Literaturnachweis - Detailanzeige
| Autor/inn/en | Epstein, Joyce L.; McPartland, James M. |
|---|---|
| Institution | Johns Hopkins Univ., Baltimore, MD. Center for the Study of Social Organization of Schools. |
| Titel | Classroom Organization and the Quality of School Life. Report No. 215. |
| Quelle | (1976), (41 Seiten)
PDF als Volltext kostenfreie Datei |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Bibliographies; Elementary Secondary Education; Models; Organizational Change; Research Methodology; School Surveys; Statistical Analysis; Student Attitudes; Student School Relationship; Tables (Data) |
| Abstract | This study analyzes survey data on 7,200 students from 39 varied elementary, middle, and high schools to examine the hypotheses that (1) satisfaction with school should be most responsive to changes in school practices that affect the social structure, (2) commitment to classwork should relate most to changes in the task structure, and (3) reactions to teachers should be most affected by changes in the authority structure. The data analysis was based on a Quality of School Life scale, which consists of separate subscales for evaluating students' satisfaction with school in general, students' commitment to classwork, and the quality of student-teacher relations. Results of the study show that openness of the instructional program has greater positive impact on students' perceived quality of student-teacher relations than on other dimensions of the quality of school life. Openness of the instructional program appears to involve a basic change of the school authority structure but may not involve as much change in the social task structure. These results are discussed in terms of the potential of subjective indicators for monitoring the progress and effects of educational innovations. (Author/JG) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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