Student Background, School Climate, School Disorder, and Student Achievement: An Empirical Study of New York City's Middle Schools

By Greg Chen, Lynne A. Weikart. 2008

101 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/8c3293e6e17a9e4df1e2d759f8ba0b20e0f34f1d

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Citations in the corpus

A Research Synthesis of the Associations Between Socioeconomic Background, Inequality, School Climate, and Academic Achievement (2017, background): “In addition, about 8% of studies measured climate using external measurements, such as school records on student attendance and school size (Chen & Weikart, 2008), classroom observation (Allen et al., 2013; López, 2012; Reuland & Mikami, 2014; Reyes, Brackett, Rivers, White, & Salovey, 2012), and a…”
Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “…school and postschool outcomes are common among children and youth identified as having EBD, including failure to complete school, incarceration, unemployment and underemployment, and significant interpersonal difficulties (Chen & Weikart, 2008; Kauffman, 2005; H. M. Walker et al., 2004).”
Student trust in teachers and student perceptions of safety: positive predictors of student identification with school (2018, methodology): “…including poverty, unemployment, mobility and race predict behaviours associated with school disorder or low levels of school safety (Chen, 2007; Chen & Weikart, 2008; Fleming, Barner, Hudson, & Rosignon-Carmouche, 2000; Gottfredson, Gottfredson, Payne, & Gottfredson, 2005; Welsh, 2003).”
Examining integrated leadership systems in high schools: connecting principal and teacher leadership to organizational processes and student outcomes (2017, result): “Our study adds to the substantial research evidence indicating the importance of school safety (see Chen & Weikart, 2008; Cornell & Mayer, 2010; Henrich, Schwab-Stone, Fanti, Jones, & Ruchkin, 2004; Milam, Furr-Holden, & Leaf, 2010) and teachers’ expectations of students (see Jussim & Harber, 2005,…”