Search results for: School climate
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The present study focused on students who were exposed to terror‐related homicide with the aim of investigating the contribution of school climate resources to their resilience. Since resilience is associated not only with fewer negative outcomes, but also with positive change, the contribution of schools was studied as both inhibiting post‐traumatic stress symptoms (PTS) and enhancing post‐traumatic growth (PTG). A mixed‐methods research design was used. The participants included 117 (52% girls) high school students (mean age = 14.54; SD = 1.49). Twenty‐five of them were interviewed in addition to responding to the research questionnaires. Different aspects of the school climate were found to be associated with students' PTS and PTG, yielding two overarched factors explaining the school's role as a protective resource: sheltering and supporting. The former is associated with fewer PTS and the latter with higher PTG. The use of different resources for different forms of resilience is discussed.
Updated: Dec. 11, 2019
The purpose of the present study was to investigate the differential relations between two teacher withdrawal behaviors: work absence and lateness, and two types of school ethics: organizational justice (distributive, procedural) and ethical climate (formal, caring), all in the context of school turbulent environment. Data was collected from 1,016 teachers in 35 Israeli high schools. The GLIMMIX procedure was used to consider simultaneously the hierarchical structure of the data, as well as the two dependent variables (absence and lateness).
Updated: Aug. 07, 2017
The Importance of a 'Heart-To-Heart' Conversation as Part of Emotional Education in Elementary Schools
Pressure of national and international achievements tests results in elementary schools dedicating most of their time to promoting pupils' achievements. However, does school dedicate adequate time to students' emotional availability to learning? Under the 'New Horizon' educational reform in Israel, homeroom teachers must dedicate one weekly hour to individual emotional conversations with pupils. This policy relies on development theories regarding emotional conversations as vital to learning processes. I believe in managing a 'heart to heart conversations' system shared by the entire school staff, a policy that requires overall solutions, but paves the way to pupils' emotional availability to learning and resulting success. Emotional conversation has many advantages for the teachers as well such as: getting to know children beyond their learning abilities, matching expectations and become more significant for their pupils.
Updated: Feb. 01, 2017
The Contribution of School Climate and Teaching Quality to the Improvement of Learning Achievements, According to an External Evaluation System
The goal of the current research is to evaluate the contribution of school climate and teaching quality to the improvement of students ’ learning achievements in elementary schools and junior high schools, according to a national external evaluation system, the measurements of school efficiency and growth tests (MEITZAV). 60 schools took part in the research, including 158 5th grades and 157 8th grades. The information about their achievements was taken from the open database of the Israel Ministry of Education.
Updated: Sep. 08, 2016
Ben-Avie and Comer describe how Jewish day schools and the Yale Child Study Center's School Development Program (SDP) share a common agenda regarding the aim of education. SDP, the educational change initiative founded by Comer, informed the design of the current study, which is an empirical exploration of how the climate of relationships in Jewish day schools impede or promote the process through which children forge a relationship to the Jewish people.
Updated: Jul. 28, 2008