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ERIC Number: ED420925
Record Type: Non-Journal
Publication Date: 1998-Apr
Pages: 33
Abstractor: N/A
Reference Count: N/A
Comer Schools: Are They Recognizable through Direct Observation?
Aguilera, Linda; Crane, Patti; Hamer, Mariann; Morrison, Melissa; Serrano, Dina
The Comer School Development Program is a reform model aimed at creating a positive school climate. Research has confirmed that specific Comer characteristics, such as an orderly, well-maintained facility, classroom diversity, and staff friendliness, can be observed. This study uses the Comer Visitor Observation instrument to determine whether positive climate can be observed. Data from nine elementary schools (three high-implementing, three low-implementing, and three control) in the San Diego Unified School District showed that climate definitely varied among schools. The schools were observed by five different researchers unaware of each school's status. Findings indicated that schools could be correctly identified as high, low, or control through direct observation. When Comer surveys and Comer Visitor Observation instruments were distributed to parents, teachers, and staff, their responses did not correlate as highly as researchers' direct observations. From these mixed results, it is important to realize that school climate fluctuates yearly, due to variables such as administrative support, influx of new teachers not trained in the Comer School Development Program, and lack of on-going training. High-implementing Comer schools that continue to educate parents, staff, and students have a better chance for maintaining a desirable, achievement-oriented school climate. Included are tables and sample study questionnaires. Contains 7 references and a 14-item bibliography. (MLH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A