School climate is a leading factor in explaining student learning and achievement. In the current research, multiple sources were integrated into a multilevel model, including staff self-reports, student self-reports, objective school records of academic achievement, and socio-economic demographics. In line with predictions, results show that students' perceptions of school climate significantly explain writing and numeracy achievement and this effect is mediated by students' psychological identification with the school. Furthermore, staff perceptions of school climate explain students' achievement on numeracy, writing and reading tests while accounting for students' responses. However, staff's school identification did not play a significant role.
Climate Change Adaptation Literature Review Samples
"School climate : a review of literature" by Sarah Galloway
Climate Change in Literature and Literary Criticism
School climate : a review of literature. Sarah Galloway , University of Northern Iowa. The purpose of this paper is to review the current literature and research on school climate to determine how school climate affects achievement, social, emotional and behavioral development, school safety, and school attendance and completion. Reviewing these outcomes for students leads the author to address principles for school climate measurement and improvement, as presented in the school climate literature. The measurement and improvement programs are reviewed in the context of school psychologists contributing to climate interventions.
Skip to search form Skip to main content You are currently offline. Some features of the site may not work correctly. DOI: Cohen and S.