NDLI: A perspective on the relationship between school ethos and student academic achievement

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A perspective on the relationship between school ethos and student academic achievement

Content Provider	Semantic Scholar
Author	Roberts, Caroline
Copyright Year	1989
Abstract	Recent research on schools has produced both precise and detailed descriptions of school ethos. The findings are consistent even though they emerged from research that focussed on very different aspects of school life. Schooi ethos was defined as the interaction of the teachers' attitudes, expectations, atmosphere and motivation within a school building. The hypothesis of this study was that schools with more positive ethos would also tend to have a higher level of academic achievement. Therefore, the rank order based on ethos measures should match the rank order based on students' academic achievement, within a sample of schools roughly matched for socioeconomic factors. The study investigated specific indicators associated with positive ethos and effective leadership processes in an attempt to determine if these factors in any way correlated with a measure of student involvement and academic success. Schools that have similar socioeconomic scores (SES) will not necessarily have the same standardized academic test scores. Therefore, there must be intervening factors. One factor, the researcher proposed to determine, was a school ethos difference. Six schools, in a suburban school district, were chosen to form the study sample. These schools were from the middle one-third SES band, based on percentage of parents with university level education. The data-collecting instrument chosen for this study was an interview. Six elementary principals and 24 teachers were chosen to form the interview sample. Interview questions gathered information on aspects of academic
File Format	PDF HTM / HTML
Alternate Webpage(s)	http://summit.sfu.ca/system/files/iritems1/5554/b15060573.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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