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School Climate as a Factor in Student Adjustment and Achievement

School Climate as a Factor in Student Adjustment and Achievement JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION, 8(3), 321-329 Copyright O 1997, Lawrence Erlbaum Associates, Inc. THE CONSULTANT'S CORNER id School Climate as a Factor in Student Adjustment and Achievement Norris M. Haynes, Christine Emmons, and Michael Ben-Avie Yale University Child Study Center The interest in the study of school climate stems from a major belief that ,"school climate is thought to be linked to educational outcomes, especially ;achievementn (Pallas, 1988, p. 541). Research has shown a relation between rjch001 climate and student self-concept (Grobel & Schwarzer, 1982; Hoge, Ismit, & Hanson, 1990), student behavior (Cairns, 1987; Heal, 1978; :Reynolds, Jones, St. Leger, & Murgatroyd, 1980; Rutter, Maughan, Morti- imore, & Ouston, 1979), student absenteeism (deJung & Duckworth, 1986; :Reid, 1983; Rumberger, 1987; Rutter et al., 1979; Sommer, 1985), rate of suspension (Wu, Pink, Crain, & Moles, 1982), and school climate and iachievement (Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1977; Brookover & Lezotte, 1979; Edrnonds, 1979; Gottfredson & Gottfredson, 1989; Madaus, Airasian, & Kellaghan, 1980; Rutter, 1983; Rutter et al., 1979; Ishipman, 1981; Teddlie, Falkowski, Stringfield, Desselle, & Garvue, 1984). Rutter et al. (1979) emphasized the importance of the ethos of the school ias a major factor in student outcomes. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Educational and Psychological Consultation Taylor & Francis

School Climate as a Factor in Student Adjustment and Achievement

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References (21)

Publisher
Taylor & Francis
Copyright
Copyright Taylor & Francis Group, LLC
ISSN
1532-768X
eISSN
1047-4412
DOI
10.1207/s1532768xjepc0803_4
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Abstract

JOURNAL OF EDUCATIONAL AND PSYCHOLOGICAL CONSULTATION, 8(3), 321-329 Copyright O 1997, Lawrence Erlbaum Associates, Inc. THE CONSULTANT'S CORNER id School Climate as a Factor in Student Adjustment and Achievement Norris M. Haynes, Christine Emmons, and Michael Ben-Avie Yale University Child Study Center The interest in the study of school climate stems from a major belief that ,"school climate is thought to be linked to educational outcomes, especially ;achievementn (Pallas, 1988, p. 541). Research has shown a relation between rjch001 climate and student self-concept (Grobel & Schwarzer, 1982; Hoge, Ismit, & Hanson, 1990), student behavior (Cairns, 1987; Heal, 1978; :Reynolds, Jones, St. Leger, & Murgatroyd, 1980; Rutter, Maughan, Morti- imore, & Ouston, 1979), student absenteeism (deJung & Duckworth, 1986; :Reid, 1983; Rumberger, 1987; Rutter et al., 1979; Sommer, 1985), rate of suspension (Wu, Pink, Crain, & Moles, 1982), and school climate and iachievement (Brookover, Beady, Flood, Schweitzer, & Wisenbaker, 1977; Brookover & Lezotte, 1979; Edrnonds, 1979; Gottfredson & Gottfredson, 1989; Madaus, Airasian, & Kellaghan, 1980; Rutter, 1983; Rutter et al., 1979; Ishipman, 1981; Teddlie, Falkowski, Stringfield, Desselle, & Garvue, 1984). Rutter et al. (1979) emphasized the importance of the ethos of the school ias a major factor in student outcomes.

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Journal of Educational and Psychological Consultation – Taylor & Francis

Published: Sep 1, 1997

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