Middle School Improvement and Reform: Development and Validation of a School-Level Assessment of Climate, Cultural Pluralism, and School Safety

By S. Brand, R. Felner, Minsuk K. Shim, Anne M. Seitsinger, Thaddeus Dumas. 2003

604 citations recorded by the source corpus.

The structure of perceived school climate and the relationship of climate dimensions to adaptation were examined in a large-scale multi-year investigation of students who attend middle-grade-level schools. Analyses of the structure, reliability, interrater convergence, and stability of school climate ratings were conducted in a large-scale sample of over 105,000 students in 188 schools. The climate scales exhibited a stable dimensional structure, high levels of internal consistency, and moderate levels of stability over 1- and 2-year time intervals. The relationship between climate ratings and students' adjustment was examined in 3 increasingly large samples of schools and students that were collected during successive years of this project. Ratings of multiple climate dimensions were associated consistently with indexes of academic, behavioral, and socioemotional adjustment. (PsycINFO Database Record (c) 2019 APA, all rights reserved)

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/1f78551bd2d5aff69be860692e719fc01933503a

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Citations in the corpus

The Impact of Principal Perception on Student Academic Climate and Achievement in High School: How Does it Measure Up? (2014, methodology): “Perceptions of academic climate, such as teacher and student morale (Battisitch et al., 1995; Brand et al., 2003; Brand et al., 2008; Goh et al., 1995; Griffith, 1999b; Shouse, 1996; Tschannen-Moran & Tschannen-Moran, 2011), academic expectations (Brand et al.”
The Associations of Intergroup Interactions and School Racial Socialization with Academic Motivation (2015, background): “Studies that do consider perceptions of the curriculum, even in the higher education literature, tend to combine survey items about the curriculum with items about intergroup relations into single scales (e.g., Brand et al., 2003; Chang & Le, 2010; Simmons, Wittig, & Grant, 2010).”
Investigating associations between school climate and bullying in secondary schools: Multilevel contextual effects modeling (2017, background): “Assessing school climate through individual versus collective perceptions Although some studies have considered teacher or administrator perceptions of school climate, more recent work has explored students’ perceptions of the school environment (e.g., Brand et al., 2003, 2008).”
Factors Affecting Higher Order Thinking Skills of Students: A Meta-Analytic Structural Equation Modeling Study. (2015, methodology): “…atmosphere such as safety, warmness and good relationship, and freedom in expressing ideas and feelings (Moos, 1979; Dunn and Dunn, 1992; Brand et al., 2003; Ambrose et al., 2010; Wanekezi and Iruloh, 2012)., 2) Teaching and learning methods; TeM refers to principles, methods, patterns,…”
How Graduate-Level Preparation Influences the Effectiveness of School Leaders: A Comparison of the Outcomes of Exemplary and Conventional Leadership Preparation Programs for Principals (2011, background): “teacher efficacy, curriculum articulation, student expectations, collegiality, and instructional and institutional integrity; Brown et al., 2004). It would appear, then, that a school’s progress on adopting strategies shown to improve schools—and the leadership practices to affect such adoption—woul”
Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “…Apel 2008; Gottfredson et al. 2005; Soderstrom and Elrod 2006; Welsh 2000), bullying (Bandyopadhyay et al. 2009; Harel-Fisch et al. 2010; Nansel et al. 2001), student delinquency (Burrow and Apel 2008; Gottfredson et al. 2005) and the use of alcohol and other illegal substances (Brand et al. 2003).”
Differentiating classroom climate concepts: Academic, management, and emotional environments (2009, background): “Maybe good student-teacher rapport encourages feelings of safety and support (Brand et al. 2003), or enables good teaching practices such as explicit learning objectives, clear, well-paced instruction, and regular assessment with positive feedback (Battistich & solomon 1997; Matsumura et al. 2008).…”
A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “Several studies found this compensatory quality of climate to be predominantly influential for students from weaker SES backgrounds (e.g., Brand et al., 2003; Johnson & Stevens, 2006).”
Connecting the Dots: How Connectedness to Multiple Contexts Influences the Psychological and Academic Adjustment of Urban Youth (2009, methodology): “Feelings of hostility, an aspect of urban school climate, was assessed with two similar measures for both cohorts, which were adapted from versions of existing measures of school climate (Brand et al., 2003; Emmons, Haynes, & Comer, 2002; Roeser & Eccles, 1998).”
Validity of Three School Climate Scales to Assess Bullying, Aggressive Attitudes, and Help Seeking (2009, background): “Most notably, the 50-item Inventory of School Climate—Student (Brand et al., 2003) assesses 10 dimensions of school climate, ranging from student perceptions of disciplinary harshness and student commitment to achievement to general reports of the extent of positive and negative peer interactions.”
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”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “Academic, safety, and community domains of school climate are measured most often in survey studies, although the labels and definitions of those school climate dimensions vary among studies (Brand et al. 2003).”