Brand Stephen, Felner Robert D, Seitsinger Anne, Burns Amy, Bolton Natalie
University of Rhode Island, RI, USA.
J Sch Psychol. 2008 Oct;46(5):507-35. doi: 10.1016/j.jsp.2007.12.001. Epub 2008 Feb 11.
Due to changes in state and federal policies, as well as logistical and fiscal limitations, researchers must increasingly rely on teachers' reports of school climate dimensions in order to investigate the developmental impact of these dimensions, and to evaluate efforts to enhance the impact of school environments on the development of young adolescents. Teachers' climate ratings exhibited a robust dimensional structure, high levels of internal consistency, and moderate levels of stability over 1-and 2-year time spans. Teachers' climate ratings were also found to be related consistently with students' ratings. In three large-scale samples of schools, teachers' climate ratings were associated significantly and consistently with students' performance on standardized tests of academic achievement, and with indexes of their academic, behavioral, and socio-emotional adjustment.
由于州和联邦政策的变化，以及后勤和财政方面的限制，研究人员越来越依赖教师对学校氛围维度的报告，以便调查这些维度对青少年发展的影响，并评估为增强学校环境对青少年发展的影响所做的努力。教师对氛围的评分呈现出稳健的维度结构、较高的内部一致性，以及在1年和2年时间跨度内的中等稳定性。研究还发现，教师对氛围的评分与学生的评分始终相关。在三个大规模学校样本中，教师对氛围的评分与学生在学业成绩标准化测试中的表现，以及他们的学业、行为和社会情感适应指标显著且始终相关。
