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Academic achievement : = The relationship between school climate and achievement in a rural district.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Academic achievement :/
其他題名:	The relationship between school climate and achievement in a rural district.
作者:	Robinson, Denise L.
面頁冊數:	1 online resource (113 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.
Contained By:	Dissertation Abstracts International78-11A(E).
標題:	Social sciences education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355048681

Academic achievement : = The relationship between school climate and achievement in a rural district.
Robinson, Denise L.

Academic achievement :The relationship between school climate and achievement in a rural district. - 1 online resource (113 pages)

Source: Dissertation Abstracts International, Volume: 78-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2017.

Includes bibliographical references

The academic achievement of the United States has been an ongoing problem in school districts across the United States; evidenced by the constant changes made to the education system within the past five years. According to social learning theory and school climate theory, two of the most used theories in education research to explain school achievement; school climate factors play an integral role in students' school performance. Little research is known about whether and how school climate impact academic outcomes of students in rural school districts because most research is limited to urban or inner city school districts. The purpose of this quantitative study was to examine the relationship between the study variables (school climate, teacher and school demographics, and the Florida Comprehensive Achievement Test (FCAT) scores) on academic achievement in a rural school district in Florida. Secondary data was used from the California School Climate Survey (CSCS) to measure the perceptions of school climate. Teacher demographics (certification, years of teaching, degree held) and school demographics (discipline, attendance, and number of students) was used to determine if these variables significantly affected academic achievement. Multiple regressions were conducted to analyze the data, and the results showed that the three variables were statistically significant predictors of academic achievement. However, getting a higher level degree was not a statistically significant predictor of academic achievement. Therefore, because of the emphasis on having highly qualified effective teachers to increase academic achievement, further research should investigate factors that contribute to highly qualified effective teachers and academic achievement in rural school districts on a larger scale.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355048681Subjects--Topical Terms:

1179940
Social sciences education.
Index Terms--Genre/Form:

554714
Electronic books.

Academic achievement : = The relationship between school climate and achievement in a rural district.
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520 $a The academic achievement of the United States has been an ongoing problem in school districts across the United States; evidenced by the constant changes made to the education system within the past five years. According to social learning theory and school climate theory, two of the most used theories in education research to explain school achievement; school climate factors play an integral role in students' school performance. Little research is known about whether and how school climate impact academic outcomes of students in rural school districts because most research is limited to urban or inner city school districts. The purpose of this quantitative study was to examine the relationship between the study variables (school climate, teacher and school demographics, and the Florida Comprehensive Achievement Test (FCAT) scores) on academic achievement in a rural school district in Florida. Secondary data was used from the California School Climate Survey (CSCS) to measure the perceptions of school climate. Teacher demographics (certification, years of teaching, degree held) and school demographics (discipline, attendance, and number of students) was used to determine if these variables significantly affected academic achievement. Multiple regressions were conducted to analyze the data, and the results showed that the three variables were statistically significant predictors of academic achievement. However, getting a higher level degree was not a statistically significant predictor of academic achievement. Therefore, because of the emphasis on having highly qualified effective teachers to increase academic achievement, further research should investigate factors that contribute to highly qualified effective teachers and academic achievement in rural school districts on a larger scale.
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