured by the state criterion-referenced reading and/or math sections of the MSA test in Title I elementary schools in comparison to non-Title I elementary schools, (2) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on gender, (3) There is a difference in the academic achievement of students, as measured by a state criterion-referenced reading and/or math sections of the MSA test based on ethnicity, (4) There are differences in the perceptions of school climate among students in Title I elementary schools versus non-Title elementary schools, (5) There are differences in the perceptions of school climate among students based on gender, and (6) There are differences in the perceptions of school climate among students based on ethnicity. -- Abstract.
Book Synopsis Handbook of Research on Teaching by : Drew Gitomer
Download or read book Handbook of Research on Teaching written by Drew Gitomer and published by . This book was released on 2016-05-19 with total page 1712 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Fifth Edition of the Handbook of Research on Teachingis an essential resource for students and scholars dedicated to the study of teaching and learning. This volume offers a vast array of topics ranging from the history of teaching to technological and literacy issues. In each authoritative chapter, the authors summarize the state of the field while providing conceptual overviews of critical topics related to research on teaching. Each of the volume's 23 chapters is a canonical piece that will serve as a reference tool for the field. The Handbook provides readers with an unaparalleled view of the current state of research on teaching across its multiple facets and related fields.
Book Synopsis Associations Between Stakeholder Perceptions of School Climate and Fidelity of Implementation of Key Features of the Positive Behavioral Interventions and Supports Framework in Rural Schools by : Nathan Florin Anderson
Download or read book Associations Between Stakeholder Perceptions of School Climate and Fidelity of Implementation of Key Features of the Positive Behavioral Interventions and Supports Framework in Rural Schools written by Nathan Florin Anderson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: "School climate can be complex to measure and to change, but it is clear that it is a critical component of an effective school. One practice that has been shown to positively influence school climate is Positive Behavioral Interventions and Supports (PBIS). PBIS is a framework of evidence-based practices and its power for initiating change has been shown to come from fidelity of implementation of its key components. Although there is a lot of research on PBIS implementation, not a lot is known about implementation in rural schools and the unique challenges that setting provides. This study measures baseline levels of PBIS components, assesses the perceptions of school climate, and analyzes how those two domains are associated in rural schools prior to formal PBIS training and implementation. In this quantitative study, the baseline data for a Randomized Controlled Trial with 40 rural schools across one state is utilized as the sample data. The Schoolwide Evaluation Tool (SET) is used to measure fidelity of PBIS implementation at each school and the Maryland Safe and Supportive Schools (MDS3) Climate Survey provides the perspectives of students, parents, and staff on school climate. Information on the relationship between these variables in the rural setting will contribute important information to researchers and implementers in rural schools. The analysis found that although there is generally a positive perspective on school climate in these rural schools, a lack of fidelity in PBIS implementation is evident, and is associated with climate perceptions. The only PBIS component implemented to fidelity across the schools was a strong discipline system, yet was associated with lower order and discipline. These results suggest that the punishment-heavy approaches that schools are utilizing are not producing the desired outcomes without the foundational practices of teaching and acknowledging expected behavior. In fact, clearly teaching expectations was significantly associated with improved climate perspectives of staff and parents, and having a system for acknowledging those expectations was significantly associated with improved climate perspectives of students. I recommend that future researchers and implementers build on these findings and conclusions to better understand how to implement PBIS in rural schools. Additional research that applies similar methodologies to other demographic groups and more urban settings is needed for further comparison. Additional time points and longitudinal data will also provide more insights to the causes and impacts of PBIS on school climate in small and remote schools."--Boise State University ScholarWorks.
Book Synopsis Handbook for Conducting School Climate Improvement Projects by : Eugene R. Howard
Download or read book Handbook for Conducting School Climate Improvement Projects written by Eugene R. Howard and published by . This book was released on 1987 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses practical ways to improve a school's climate by increasing both productivity and satisfaction concurrently. Chapter 1, "Defining School Climate," identifies the overarching goals of school climate improvement, the basic human needs that school climate must address, the factors that make up a school's climate and determine its quality, and the elements to a school's operation that contribute to positive climate. Chapter 2 outlines an eight-step process for implementing school improvement, while chapters 3 through 7 discuss each of these eight steps in detail: (1) appointing a school improvement management team or steering committee; (2) collecting baseline data; (3) raising the awareness level of faculty, students, and parents; (4) assessing the school climate; (5) identifying improvement priorities and developing action plans; (6) organizing task forces to accomplish the tasks identified in the action plans; (7) coordinating the work of the task forces; and (8) evaluating the overall effects of the climate improvement effort. The final chapter, "Why Do It?," provides anecdotal testimony as to the success of climate improvement projects in various schools. Appended are the following instruments: an instrument for rating school climate; the CFK, Ltd., School Climate Profile; two "mini-audits" designed to assist school officials in identifying climate improvement priorities and assessing the process and material determinants of a school; and a brainstorming and prioritizing activity instruction sheet. (TE)
Book Synopsis Behavioral Interventions in Schools by : Steven G. Little
Download or read book Behavioral Interventions in Schools written by Steven G. Little and published by Division 16: Applying Psycholo. This book was released on 2019 with total page 422 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book shows psychologists and other mental health providers how to assess and treat emotional and behavioral problems in classrooms, including those arising from autism diagnoses.
Book Synopsis The Influence of Positive Behavior Intervention and Supports (PBIS) on School Climate by : Steven Bebee
Download or read book The Influence of Positive Behavior Intervention and Supports (PBIS) on School Climate written by Steven Bebee and published by . This book was released on 2015 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many schools have used school wide behavior management programs such as Positive Behavior Interventions and Supports (PBIS) effectively as a behavior management system to improve student classroom behavior issues. The purpose of this qualitative interpretive study was to explore how PBIS influence high school teachers0́9 perceptions on school climate within a participant school located in Southern Arizona. Through naturalistic inquiry using face-to-face semi structured interviews, seven teachers who have taught on the participant high school campus for four to six years were able to share their personal perceptions regarding PBIS and its influence on their school climate. The data collected for this study included a PBIS teacher questionnaire, semi-structured interviews, and three years of longitudinal student referral data to examine teacher perceptions of school climates and if the school wide behavior programs they implement has had any influence. This study identified possible limitations and advantages of PBIS on student behavior and determined whether perception from the study teachers differed from the general teaching staff regarding the influence PBIS has on school climate perceptions. The findings and conclusions of the study demonstrate that a relationship does indeed exist between having a successful behavior managements system in place such as PBIS and teachers0́9 feelings about their school climate. Themes were developed and identified that may help administrators understand the relationships that may exist.
Book Synopsis Preventing Problem Behaviors by : Bob Algozzine
Download or read book Preventing Problem Behaviors written by Bob Algozzine and published by Simon and Schuster. This book was released on 2015-04-28 with total page 430 pages. Available in PDF, EPUB and Kindle. Book excerpt: In today's increasingly diverse PreK–12 classrooms, problem behaviors can often interrupt instructional time and disrupt learning. Designed for 21st-century school leaders, administrators, behavior specialists, and classroom teachers, this research-based guide offers specific strategies and plans for preventing problem behavior at both the classroom and school level. Based on the premise that early response to problems can lead to better outcomes for students, the book's content is framed around four essential areas: foundations, intervention, collaboration, and evaluation. Within these areas, this accessible guide features: -The latest information on the science and practice of prevention -Reasons why conflict resolution, peer mediation, and bully-proofing are essential to prevention -Effective practices for teaching social skills to young children -Proven techniques for implementing schoolwide positive behavior support -Tools for using individual behavior plans to prevent problems -Ideas for home-school and community partnerships and culturally responsible teaching -Critical strategies for monitoring student progress and evaluating prevention practices -New, updated chapters, including information on preschool behavior support and RTI This valuable resource provides all the tools and strategies school leaders and teachers need to keep children focused on learning.
