School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison

JEŽEK, Stanislav. School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison. In 27th ISPA Colloquium: Promoting the well-being of children and youth, 13-17/7/2005. 2005.

Basic information

• Original name: School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison
• Name in Czech: Diagnostika školního klimatu: Návrh metodiky kombinující focus groups a dotazníkovou metodu.
• Authors: JEŽEK, Stanislav (203 Czech Republic, guarantor, belonging to the institution).
• Edition: 27th ISPA Colloquium: Promoting the well-being of children and youth, 13-17/7/2005, 2005.

Other information

• Original language: English
• Type of outcome: Conference abstract
• Field of Study: 50100 5.1 Psychology and cognitive sciences
• Country of publisher: Greece
• Confidentiality degree: is not subject to a state or trade secret
• RIV identification code: RIV/00216224:14230/05:00013857
• Organization unit: Faculty of Social Studies
• Keywords in English: school climate; assessment; meaning making; focus groups; questionnaires
• Tags: assessment, focus groups, meaning making, questionnaires, school climate
• Tags: International impact, Reviewed

Abstract

School-climate questionnaires as the prevailing assessment tools in the school-climate or school-environment literature have several disadvantages. Some of them stem from the nature of the questionnaire method itself (highly-structured - reducing, no meaning(validity)-checking). Some disadvantages come from the broadness of the concept of climate what aspects of environment are meaningful elements of a particular school climate, are the elements the same or similar across cultures/school systems? In this paper I propose an assessment procedure combing the use of focus groups and follow-up questionnaires with students and their teachers, an analysis framework, and present the results that this procedure yields (based on application in 5 Czech schools). The portrait of a schools environment that this procedure provides should be qualitatively comparable across schools, ie. schools can be compared as to what aspects of environment emerged as meaningful or significant and whether the relationships between these aspects seem to be the same. The same extent of comparison should be possible across different cultures/school systems.

Abstract (in Czech)

Dotazníky na školní klima coby převažující diagnostický nástroj v literatuře o školním klimatu mají několik závažných nevýhod. Některé nevýhody vyplývají z podstaty dotazníkové metody samotné (vysoce strukturované - redukující, žádná kontrola sdílení významů -validity). Jiné nevýhody vyplývají z šíře pojmu klima - které aspekty úprostředí jsou smysluplnými prvky klimatu konkrétní školy?, jsou tyto prvky stejné napříč školami, školními kulturami, školskými systémy? Ve svém příspěvku navrhuji diagnostický postup kombinující focus groups a následné dostazníky se studenty a jejich učiteli, interpretační rámec a prezentuji výsledky aplikace tohoto postupu na pěti českých školách.

Links

• MSM0021622406, plan (intention): Name: Psychologické a sociální charakteristiky dětí, mládeže a rodiny, vývoj osobnosti v době proměn moderní společnosti

Investor: Ministry of Education, Youth and Sports of the CR, Psychological and social characteristics of children, youth and families, development of the personality in the time of changes of modern society