The Effects of School Climate on School Disorder

By Wayne N Welsh. 2000

351 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1a6171f691c0083a4eab0651fd679d04374bdf78

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Citations in the corpus

Students’ perceptions of school climate as determinants of wellbeing, resilience and identity (2016, background): “In practical terms, therefore, schools could consider the importance of promoting strong social networks and enhancing relationships as suggested by Noonan (2005) and Welsh (2000).”
Student Background, School Climate, School Disorder, and Student Achievement: An Empirical Study of New York City's Middle Schools (2008, background): “Although no single definition of school climate is accepted by all, it often refers to the impressions, beliefs, and expectations held by members of the school community about their school as a learning environment, their associated behavior, and the symbols and institutions that represent the patte”
A Multilevel Analysis of the Relationships among Communal School Organization, Student Bonding, and Delinquency (2008, background): “Research has illustrated the importance of school social organization in general and, more specifically, the importance of communal school organization (Bryk and Driscoll 1988; D. Gottfredson 2001; G. Gottfredson, Gottfredson, Payne, and Gottfredson 2005; Payne et al. 2003; Welsh 2000).”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “2010), victimisation (Burrow and Apel 2008; Gottfredson et al. 2005; Soderstrom and Elrod 2006; Welsh 2000), bullying (Bandyopadhyay et al.”
BLACK-WHITE DIFFERENCES IN SCHOOL SUSPENSION: EFFECT OF STUDENT BELIEFS ABOUT TEACHERS (2008, background): “Extant literature indicates that feeling a sense of engagement in school is linked to positive school outcomes including decreased punishment at school (Welsh, 2000).”
Students’ Perceptions of Unsafe Schools: An Ecological Systems Analysis (2012, methodology): “Other research suggests that males have more school safety concerns than females (Akiba 2008; Welsh 2000 ), while other studies indicate the opposite (e.g., Brown and Benedict 2004; Wallace and May 2005).”
School Climate (2018, neutral): “It consists of the individual perception of each member of the student body at school and the processes that take place in it (Welsh 2000).”
Communities, Students, Schools, and School Crime (2008, background): “This is consistent with previous studies in school climate and school disorder (Welsh, 2000).”
The Effects of School Climate, Socioeconomics, and Cultural Factors on Student Victimization in Israel (2005, background): “Jewish and Arab schools with policies that include clear, consistent, and fair rules have lower levels of violence (Adams, 2000; Dwyer, Osher, & Hoffman, 2000; Gottfredson & Gottfredson, 1985; James, 1994; Kauffman, 1997; Keller & Tapasak, 1997; Olweus, 1991; Welsh, 2000).”
Preventing School Bullying: Should Schools Prioritize an Authoritative School Discipline Approach Over Security Measures? (2016, background): “Schools nationwide quickly adopted costly security measures and strict policies in response to several highly publicized school shootings (Addington, 2009; Reddy et al., 2001; Welsh, 2000) and a growing fear of crime (Burns & Crawford, 1999; Lawrence & Mueller, 2003; Simon, 2007).”
RETRACTED ARTICLE School social bonds, school climate, and school misbehavior: A multilevel analysis (2003, background): “While neighborhood context and delinquency have received a great deal of empirical attention, the school-level context and its influence on school misbehavior remains one of the least-studied areas (Arum & Beattie, 1999; Astor et al., 1999; D. C. Gottfredson, 1986; Welsh, 2000; Welsh et al., 1999; W”
The Relationship of School Structure and Support to Suspension Rates for Black and White High School Students (2011, result): “Experience of school rules was not predictive of the suspension outcomes despite previous research that has shown that students’ perceptions of fairness and consistency in the enforcement of rules are associated with lower student victimization and less school disorder (Gottfredson et al., 2005; Wel”
Student Perceptions of School Climate as Predictors of Office Discipline Referrals (2016, background): “…attitudes and motives in school School Climate (Battistich, Solomon, Kim, Watson, & Schaps, 1995); increased attendance (Brand et al., 2003; Welsh, 2000); and decreased student delinquency (G. D. Gottfredson et al., 2005; Welsh, 2000), use of illegal substances (Brand et al., 2003),…”
School Crime Control and Prevention (2010, background): “…school students with diverse background in Illinois 1 x x x Stewart (2003) 528/10,578 NELS: nationally representative sample of 10th graders 1 x x x x Welsh (2000) 11/4,640 Middle schools in Philadelphia 1 x x x x x Welsh (2001) 11/4,640 Middle schools in Philadelphia 1 x x x x x Welsh (2003)…”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “The degree to which students believe in school rules and whether they feel these rules are implemented fairly and consistently indicate the degree of order and discipline present (Rutter et al. 1997; Sugai et al. 1998; Stewart 2003; Way 2011; Welsh 2000).”
Assessing students’ views of school climate: Developing and validating the What’s Happening In This School? (WHITS) questionnaire (2013, background): “The establishing of bonds between peers is a critical component of a positive school climate and numerous studies testify to the powerful influence of peer connectedness with a range of student outcomes (Goldbaum, Craig, Pepler, & Connolly, 2003; Rutter, 2003; Stewart, 2003; Welsh, 2000).”
A Multilevel Study of Predictors of Student Perceptions of School Climate: The Effect of Classroom-Level Factors (2008, background): “Recently, there has been increased interest in students’ perceptions of the school environment among educators, researchers, and policymakers (Brand et al., 2003; Griffith, 1995, 1999, 2000; Kuperminc et al., 2001, 1997; Van Horn, 2003; Verkuyten & Thijs, 2002; Vieno, Perkins, Smith, & Santinello, 2”
The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does it Measure Up? (2014, background): “This establishment of a positive academic climate, common goals, administrative leadership, morale, student discipline, safety, and clarity and fairness of rules mediates negative student behavior or social disorder within the school and classroom (Gottfredson, Gottfredson, Payne, & Gottfredson, 200”
School Violence in Context: Culture, Neighborhood, Family, School, and Gender (2005, background): “Many researchers emphasize the importance of developing a positive school climate to reduce school violence (Colvin, Tobin, Beard, Hagan, & Sprague, 1998; Dwyer, Osher, & Hoffman, 2000; Flannery, 1997; Fraser, 1996; Stephens, 1994; Welsh, 2000).”