Measuring, Improving and Sustaining Healthy Learning Environments

By H. Freiberg. 2005

144 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/a930eb2abe68eee41860e5add7ceecc9456028ef

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Citations in the corpus

School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, background): “The century-long interest in this area stems from the fact that school climate is a powerful characteristic that can foster resilience or become a risk factor for students, teachers, administrators, parents, and other members of the school community (Freiberg & Stein, 1999).”
The effects of school culture and climate on student achievement (2009, background): “Climate Freiberg and Stein (1999) described school climate as the heart and soul of the school and the essence of the school that draws teachers and students to love the school and to want to be a part of it.”
School Climate: a Review of the Construct, Measurement, and Impact on Student Outcomes (2015, background): “It is about that essence of a school that leads a child, a teacher, and an administrator to love the school and to look forward to being there each school day^ (Freiberg and Stein 1999, p.11).”
The impact of teacher -student interaction on student motivation and achievement (2009, background): “5 According to Freiberg and Stein (1999), “school climate is the heart and soul of a school” (p.11).”
Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school (2011, background): “field, the terms school culture and school climate have quite often been used and many authors have referred them to be similar in many ways (Freiberg and Stein 1999; Hoy et al. 1991; Maslowski 2006; Owens 2001).”