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1.
H. Hultin K. Eichas L. Ferrer-Wreder R. Dimitrova M. Karlberg M.R. Galanti 《Scandinavian Journal of Educational Research》2019,63(4):534-550
Previous studies indicate that school climate is important for student health and academic achievement. This study concerns the validity and reliability of the student edition a Swedish instrument for measuring pedagogical and social school climate (PESOC). Data were collected from 5,745 students at 97 Swedish secondary schools. Multilevel confirmatory factor analyses were conducted, and multilevel composite reliability estimates, as well as correlations with school-level achievement indicators, were calculated. The results supported an 8-factor structure at the student level and 1 general factor at the school level. Factor loadings and composite reliability estimates were acceptable at both levels. The school-level factor was moderately and positively correlated with school-level academic achievement. The student PESOC is a promising instrument for studying school climate. 相似文献
2.
The purpose of the present study was to assess an instrument that uses responses from teachers to measure principal behaviors on the critical educational issue of school renewal. To account for the data hierarchy of teachers nested within schools, we employed a multilevel confirmatory factor analysis and estimated multilevel reliabilities at both teacher and school levels to examine the instrument. With 2765 teachers from 148 schools, the instrument showed acceptable structural validity. Specifically, we found that when teachers provide responses as indicators of school renewal, the instrument can generate a valid and highly reliable measure or estimate of school renewal at the school level. However, data analysis at the teacher level attempting to use teacher perceptions of school renewal as either dependent variables or independent variables should be avoided because of the low reliability at the teacher level. 相似文献
3.
The research project presented in this article was set in the Swedish school context and carried out on a set of compulsory national tests for English, Swedish, and mathematics used at the end of compulsory school. The aims were: (a) to gain a deeper knowledge of the internal structure of the tests and (b) to separate individual performance from school performance. Individual test results from a representative sample of approximately 30% of the cohort (n = 26,360) constituted the data. Factor analysis, of a basically confirmatory nature, was applied in the study. Modelling at the individual level resulted in a theoretically sound, 11-factor model demonstrating good fit. The corresponding analyses at the school level, using 2-level structural equation modelling techniques, generated a similar, although somewhat less complex, model. Approximately 12% of the total variation in performance on the tests proved to be associated with schools. 相似文献
4.
Jianping Shen Xin Ma Louann Bierlien Palmer Sue Poppink Walter Burt 《Educational studies》2019,45(4):402-421
In this study, we developed and validated an instrument that researchers can use to measure the collective effort of principals and teachers who excise their own unique leadership to generate (integrated) school leadership. Based on 644 teachers, we found sound psychometric properties of the scales of the instrument and the instrument as a whole. We also explored the predictive properties of the instrument in predicting student achievement at the school level. Based on 53 schools, we found that the instrument can indeed measure the kind of school leadership that really matters to student achievement. When predicting student achievement (at the school level), the instrument tends to be more sensitive to more difficult school subjects (e.g. mathematics), implying that improvement in school leadership would lead to larger improvement in student achievement (at the school level) in more difficult school subjects. 相似文献
5.
Margareta Sandström Kjellin 《欧洲师范教育杂志》2008,31(4):379-388
In this article a study is presented in which teachers describe the working situation at their school. The aim of the study was to find out in what respects the school needed to be developed. The study was a case study and the method for collecting data was focus group dialogues. All teacher teams at a Swedish secondary school participated. The teacher teams focused on structural problems for the school. When analysing the activity in the team dialogues, problems on the group level also appeared. The necessity of teacher dialogue when initiating school development is observed and the functioning of the group is recognised as important. 相似文献
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7.
In this study pupils in grades 1 through 9 (ages 7–16) of the Swedish comprehensive school rated their interests in mathematics and Swedish (separately for reading and writing). They also judged other aspects of their school work and situation, such as need for control and challenging tasks, their perception of the teacher, their concern with how well other pupils succeeded, and their well-being at school. Teachers rated their level of achievement in Swedish and mathematics. It was found that interests tended to decrease over time, especially in mathematics. High achievers were more interested but they as well as low achievers showed a drop in interest over the years at school. Need for control rose and general well-being dropped. The developmental trends of the interest variables could not be accounted for by a rising need for control. The decrements in challenge and well-being could explain a part of these trends in Swedish but not in mathematics. 相似文献
8.
The purpose of this paper was to examine the relationship between school organizational climate and teachers’ job satisfaction. A quantitative survey method was applied, and three broadly hypothesized relationships were tested with a sample of 245 teachers from six government secondary schools in district of Penampang, Sabah, Malaysia. The instrument used in this study was the modified version for combination of two questionnaires: Organizational Climate Index and the Teachers’ Job Satisfaction Questionnaire. The findings indicated that there is a significant positive relationship between school organizational climate and teachers’ job satisfaction. The teachers in this study were found to be fairly satisfied with their job, with the responsibility factor as the biggest contributor to job satisfaction. This study found that there is no significant difference in levels of job satisfaction between the teachers’ gender (male and female). Based on the years of service in their current school, there was a statically significant difference in the level of job satisfaction among the teachers. These findings revealed that the secondary schools in Sabah have a positive and open climate, with the professional teachers’ behaviour factor as the biggest contributor. The results of this study indicate the necessity to provide positive organizational climate and up keeping teachers’ job satisfaction by policy makers and principals with hope in enhancing the quality of schools in Malaysia. 相似文献
9.
The purpose of this study was to develop and validate a perceptual instrument to measure the ethical climate of an institution's graduate and professional school programs, the Ethical Climate Index (ECI). The theoretical framework of the ECI involved the application of five ethical principles to three major environments within graduate and professional school programs. Items were developed by meeting with graduate and professional school students and reviewing related environmental instruments and sources. The items' content validity was evaluated by an expert in the university ethical climate area and two item review panels. The 122-item ECI was further validated by distributing it to 852 graduate and professional school students at a large midwestern university. The reliability estimate of the ECI was found to be .97. Students' perceptions of the ethical climate differed significantly across the major academic areas of the institution surveyed. The relationship between these findings and previous research is discussed along with ideas for further research. 相似文献
10.
Frank C. Worrell 《Psychology in the schools》2000,37(3):291-298
The increased focus on school climate as a causative factor in dropping out of school has led to the development of a number of instruments intended to measure perceived school climate. This study examined the reliability and validity of the Instructional Climate Survey‐Form S (ICI‐S; Braskamp & Maehr, 1988), a 20‐item instrument that measures school climate as seen by students. The internal consistency and factor structure of the ICI‐S were examined, as well as the ability of the instrument to classify students from different educational settings. Three hundred and twenty‐eight students representing three programs rated programs they attended using the ICI‐S. Factor analysis indicated that ICI‐S was best explained by one factor. The reliability coefficients of the total score were within the acceptable range (above .80) for all three programs, and the total score correctly classified 57% of the students. © 2000 John Wiley & Sons, Inc. 相似文献
11.
This article aims to analyse how the emerging Swedish school system in the early nineteenth century can be understood within the context of a gradual break-up of the estate society and its replacement with a class society in which citizenship was an important foundation. This is done through the discussion of the conceptions of citizenship on two levels. The first is the national level, focusing the national debate on education, and the second is the local level, investigating the local schools and the school setting. The main result is that the conceptions of citizenship in the school context were formed along two major lines: an inclusive social and civil citizenship and an exclusive, active and political citizenship. Consequently, the emerging Swedish school system simultaneously fostered these two citizenship conceptions, which coexisted in an educational system that was able to cast pupils as either subjects (comprehensive citizenship) or agents (designated citizenship). 相似文献
12.
There is currently a lack of research into classroom climate as perceived by the students themselves. This article presents a new classroom climate evaluation instrument which is designed to gauge student perceptions of their own level of engagement in academic activities, their relationships with peers, and the level of support they feel from their teachers. The Classroom Climate Index was pilot tested with a group of 105 elementary students aged 8–12. The pilot data were factor analysed, and the instrument was refined accordingly. Following the pilot test, the refined instrument was next administered to a larger sample of 2340 elementary students. Data from the comprehensive study were subjected to factor and reliability analyses, the results of which support the use of the Classroom Climate Index in measuring student engagement, supportive teacher behaviour, and collegial support from the student perspective. 相似文献
13.
《欧洲教育》2013,45(2):90-118
1. Innovations in the Regular School System: The reform of the Swedish school system that introduced comprehensive schools as regular schools at the first level of secondary school in 1962 and the second level in 1971 was preceded by a redefinition of the school as an institution. Increased emphasis was placed on the school as an integral part of the society — influenced by social developments and, at the same time, contributing to social change. Accordingly, the school system should have a structure that enables it to help break down social barriers and foster conscious responsibility for social action in all schoolchildren. 相似文献
14.
Hyojung Shin Ana Puig Jayoung Lee Ji Hee Lee Sang Min Lee 《Asia Pacific Education Review》2011,12(4):633-639
The purpose of this study was to examine the factorial validity of the MBI-SS in Korean students. Specifically, we investigated
whether the original three-factor structure of the MBI-SS was appropriate for use with Korean students. In addition, by running
multi-group structural equation model analyses with factorial invariance tests simultaneously for both genders (i.e., males
and females) and academic settings (i.e., middle school and high school), we tested whether the factor loading and correlations
between factors can be similarly interpreted across the different groups. Results indicated that the MBI-SS is a valid instrument
to measure academic burnout of Korean students. Furthermore, results presented the possibility that the MBI-SS could be used
regardless of cultural background. Implications for future research and practice and limitations are discussed. 相似文献
15.
This study examined the level of instructional use of Internet among science teachers involved with an in-service professional development project. An instrument on Level of Use of innovation was modified for the study. A criterion sample of teachers to be interviewed via telephone was randomly selected from a pool of 347 K–12 teachers. Somers' d and contingency coefficients were determined to see whether any relationship exists between a teacher's Level of Use and the following categories: (a) amount of experience with the Internet; (b) availability of resources support and access to the Internet in classroom and at home; (c) number of teacher and student users at school, (d) gender; and (e) type of school. Results of step-wise multiple regression indicate that classroom access, instructional experience of using Internet with students, availability of resource support and number of teacher users at school are the best predictors of teacher's Level of Use. Chi square test for comparisons between groups of completers and noncompleters of On-Line West Virginia K–12 RuralNet courses also revealed that a lack of classroom access to Internet and lack of resource/technical support at school contributed significantly to lower level of use among noncompleters. 相似文献
16.
Joacim Ramberg 《欧洲特需教育杂志》2013,28(4):440-462
This paper analyses the special educational resources in the Swedish upper secondary schools using a total population survey that covers all upper secondary schools. Special educators and special teachers together constitute the special educational resources at each school. With two types of regression models (logistic and linear regression), the study investigates which variables at school level determine the presence and availability rate of special educational resources. The main findings are that there is a great difference between public and independent schools in the presence and accessibility of special educational resources, where many independent schools do not offer special educational support for their students. It also shows that what kind of provider (public or independent school) and the size of the school are especially important variables for predicting presence of special educational resources. When analysing the variance of availability rate of special educational resources, student variables (grades from compulsory school and parental educational level) on the school level, together with school size, are especially important. 相似文献
17.
Over the past 40 years, numerous instruments have been developed to assess the learning environment for a variety of purposes. Despite this plethora of available surveys, there are few that have been developed for use at the primary school level, and even fewer that have been comprehensively validated. This article describes the development of a long-overdue learning environment survey that is suited to primary school students. Evidence to support the validity of the survey, in terms of translation and criterion validity, was guided by Trochim and Donnelly’s (2006) construct validity framework. A pilot test involving one class of 30 students and interviews with six students was used to examine the face validity of individual items. Analyses of data collected from 609 students in 31 classes supported the convergent, concurrent, discriminant and predictive validity, the results of which were all satisfactory. This article is significant in that it provides educators and researchers with a valid tool to assess the learning environment. The instrument, named the Classroom Climate Questionnaire—Primary (CCQ-P), is described and its practical advantages and limitations are discussed. 相似文献
18.
Magnus Dahlstedt 《British Journal of Sociology of Education》2009,30(2):193-205
In Sweden, calls for partnership between state institutions and local communities punctuate discussions of a number of areas of public policy. In this article, the discourse of partnership is analyzed in recent developments in Swedish educational policy, and particularly the involvement of ‘immigrant parents’ as partners collaborating with the school. In the article it is argued that, in partnerships between the school and ‘immigrant parents’, the ‘rules of the game’ are most often dictated by one of the partners (i.e. the Swedish school). Here, ‘immigrant parents’ are by various techniques being ‘measured’ and exhorted to adapt to an imagined ‘Swedish normality’, in order to become a ‘responsible’ parent and equal partner. 相似文献
19.
Teachers play a decisive role in making inclusive education a reality. The particular case of inclusion in physical education (PE) poses a specific challenge to teaching practice. How PE teachers view inclusion may provide special insights into teachers’ general attitudes toward inclusion and inclusive practices in the general school curriculum. The aim of this study is to investigate Swedish PE teachers’ attitudes to inclusion of pupils with physical disabilities in mainstream PE classes at primary school. The sampling frame was members of the Swedish Teachers’ Union who had registered themselves as PE teachers and who indicated a current e‐mail address (n = 560). Respondents were invited to complete an e‐mail questionnaire with questions covering demographics, general attitudes, support from school management and staff, possible hindrances and personal experiences of inclusion. A total of 221 teachers (39%) responded, equal numbers of males and females with a bimodal age distribution (means of 28 and 44) with an average of eight years of service. On average, Swedish PE teachers are very positive to inclusion of pupils with physical disabilities into general PE. Gender, age, years of service and work satisfaction had no impact on general opinions of inclusive PE. PE teachers with actual previous experience of teaching pupils with physical disabilities were slightly more positive to inclusive PE. Stepwise multiple regressions were used to establish a predictive model of positive attitudes to inclusion based on: (1) having adequate training; (2) having general school support (from management and staff); and (3) demands on resources. This yielded an adjusted R 2 that explained 33% of variation in attitudes. 相似文献
20.
Stephanie Lichtenfeld Reinhard Pekrun Robert H. Stupnisky Kristina Reiss Kou Murayama 《Learning and individual differences》2012,22(2):190-201
This article reports about the development and validation of a measurement instrument assessing elementary school students' achievement emotions (Achievement Emotions Questionnaire-Elementary School, AEQ-ES). Specifically, the instrument assesses students' enjoyment, anxiety, and boredom pertaining to three types of academic settings (i.e., attending class, doing homework, and taking tests and exams). Scale construction was based on Pekrun's (2006) control-value theory of achievement emotions. The instrument was tested using samples from German and American elementary school classrooms. The results of Study 1 (German sample) corroborate the reliability and structural validity of the new emotion measure. Moreover, they show that students' achievement emotions were linked with their control and value appraisals as well as their academic performance, thus supporting the external validity of the measure as well as propositions of Pekrun's (2006) control-value theory of achievement emotions. Study 2 (American sample) corroborated the cross-cultural equivalence of the measure and the generalizability of findings across the German and American samples. Implications for research on achievement emotions and educational practice are discussed. 相似文献