The document discusses measuring school environment using the Comprehensive Assessment of School Environments (CASE) framework. It defines school environment as the social, academic, and emotional contexts of the school as perceived by students, teachers, and parents. The CASE model measures school climate, student/teacher/parent satisfaction, and outcomes. It uses validated surveys to assess multiple domains from relationships to safety to academic orientation. The CASE provides a comprehensive, evidence-based approach to evaluating school environment and identifying issues to improve learning and development.
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
This slideshow is a part of my portfolio that I will showcase to my employers. I'm happy to share but it is not allowed to make copies because of the authentication.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
An Analysis of the Relationship between in-service Teachers’ Efficacy Levels,...inventionjournals
This study aims to investigate the relationship between the attitudes of Physics, Chemistry and Biology teachers towards the constructivist approach to teaching and towards their profession, and their efficacy levels. 1958 high school teachers within the Ministry of National Education from several cities in Turkey participated in the study. Data were gathered through Ohio Teacher Efficacy Scale (Tschannen-Moran & Woolfolk-Hoy, 2001; Baloglu&Karadag, 2008), Constructivist Approach Attitude Scale (Balim, Kesercioglu, Inel&Evrekli, 2002) and Attitudes Towards Teaching Profession Scale (Cetin, 2006) in order to find out whether there was a statistically significant relationship between teachers’ attitudes and their efficacy levels. Results showed that there existed a positive statistically significant correlation between the attitudes and the efficacy levels. Namely, as the participants’ efficacy levels increased, their attitudes towards teaching profession and towards the constructivist approach to teaching increased, as well.
This slideshow is a part of my portfolio that I will showcase to my employers. I'm happy to share but it is not allowed to make copies because of the authentication.
The Mismatch between EAP Teachers’ Beliefs and Classroom Practices toward For...AJHSSR Journal
ABSTRACT: Beliefs are formed through personal experiences and the interactions that individuals are involved in daily life (Hsieh, 2002). These beliefs can be transformed into attitudes, which in turn affect intentions, and decisions are formed through the intentions that lead to the action (Bauch,1984). The match or mismatch between instructors’ beliefs and practices, between instructors’ cognitions and their authentic practices in the classroom are two main fields of the teaching process (Clark & Peterson, 1986). However, teachers may not always apply what they believe in the classroom. This study aims to reveal the discrepancy between what they believe theoretically and what they do in the classroom. To this end, three instruments were used in this study: (1) classroom observations, (2) semi-structured interviews, and (3) a questionnaire. The
STRUCTURAL EQUATION MODEL REVIEWING RELATIONSHIPS AMONG GOAL ORIENTATION, ACA...IAEME Publication
This study explored the association among Goal Orientation, Academic Self-efficacy, Academic Help-seeking Behaviour and Achievement on a sample of 600 secondary school students using Structural Equation Modeling (SEM) for data analysis and to see the impact. Goal orientation is an outlook toward demonstrating ability in achievement situations. Academic Self-efficacy is a person's belief in his/her ability to succeed in an academic situation. Academic help-seeking behaviour is 'seeking others help' at the time when one faces difficulties or uncertainty in the course of his/her education in classroom. Achievement is the accomplishment or acquired proficiency in the performance of an individual with respect to a given knowledge or skill. Structural Equation Modeling is a powerful technique that can combine complex path models with latent variables.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Contribution of Competence Teacher (Pedagogical, Personality, Professional Co...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Linking various approaches teachers' pedagogical mindset and moral perspect...Stefan Rathert
On teachers' pedagogical mindests and the moral side of teacher thinking and promoting morality in learners. Following Kansanen, P., K. Tirri, M. Meri, L. Krokfors, J. Husu, & R. Jyrhämä (2000). Teachers’ pedagogical thinking. New York: Peter Lang, chapters 4 and 5
School Law - Dr. William Allan Kritsonis
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
STRUCTURAL EQUATION MODEL REVIEWING RELATIONSHIPS AMONG GOAL ORIENTATION, ACA...IAEME Publication
This study explored the association among Goal Orientation, Academic Self-efficacy, Academic Help-seeking Behaviour and Achievement on a sample of 600 secondary school students using Structural Equation Modeling (SEM) for data analysis and to see the impact. Goal orientation is an outlook toward demonstrating ability in achievement situations. Academic Self-efficacy is a person's belief in his/her ability to succeed in an academic situation. Academic help-seeking behaviour is 'seeking others help' at the time when one faces difficulties or uncertainty in the course of his/her education in classroom. Achievement is the accomplishment or acquired proficiency in the performance of an individual with respect to a given knowledge or skill. Structural Equation Modeling is a powerful technique that can combine complex path models with latent variables.
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Contribution of Competence Teacher (Pedagogical, Personality, Professional Co...theijes
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
Reflections and Conceptions Analysis of the Neosphere’s Actors on Teaching Po...Premier Publishers
This study described specific characteristics of the Questionnaire of Trainers’ Conceptions (QTC) for neosphere’s actors used to assess the trainers’ conception thinking about new useful practice of pole vault in physical education program. The purpose of this study is to analyze its subscales and items validity and reliability in a sample of trainers from Tunisia. The questionnaire was applied to 238 actors of neospher, beside with five subscales to measure trainers’ conception (strategy, orientation, expectations, personality and security). Results concerning factor validity, highlighted the coherence between the internal structure of the questionnaire throw an exploratory factor analyses and a confirmatory factor analyses with Cronbach's alphas range between (0.73 and 0.94). Regarding criterion validity, the QTC subscales are positively correlated and determined between (r = 0.44 and r = 0.79; p < 0.01). The reliability of the questionnaire factors and items are both adequate. It is concluded that the construct is valid and reliable through our population study.
Dr. Paul Watkins & Dr. Janet Moak - Published by NATIONAL FORUM JOURNALS, Dr. William Kritsonis, Editor-in-Chief, Houston, Texas - www.nationalforum.com
Linking various approaches teachers' pedagogical mindset and moral perspect...Stefan Rathert
On teachers' pedagogical mindests and the moral side of teacher thinking and promoting morality in learners. Following Kansanen, P., K. Tirri, M. Meri, L. Krokfors, J. Husu, & R. Jyrhämä (2000). Teachers’ pedagogical thinking. New York: Peter Lang, chapters 4 and 5
School Law - Dr. William Allan Kritsonis
Dr. William Allan Kritsonis Inducted into the William H. Parker Leadership Academy Hall of Honor (HBCU)
Remarks by Angela Stevens McNeil
July 26th 2008
Good Morning. My name is Angela Stevens McNeil and I have the privilege of introducing the next Hall of Honor Inductee, Dr. William Allan Kritsonis. Dr. Kritsonis was chosen because of his dedication to the educational advancement of Prairie View A&M University students. He earned a Bachelor’s degree in 1969 from Central Washington University in Ellensburg, Washington. In 1971, he earned his Master’s in Education from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa.
Dr. Kritsonis has served and blessed the field of education as a teacher, principal, superintendent of schools, director of student teaching and field experiences, invited guest professor, author, consultant, editor-in-chief, and publisher. He has also earned tenure as a professor at the highest academic rank at two major universities.
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing through the Realms of Meaning.
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies.
Dr. William Kritsonis is a well respected author of more than 500 articles in professional journals and several books. In 1983, Dr. Kritsonis founded the NATIONAL FORUM JOURNALS. These publications represent a group of highly respected scholarly academic periodicals. In 2004, he established the DOCTORAL FORUM – National Journal for Publishing and Mentoring Doctoral Student Research. The DOCTORAL FORUM is the only refereed journal in America committed to publishing doctoral students while they are enrolled in course work in their doctoral programs. Over 300 articles have been published by doctorate and master’s degree students and most are indexed in ERIC.
Currently, Dr. Kritsonis is a Professor in the PhD Program in Educational Leadership here at Prairie View A&M University.
Dr. William Kritsonis has dedicated himself to the advancement of educational leadership and to the education of students at all levels. It is my honor to bring him to the stage at this time as a William H. Parker Leadership Academy Hall of Honor Inductee.
EDUL 8003 - Dissertation, Dr. William Allan KritsonisWilliam Kritsonis
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; Wright State University, Dayton, Ohio; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA). In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Male Sexual Addiction by Dr. LaVelle Hendricks - Published in the NATIONAL FORUM JOURNALS OF COUNSELING AND ADDICTION - www.nationalforum.com - Dr. William Allan Kritsonis, Editor-in-Chief, Houston, Texas
A National Perspective For Cultivating Working Relationships HughesWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
PhD presentation, Dr. William Allan Kritsonis, PVAMU, The Texas A&M University System, Book by Dr. Fenwick W. English titled The Art of Educational Leadership: Balancing Performance and Accountability.
William Allan Kritsonis, PhD
"Liderazgo pedagógico" por Christopher Day. Profesor emérito de la Facultad de Ciencias Sociales de la Universidad de Nottingham en el XI Congreso EC "El liderazgo educativo, motor del cambio".
Jones, earl the existence of characteristics schooling v6 n1 2015William Kritsonis
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
School Organizational Climate of Public Elementary Schools In Bulan DistrictAJHSSR Journal
ABSTRACT:This study aims to determine the school organizational climate of public elementary schools in
Bulan District, SY. 2022-2023. The perceptions of parents, teachers and school heads and the level of openness
on school organizational climate in terms of Collegial Leadership, the school head-teacher relationship;
Professional Teacher Behavior, the relationship of teacher-teacher interactions; Achievement Press, the
relationship between the school and pupils; and Institutional Vulnerability, the school and community relations,
were identified. Furthermore, the study sought to identify if there is a significant difference among the
respondents‘ perceptions. More so, the study determined the experiences of the respondents on the school
organizational climate along the identified variables. The study used the mixed method of qualitative and
quantitative research design. Survey and unstructured interview were utilized in gathering the necessary data. 15
parents, 15 teachers and 15 school heads were involved in this study from 15 schools in Bulan III District. The
researcher adopted Hoy‘s OCI (Organizational Climate Index) questionnaire as the main instrument in gathering
the quantitative data. Weighted mean, standards scores and F-test or one way ANOVA were used as statistical
tools to analyze the data. Thematic analysis was utilized to analyze the qualitative data. The study revealed a
positive school organizational climate where indicators of Collegial Leadership, Professional Teacher Behavior,
and Achievement Press occur ―Very Frequently‖, and indicators of Institutional Vulnerability occur
―Sometimes‖. The computed overall level of openness of Bulan III District was 655.13 with the verbal
interpretation of ―Very High‖. Moreover, results showed a significant difference on the perceptions of parents,
teachers, and school heads in terms of Collegial Leadership. PROJECT SOURCE (School Organizations
Unlocking Relations and Climate Enhancement) was proposed to be implemented for the improvement of the
school organizational climate of the respondent-schools.
KEYWORDS :Achievement Press, Collegial Leadership, Institutional Vulnerability, openness, perceptions,
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve
effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical
suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling,
annotating plans and student work, surveying students, and analyzing performance data to make reflection a
consistent habit focused on improvement.
KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology
Contextual Influences on the Implementation of a Schoolwide .docxmelvinjrobinson2199
Contextual Influences on the
Implementation of a Schoolwide Intervention
to Promote Students’ Social, Emotional,
and Academic Learning
Yolanda Anyon, Nicole Nicotera, and Christopher A. Veeh
Schoolwide interventions are among the most effective approaches for improving students’
behavioral and academic outcomes. However, researchers have documented consistent chal-
lenges with implementation fidelity and have argued that school social workers should be
engaged in efforts to improve treatment integrity. This study examines contextual influences
on the implementation of a whole-school intervention called Responsive Classroom (RC)
in one urban K–8 public school serving a diverse student body. RC improves social, emo-
tional, literacy, and math outcomes for disadvantaged students with behavior problems by
building on the assets of teachers to intervene with misbehaving students in the classroom
setting or school environment. Yet little is understood regarding the factors that constrain or
enable implementation of RC in noncontrolled research conditions. Results from a mixed-
methods convergent analysis of focus group, observation, and survey data indicate the influ-
ence of the following three contextual factors on implementation fidelity: (1) intervention
characteristics such as compatibility with staff members’ beliefs about behavior change and
management, (2) organizational capacity such as principal and teacher buy-in, and (3) the
intervention support system such as training and technical assistance. Implications for future
school social work research and practice with respect to the implementation of schoolwide
programs are discussed.
KEY WORDS: context; fidelity; implementation; school social work; schoolwide interventions
School social workers are often called on to deliver interventions to improve the behavior of disruptive and off-task students, as these
young people are at greater risk than their peers for
academic and psychosocial problems extending
across the life span ( O’Shaughnessy, Lane, Gresham,
& Beebe-Frankenberger, 2003; Sprague & Hill,
2000). For example, behavior problems in elemen-
tary school are among the strongest predictors of
underachievement, delinquency, and violence later
in life ( Sprague & Hill, 2000). Moreover, low-
income children and adolescents of color are more
likely to be identified by school staff as having be-
havior problems but are less likely to have access to
supports they need to make improvements ( Reyes,
Elias, Parker, & Rosenblatt, 2013). In the larger con-
text of persistent racial and class disparities in aca-
demic achievement, the need for early interventions
among disadvantaged young people is clear ( Reyes
et al., 2013).
Emerging evidence suggests that schoolwide and
teacher-focused interventions are among the most
effective approaches for improving student behav-
ioral outcomes ( Durlak, Weissberg, Dymnicki,
Taylor, & Schellinger, 2011). How.
Dr. Douglas S. Hermond published in the National FORUM of Educational Adminis...William Kritsonis
Dr. Douglas S. Hermond published in the National FORUM of Educational Administration and Supervision Journal - See: www.nationalforum.com - National Refereed Article: Determining the Learning Styles of Prospective Educational Leaders - Dr. William Allan Kritsonis, Editor-in-Chief
The Role of Head Teachers in Ensuring Quality and Standards in Secondary Scho...iosrjce
The purpose of the study was to investigate the role of head teachers in enforcing quality assurance
and standards in secondary schools in Eldoret West Distrct. Based on the findings of the study, this paper
specifically examines the role of the head teachers in ensuring quality and standards in secondary schools. The
study utilized the descriptive research design. The study targeted head teachers and teachers in both public and
private secondary schools in Eldoret West District. To obtain the study sample, the target population was
stratified into two categories, i.e. private and public schools. From each stratum, 30 per cent of the total
numbers of schools were selected for inclusion in the study. All the head teachers from the selected schools
automatically qualified to participate while the teachers were selected through simple random sampling. Data
was collected using a questionnaire and an interview schedule. The collected data was analyzed descriptively
using means and percentages. This is because the mean is considered as the most efficient measure of central
tendency. The data analysis was done with the aid of Statistical Packages for Social Sciences (SPSS) software
which makes it easy to compare variables whose relationships are being studied. The study findings revealed
that the procedure of supervision involved the head teacher calling a meeting to discuss the purpose of
supervision, the objectives of supervision, both parties agreeing on the objectives and as well as determining the
criteria of supervision. The role of the head teacher in supervision include: enforcing teacher compliance with
quality and standards in teaching, providing leadership towards enforcing quality and standards, providing
moral and material support and motivating the teachers during the process of supervision. The study
recommends that there is need to incorporate the elements of quality and standards in the supervision criteria
and purpose.
Similar to Lunenburg, fred c comprehensive assessment of school environments nfeas v29 n4, 2011 (20)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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Lunenburg, fred c comprehensive assessment of school environments nfeas v29 n4, 2011
1. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
VOLUME 29, NUMBER 4, 2011
Comprehensive Assessment of School Environments
(CASE): An Underused Framework for Measuring
School Climate
Fred C. Lunenburg
Sam Houston State University
________________________________________________________________________
ABSTRACT
School environment refers to the social, academic, and emotional contexts of the
school—the “personality” of the learning context—and how it is perceived by all major
stakeholder groups (students, teachers, and parents). This climate is influenced by a broad
range of factors, including the social environment, the school district and community
environment, and the school and classroom environment. A positive school environment
creates an optimal setting for teaching and learning. Assessing the school environment
can provide opportunities to discover and address issues that can impede learning and
healthy student development. The Comprehensive Assessment of School Environments
(CASE) is a psychometrically sound instrument that can be used to measure student,
teacher, and parent satisfaction in addition to school climate.
________________________________________________________________________
The National Association of Secondary School Principals (NASSP) named a task
force to investigate the current literature and measures of school climate. After an
extensive review of the literature, the task force found that most existing definitions of
climate were unclear, that many climate studies were based on one stakeholder group
(usually teachers), that climate and satisfaction measures were frequently confused, and
that measures with good psychometric properties were scarce and rarely used by
practitioners.
The Model
The task force formulated a general model depicting the contextual, input,
mediating, and outcome variables of school environments. The Comprehensive
Assessment of School Environments (CASE) model is shown in Figure 1 (Keefe &
Howard, 1997). Assumptions accepted in the formulation of the model were as follows:
1
2. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
2
Climate and satisfaction are distinct but related concepts.
Climate does not define effectiveness; it only predicts it.
Student outcomes (cognitive, affective, and psychomotor) and efficiency data
(cost) are the most appropriate measures of school effectiveness.
School District
Societal and Community
Environment Environment School or Classroom Environment
Inputs Mediating Variables
Student Outcomes
Societal Beliefs, Goals and Objectives School Climate Satisfaction Productivity
Ideologies attitudes, ·Professed Climate is the Satisfaction Productivity
·Individual and values ·Operational relatively is the is the
ability enduring student’s effectiveness
·Schooling pattern of affective and
·Work shared response to efficiency of
·Social Organizational perceptions his or her attainment of
Organizational
mobility Characteristics about the particular intended and
characteristics
·Physical environment characteristics environment unintended
·Formal organization: of an (e.g., “I like student
curriculum, organization or feel good goals:
instruction, leadership, and its about…”) cognitive,
Structures of Demographic
policies, and rules members. affective,
Dominance characteristic ·Informal organization psychomotor
·Wealth and s .
social
class
·Status and
occupational Characteristics of
hierarchy Groups and Individuals
·caste (race, ·Demographics of
sex, etc.) students, staff,
administrators
·Expectations of
students, staff,
administrators, parents
·Job performance of
staff administrators
·Job satisfaction of
staff, administrators
·Parent and community
satisfaction and
support
Figure 1. An interactive model of the school environment.
The model of the school environment developed by the NASSP task force goes
beyond a simple consideration of school climate to encompass a full range of inputs and
outputs to the process of school improvement. As Figure 1 shows, perceptions of climate
held by stakeholder groups (students, teachers, parents) are mediating variables—
influencing factors—not outcome measures. Teacher and parent satisfaction are input
variables. Student satisfaction is both a mediating variable and an outcome measure; it
both influences school success and corroborates it.
3. FRED C. LUNENBURG
_____________________________________________________________________________________3
The Instruments
The Comprehensive Assessment of School Environments (CASE) battery consists
of four survey instruments: the NASSP School Climate Survey, which is designed to
elicit responses from all major stakeholder groups (students, teachers, parents), and three
separate NASSP Satisfaction Surveys, one for each of the three major stakeholder groups.
Each survey has eight to ten subscales touching on all important aspects of the school
environment.
The NASSP survey instruments were validated in national pilot and normative
studies of 1500 teachers, 14,600 students, and 4400 parents. For each of the four
instruments, internal consistency coefficients have been calculated for each subscale
based on data collected in pilot and normative studies. The average internal consistency
reliability of the School Climate Survey subscales is 0.81, with a range from 0.67 to 0.92.
The average reliability of the Student Satisfaction Survey subscale average is 0.81, with a
range from 0.76 to 0.83. The Teacher Satisfaction Survey subscale average is 0.88, with a
range from 0.80 to 0.93. The Parent Satisfaction Survey average is 0.85, with a range
from 0.72 to 0.92 (Halderson, 1990). Computer scoring programs provide separate
climate and satisfaction profiles for each school.
The NASSP School Climate Survey collects and measures data about perceptions
on the following subscales:
Teacher-student relationships: The quality of the interpersonal and professional
relationships between teachers and students.
Security and maintenance: The quality of maintenance and the degree of security
people feel at the school
Administration: The degree to which school administrators are effective in
communicating with different role groups and in setting high performance
expectations for teachers and students.
Student academic orientation: Student attention to task and concern for
achievement at school.
Student behavioral values: Student self-discipline and tolerance for others.
Guidance: The quality of academic and career guidance and personal counseling
services available to students.
Student-peer relationships: Students’ care and respect for one another and their
mutual cooperation.
Parent and community school relationships: The amount and quality of
involvement in the school of parents and other community members.
Instructional management: The efficiency and effectiveness for teacher classroom
organization and use of classroom time.
Student activities: Opportunities for and actual participation of students in school-
sponsored activities. (See Table 1.)
4. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
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Table 1
School Climate Scale Dimensions
SCALE NAME SCALE DESCRIPTION SAMPLE ITEM
TEACHER-STUDENT Quality of the interpersonal Teachers in this school like
RELATIONSHIPS and professional their students. (+)
relationships between
teachers and students
SECURITY AND Quality of maintenance and Students usually feel safe in
MAINTENANCE the degree of security the school building. (+)
people feel at the school
ADMINISTRATION Degree to which school The administrators in this
administrators are effective school listen to student
in communicating with ideas. (+)
different role groups and in
setting high performance
expectations for teachers
and students.
STUDENT ACADEMIC Student attention to task and Students work hard to
ORIENTATION concern for achievement at complete their school
school. assignments. (+)
STUDENT BEHAVIORAL Student self-discipline and If one student makes fun of
VALUES tolerance for others. someone, other students do
not join in. (+)
GUIDANCE Quality of academic and Teachers or counselors
career guidance and encourage students to think
personal counseling about their future. (+)
services available to
students
STUDENT-PEER Students’ care and respect Students care about each
RELATIONSHIPS for one another and their other. (+)
mutual cooperation.
PARENT AND Amount and quality of Parents and members of the
COMMUNITY-SCHOOL involvement of parents and community attend school
RELATIONSHIPS community members in the meetings and other
school. activities. (+)
INSTUCTIONAL Efficiency and effectiveness There is a clear set of rules
MANAGEMENT of teacher classroom for students to follow in this
organization and use of school. (+)
classroom time.
STUDENT ACTIVITIES Opportunities for and actual Students can take part in
participation of students in sports and other school
school-sponsored activities. activities even if their
families cannot afford it. (+)
5. FRED C. LUNENBURG
_____________________________________________________________________________________5
The NASSP survey instruments have been developed as measures within a CASE
battery based on the task-force model (see Figure 1). The instruments can be used singly
or in any combination, but the task force encourages their use within the context of the
entire model. The principal aim of the measures and procedures of the CASE model is to
foster school improvement (Keefe & Kelley, 1990). The CASE data may also be useful
in preparing school reports required by state or regional accrediting agencies. Outcomes-
based evaluation for school accreditation is gaining support and acceptance from several
accrediting bodies. The CASE battery permits the organization and monitoring of
outcomes-based data (Schröter, 2010).
School Environment: What Does It Mean?
School environment refers to the social, academic, and emotional contexts of the
school—the “personality” of the learning context—and how it is perceived by all major
stakeholder groups (students, teachers, and parents) (Blum, 2007). This climate is
influenced by a broad range of factors, including the social environment (social
ideologies and structures of dominance), school district and community environment
(beliefs, attitudes, and values; organizational characteristics; and characteristics of groups
and individuals), and school and classroom environment (school climate, satisfaction, and
productivity). (See Figure 1.)
A positive school environment creates an optimal setting for teaching and
learning. Research indicates that school can be a stabilizing force for youngsters, both
emotionally and academically (Cohen, 2006; Wang & Holcombe, 2010). A national
survey indicated that, in comparison with their more affluent peers, low-income students
felt a more pronounced lack of community and less connection with their schools
(McNeeley, Nonnemaker, & Blum, 2002). The point is that life stressors, regardless of
the cause, if ignored, can impede learning. There is some evidence that poverty classifies
as a life stressor that can alter brain function (Conrad, 2011; Jensen, 2010; Templeton,
2012).
School environment and school connectedness can be the determining factors in a
student’s educational experience (Blum, 2005). When students believe that adults in the
school care about them, have high expectations for their achievement, and provide the
support essential to their success, they thrive (Jackson & Lunenburg, 2010; National
Research Council and the Institute of Medicine, 2004; Pashiardis, 2011; Sadler, 2012).
When teachers and staff are deeply engaged in creating a safe, nurturing, challenging
school environment, their job satisfaction increases (Bluestein, 2001; Evans, 1997). A
positive school environment is a product of collective effort (Bulach, Lunenburg, &
Potter, 2012).
Measuring School Environment
Evaluating the school environment can provide opportunities to discover and
address issues that can impede learning and healthy student development. Applied
6. NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL
6
skillfully, evaluation can be a valuable tool for reflection and planning (Cook, Scriven,
Coryn, & Evergreen, 2010; Mertens, 2012; Schröter, 2010). The process itself has the
potential to promote a more positive school environment, particularly when all major
stakeholder groups (students, teachers, parents) are empowered as resources for
information (Coryn, Noakes, Westine, & Schröter, 2011; Lunenburg & Ornstein, 2012).
There are many different ways to measure school climate, but broadly they fall
into two categories: indirect and direct (Lunenburg, 1983). Indirect measures include:
examining student records for attendance, discipline referrals, and suspensions and
expulsions; observing the physical environment, with attention to cleanliness, hallway
and classroom appearance, supplies and equipment, and noise levels; observing
classrooms and interpersonal communications. Direct measures include surveys or
interviews that solicit information from major stakeholder groups (students, teachers,
parents, and community members).
Schools can develop their own instruments or use well known existing
instruments, including: the Charles F. Kettering (CFK) Ltd. School Climate Profile
(Howard, Howell, & Brainard, 1987), Comprehensive School Climate Inventory (CSCI)
(National School Climate Center (2011), Profile of a School (POS) (Likert & Likert,
1977), Organizational Climate Descriptive Questionnaire (OCDQ) (Hoy & Clover, 1986;
Kottkamp, Mulhern, & Hoy, 1987); Organizational Health Inventory (OHI) (Hoy &
Tarter, 1997a, 1997b), and the Comprehensive Assessment of School Environments
(CASE) (Halderson, 1990).
Conclusion
School environment refers to the social, academic, and emotional contexts of the
school—the “personality” of the learning context—and how it is perceived by all major
stakeholder groups (students, teachers, and parents). This climate is influenced by a broad
range of factors, including the social environment, the school district and community
environment, and the school and classroom environment. A positive school environment
creates an optimal setting for teaching and learning. Assessing the school environment
can provide opportunities to discover and address issues that can impede learning and
healthy student development. The Comprehensive Assessment of School Environments
(CASE) is a psychometrically sound instrument that can be used to measure student,
teacher/staff, and parent satisfaction in addition to school climate.
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7. FRED C. LUNENBURG
_____________________________________________________________________________________7
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