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International Perspectives on the Conceptualizations and Effects of School Climate
Fri, April 17, 12:00 to 1:30pm, Virtual RoomSession Type: Paper Session
Abstract
Studies from Canada, Chile, China, Israel, and the United States shed important light on differences and similarities in the way that primary and secondary school climate is defined cross-nationally and the associations of school climate with outcomes like student achievement and staff commitment, self-efficacy, and trust.
Sub Unit
Chair
Papers
Cross-Cultural Differences of Parental Perception of School Climate Between the United States and China - Chunyan Yang, University of California, Berkeley; Maggie Chan, University of California - Santa Barbara; Chun Chen, University of California - Santa Barbara; Raymond Quang Vo, University of California - Santa Barbara; Carmen Lai, University of California - Santa Barbara
Are Professional Learning Communities Beneficial for Teachers? A Multilevel Analysis of Teacher Self-Efficacy and Commitment in China - Zheng Xin, Southwest University; Hongbiao Yin, Chinese University of Hong Kong; Yuan Liu, Southwest University
Contributions of School Climate to Mathematics: A Three-Level Analysis in Chilean Students - Verónica López, Pontificia Universidad Catolica de Valparaiso; Mauricio Salgado, Universidad Andrés Bello; Ruth Berkowitz, University of Haifa
The Role of School Climate in Predicting Faculty Trust: Evidence From Israeli and Canadian Teachers - Louise Clément, Université Laval; Nitza Schwabsky, Gordon College of Education; Megan Tschannen-Moran, William & Mary School of Education