Article

9- The school climate improvement process: Lessons and findings from New York City schools
by

- Amrit Thapa, Graduate School of Education, University of Pennsylvania, United States

- Jeff. V. Ramdass, Claremont Graduate University, , United States

- Richard Cardillo, Engaging schools

- Jonathan Cohen, Teachers College, Columbia University, United States




This study examines key factors and conditions that are necessary to contribute to positive school climate improvement efforts and identifies the major impediments that prevent an effective school climate improvement process. Qualitative data methods are used with data collected from three schools of New York City involving 27 personal interviews and three focus groups with students, teachers and administrative staff. The results of the study indicate that the following conditions support a successful improvement effort: (a) whole school involvement, (b) collaborative and trusting professional relationships, (c) long term and sustainable programs, (d) student centered initiatives, (e) parental involvement, and (f) creation of a peer network of schools. The study provides valuable insights and recommendations to researchers, educators, and policy makers with relevance to schools around the world. These pilot study findings are aligned with a growing body of empirical research from implementation science.

Keywords : Climat scolaire, culture d’école, réforme/amelioration scolaire, apprentissage socio-émotionnel, éducation prosociale, school climate, school culture, school reform/improvement, social emotional learning, prosocial education.

 

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