Student Perceptions of School Climate as Predictors of Office Discipline Referrals

被引:58
|
作者
Gage, Nicholas A. [1 ]
Larson, Alvin [2 ]
Sugai, George [3 ]
Chafouleas, Sandra M. [4 ]
机构
[1] Univ Florida, Coll Educ, Sch Psychol & Early Childhood Studies, Sch Special Educ, 1403 Norman Hall,POB 117050, Gainesville, FL 32611 USA
[2] Meriden Publ Sch, Meriden, CT USA
[3] Univ Connecticut, Neag Sch Educ, Storrs, CT 06269 USA
[4] Univ Connecticut, Neag Sch Educ, Dept Educ Psychol, Storrs, CT 06269 USA
关键词
achievement gap; early childhood; policy; poverty; POSITIVE BEHAVIORAL INTERVENTIONS; WIDE; ADJUSTMENT; MULTILEVEL; VALIDITY;
D O I
10.3102/0002831216637349
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Research indicates that school climate influences students' academic, social, and behavioral outcomes. Therefore, improving school climate provides a promising avenue for preventing academic, social, and behavioral difficulties. Research has examined school-level measurement of school climate, but few studies have examined student-level responses to school climate and student perceptions of school climate and their academic, social, and behavioral performance in school. In this study, we examined latent classes of students, based on their perception of school climate, and identified specific items within each class that predicted student social and behavioral performance as measured by office discipline referrals (ODR). Finally, we explored the academic, social, and behavioral profiles and demographic profiles within each class and discussed implications for practice and research.
引用
收藏
页码:492 / 515
页数:24
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