School Climate: Historical Review, Instrument Development, and School Assessment

By K. Zullig, Tommy M. Koopman, Jon M. Patton, V. Ubbes. 2010

411 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5e841ce3c0ff9b93d147f0a46635c8094cd98018

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In Clinical Psychology

In Education

Citations in the corpus

Validation of a brief measure of teachers’ perceptions of school climate: relations to student achievement and suspensions (2014, background): “Efforts to define, measure and research school climate have increased substantially during the past several decades (Cohen et al. 2009; Zullig et al. 2010).”
School climate multidimensionality and measurement: a systematic literature review (2020, methodology): “Three reviews have focused on the currently available instruments to measure school climate (Kohl, Recchia, and Steffgen 2013; Ramelow et al., 2015; Zullig et al. 2010).”
PISA 2012 : how Australia measures up : the PISA 2012 assessment of students’ mathematical, scientific and reading literacy (2013, methodology): “Academic outcomes Zullig et al.’s (2010) review also emphasised the importance of academic factors as a component of school climate.”
The conceptualisation of school and teacher connectedness in adolescent research: a scoping review of literature (2018, background): “Other measures, specifically the Hemingway Measure of Adolescent Connectedness, the School Connectedness Scale for Adolescents, and the School Climate Measure, did not include this aspect.”
A Systematic Review of the Effects of Schoolwide Intervention Programs on Student and Teacher Perceptions of School Climate (2020, background): “Few school climate measures have documented evidence of their psychometric soundness in peer-reviewed research (Zullig et al., 2010), and even fewer have clearly aligned domains on engagement, environment, and safety.”
Relationships among school climate domains and school satisfaction (2011, methodology): “Third, although the SCM (Zullig et al., 2010) did go through a face-validity screening with the target population, the reading level of the survey has not been determined.”
A MULTILEVEL ANALYSIS OF STUDENT PERCEPTIONS OF SCHOOL CLIMATE: THE EFFECT OF SOCIAL AND ACADEMIC RISK FACTORS (2011, positive): “The items addressing the three scales are similar to those seen in various empirical studies and have been reported as demonstrating good reliability and validity (e.g., Zullig et al., 2010).”
Effects of school composition and school climate on teacher expectations of students: A multilevel analysis (2014, background): “, 1998; Van Houtte, 2005; Zullig, Koopman, Patton,&Ubbes, 2010), researchers agree that this construct reflects the unique personality of a school, which is a social organization (Anderson, 1982; Hoy, Hannum, & TschannenMoran, 1998; Moos, 1979; Zullig et al., 2010).”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “To this day, there is a lack of consensus on the actual definition and parameters within which to measure school climate, resulting in the term school climate, often being used to encompass many different aspects of the school environment (Cohen et al. 2009b; Johnson and Stevens 2006; Zullig et al. ”
School Climate (2018, neutral): “During the 1990s, school climate was analyzed at the level of particular classes and teachers (Zullig et al. 2010).”