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Full-Text Articles in Education
Building A Positive School Climate: What Principals Have Done To Effect Change, An Ethnographic Case Study, Suzanne C. Showers
Building A Positive School Climate: What Principals Have Done To Effect Change, An Ethnographic Case Study, Suzanne C. Showers
Department of Educational Administration: Dissertations, Theses, and Student Research
The importance of school climate has been known for over 100 years. School climate sets the tone for the teaching and learning interactions that take place within the school setting. “School climate refers to the quality and character of school life. School climate is based on patterns of students', parents' and school personnel's experience of school life and reflects norms, goals, values, interpersonal relationships, teaching and learning practices, and organizational structures” (National School Climate Center, 2015). Research indicates that positive school climates increase teacher retention, lower dropout rates, decrease school violence, and increase student achievement (Cohen, McCabe, Michelli, & Pickeral, …
The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne
The Fearless Teaching Framework: A Model To Synthesize Foundational Education Research For University Instructors, Alice E. Donlan, Sandra M. Loughlin, Virginia L. Byrne
To Improve the Academy: A Journal of Educational Development
There is often a disconnect between the unit of analysis in rigorous education research, and the types of recommendations that instructors find the most useful to improve their teaching. Research often focuses on narrow slices of the student experience, and university instructors often require broad recommendations. We present the Fearless Teaching Framework to address this gap between research and practice. In this framework, we define four pieces of effective teaching: classroom climate, course content, teaching practices, and assessment strategies. We argue that these are appropriate areas of focus for instructor growth, based on their relations to student engagement.