NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ848509
Record Type: Journal
Publication Date: 2009-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0090-4392
Improving Middle School Climate through Teacher-Centered Change
Rhodes, Jean E.; Camic, Paul M.; Milburn, Michael; Lowe, Sarah R.
Journal of Community Psychology, v37 n6 p711-724 Aug 2009
A collaborative school-based intervention aimed at modifying relationships among administrators and teachers was implemented in three middle and junior high schools. Across the intervention schools, teachers were active collaborators in identifying problems and then articulating and implementing customized interventions to redress those problems. Analyses of both teacher (N=180) and student (N=2,631) data provide support for positive outcomes. Teachers' perceptions of school climate improved, and longitudinal models suggested that these improvements mediated the impact of treatment on teacher reports of affiliation and academic focus. In addition, the treatment had a positive impact on teachers' perceptions of principal support, which led to improvements in teacher attitudes. Furthermore, students in the intervention schools reported improvements in school climate relative to students in the comparison schools. Taken together, these results suggest that a strategy of encouraging and supporting teacher-led interventions, customized to the needs and circumstances of each particular school, can successfully revitalize school settings, leading to improvements not only in school's climate, but also in the quality of interactions within the settings. (Contains 3 tables and 2 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A