A Multilevel Study of Predictors of Student Perceptions of School Climate: The Effect of Classroom-Level Factors

By C. Koth, Catherine P. Bradshaw, P. Leaf. 2008

566 citations recorded by the source corpus.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/9151f3c4a9fbea0fa8883a29703c0c63a58821c9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jessica L Degol
2. Timothy R. Konold
3. Catherine P. Bradshaw
4. Mary M. Mitchell
5. P. Leaf
6. Lindsey M. O’Brennan
7. D. Cornell
8. Ming-Te Wang

In Safety Research

1. Jessica L Degol
2. D. Cornell
3. Timothy R. Konold
4. Lindsey M. O’Brennan
5. Ming-Te Wang
6. G. Sugai
7. Nicholas A. Gage
8. Catherine P. Bradshaw

Citations in the corpus

• School–family relationships, school satisfaction and the academic achievement of young people (2017, unknown): “Similarly, schools characterized by high expectations, academic rigor, professional support for teachers, and strong school leadership tend to have higher performing students (Battistich et al. 1995; Koth, Bradshaw, and Leaf 2008).”
• Multilevel Exploration of Factors Contributing to the Overrepresentation of Black Students in Office Disciplinary Referrals (2010, background): “We also examined aspects of the classroom environment that may increase the odds of receiving an ODR (Koth et al., 2008), such as the average level of behavior problems occurring within the classroom, as well as the percentage of students in the class receiving an ODR.”
• School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “One of the defining characteristics of school climate research is the way individual behaviors are shaped by the school environment, and the very foundation of bio-ecological theory is the multidimensional nature of the environmental contexts in which each child is embedded (Koth et al. 2008; Kuperm”
• Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “Previous work has already shown that a variety of school-level and classroom-level factors predict pupils’ perceptions of school climate (Koth et al., 2008), and it seems plausible that school ethos not only enhances, but is also enhanced by, improvements in attainment (and all the accompanying…”
• School climate and psychosomatic health: a multilevel analysis (2009, background): “School climate refers to the social interaction between students and with teachers and may be defined as the collective beliefs, values, and attitudes that prevail at the school (Koth, Bradshaw, & Leaf, 2008 ).”
• A MULTILEVEL ANALYSIS OF STUDENT PERCEPTIONS OF SCHOOL CLIMATE: THE EFFECT OF SOCIAL AND ACADEMIC RISK FACTORS (2011, unknown): “…of school climate by examining school-level predictors of student perceptions of school climate, such as school enrollment (Griffith, 2000; Koth et al., 2008; Vieno et al., 2005), faculty turnover (Koth et al., 2008; Mitchell, Bradshaw, & Leaf, 2010), student–teacher ratio (Mitchell et…”
• An Application of “Broken‐Windows” and Related Theories to the Study of Disorder, Fear, and Collective Efficacy in Schools (2008, background): “We are not the first to apply these neighborhood theories to school settings (see Braham 2004; Mijanovich and Weitzman 2003; Schneider et al. 1999), though we think the data we marshal allow for insights that are new and important.”