Date of Completion

7-20-2020

Embargo Period

7-20-2020

Keywords

school climate, school quality, measurement

Major Advisor

Tamika P. La Salle, Ph.D.

Associate Advisor

Susannah Everett, Ph.D.

Associate Advisor

D. Betsy McCoach, Ph.D.

Associate Advisor

Preston Green, J.D., Ed.D.

Associate Advisor

George Sugai, Ph.D.

Field of Study

Educational Psychology

Degree

Doctor of Philosophy

Open Access

Open Access

Abstract

School climate measurement is an increasingly important component of data-driven school improvement efforts. The present study involved the development of the School Climate Walkthrough Assessment (SCWA), a measure for evaluating environmental indicators and oral student reports of school climate alongside the Georgia Elementary School Climate Survey (GESCS), a validated self-report survey of school climate. The SCWA is administered by an adult who rates features of the school environment and then selects a subset of students for a school climate interview. It is meant to provide a snapshot of the general school climate in conjunction with school climate data obtained via self-report and archival measures, as well as additional school data points.

Results of the present study provide preliminary support for a walkthrough tool that can be used alongside student self-report and outcome data for school climate monitoring. Findings particularly highlight the intersection of environmental variables and student perceptions in a cultural-ecological conception of school climate. Implications for practice, policy, and future directions of research are discussed.

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