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School Climate and Growth Mindset
To examine the relationship between students growth mindset, teacher beliefs, teaching practices, and school climate
Cross-sectional survey design
Growth mindset was positively associated with teacher beliefs, teaching practices, and a supportive school climate
Melesse & Molla (2018)
School Climate
To explore the contribution of school culture to students' academic achievement
Quantitative survey research
A positive school culture significantly contributes to students' academic achievement
Lacks & Watson (2018)
School Climate
To investigate the relationship between school climate and teacher self-efficacy
Correlational research design
Positive school climate was associated with higher levels of teacher self-efficacy
Bayar & Karaduman (2021)
School Climate
To assess the effects of school culture on students' academic achievements
Correlational research design
School culture has a positive effect on students' academic achievements
Molinari & Grazia (2022)
School Climate
To understand the multi-informant perception of school climate
Mixed-method research design
Different stakeholders (students, parents, teachers) perceived school climate differently
Molinari & Grazia (2023)
School Climate
To investigate how students school climate perceptions affect their engagement and burnout
Quantitative survey research
Negative perceptions of school climate were related to higher student burnout and lower engagement
Bodeliwala & Piliyesi (2020)
Maslows Theory of the Hierarchy of Needs
To understand the role of a class teacher in implementing Maslows Hierarchy of Needs Motivational Theory on students' academic performance
Qualitative case study
Implementation of Maslows Hierarchy of Needs theory by the teacher had a positive impact on students' academic performance
Sasson & Yehuda (2022)
Classroom Learning Environment
To evaluate the effects of redesigning the learning environment on student motivation and personal responsibility for learning
Mixed-method research design
Redesigning the learning environment enhanced students' motivation and personal responsibility for learning
Setyaningsih et al. (2023)
Classroom Learning Environment
To analyze the effect of learning environment and independent learning on students learning outcomes
Positive learning environment and independent learning were significant predictors of students learning outcomes
Attai et al. (2021)
Classroom Learning Environment
To investigate the impact of flexible furniture in the elementary classroom
Mixed-method research design
Flexible furniture had a positive impact on the learning environment, increasing student engagement and collaboration
Review
The problem of declining 3rd-5th grade students' reading scores in relation to perceived school climate and classroom environment is grounded in Maslow's Hierarchy of Needs theory. This theory was originally developed by Abraham Maslow in 1943 and has been widely used in studies focusing on motivation, self-actualization, and personal development, including those in educational settings (Bodeliwala & Piliyesi, 2020).
Maslow's Hierarchy of Needs proposes that individuals have a series of needs that they strive to meet, ranging from basic physiological needs to self-actualization, the pursuit of personal growth and fulfillment. These needs are often depicted as a pyramid, with physiological needs at the bottom and self-actualization at the top. The needs lower in the hierarchy must be fulfilled before individuals can attend to needs higher up.
In the context of education, Maslow's theory suggests that students' basic needs, such as safety and belongingness (which could be linked to school climate and classroom environment), need to be met before they can fully engage in learning and strive for academic achievement. For instance, if students do not feel safe and secure within their school or classroom environment, their ability to focus on learning and achieving their academic potential may be hindered.
Therefore, examining the potential link between school climate, classroom environment, and students' reading abilities through the lens of Maslow's Hierarchy of Needs could provide valuable insights. This perspective suggests that creating positive and supportive school and classroom environments could help meet students' lower-level needs, thereby freeing up cognitive and emotional resources for academic engagement and achievement. Such a theoretical perspective provides a solid foundation for further research into the interplay of school climate, classroom environment, and student academic outcomes.
School Climate
The study by Yu, Kreijkes, & Salmela-Aro (2022) primarily aimed to investigate the connection between students' growth mindset and school climate, further examining teacher beliefs and teaching practices. A cross-sectional survey design was employed, aking use of...…review has synthesized research around the influence of school climate, classroom environment, and Maslow's Hierarchy of Needs on student outcomes. The findings underscore the significant role that school environment and classroom design can play in student academic achievement, motivation, engagement, and personal responsibility. They also highlight the impact of teacher self-efficacy and the application of Maslows Hierarchy of Needs in the classroom setting.
These conclusions provide a foundation for the formulation of a purpose statement and subsequent research questions. The purpose statement can focus on exploring the potential link between school climate and 3rd-5th grade students reading scores/abilities. Given the consistent emphasis across the reviewed studies on the influence of a positive school climate and effective classroom environments, research questions could be developed to probe further into how these elements specifically impact reading abilities. The implementation of theoretical perspective of Maslow's Hierarchy of Needs in the classroom, as seen in the reviewed studies, can also form an integral part of the investigation.
Regarding the methodological orientation of the future study, both quantitative and qualitative methods have their merits. Quantitative research can help identify statistical relationships and measure the strength of effects, which aligns with many of the studies reviewed. Such a method could provide valuable insights into the extent and significance of the relationships between school climate, classroom environment, and student reading abilities.
On the other hand, a qualitative approach can offer rich, contextual insights into the experiences of students and teachers within these environments and uncover nuanced understandings of how Maslow's Hierarchy of Needs is implemented and perceived in the classroom. Therefore, a mixed-method approach, incorporating both quantitative and qualitative data, may provide the most comprehensive understanding of the research problem at hand. The use of both methods would not only allow for the measurement of effects but also for an exploration of the lived experiences of the students and teachers…
Batz clearly is attempting to be a consensus manager -- he wants an agenda to go through for implementation with the least amount of conflict. However, it is also possible that he is being rather Machiavellian (potentially at the expense of committee and administrative time). He allows infighting to occur with the ostensible hope that the individuals will work things out. Yet there is an underlying current that perhaps
Before our new principal started two years ago, I considered transferring. Two of my colleagues had also left over the previous year. Morale was generally low, parents complained a lot, and I heard rumors in the community about our school. We were the brunt of jokes, but I felt powerless to do anything about it because I was not in a position of leadership or in any position to tell
School Culture on School Safety Many studies have been done on safety in schools. Likewise, many studies have been done on the culture of various schools. Unfortunately, there has not been significant research on a link between the two. This is not to say that these kinds of studies have not been done, but rather that there has not been enough of them. Many of the studies that have been
This polarization of different groups is likely to carry over into the classroom: socio-economic disadvantages often translate into economic disadvantages. If one population is more represented in higher-level classes this can foster prejudice. High-performing minority students may feel uncomfortable if they make up an even slimmer majority in their honors and AP classes. The segregation in the business indicates how on an adult level there is even more community division. Students
Learning Theories of ELLs and School Culture Situated cognition theory; Situated cognition theory states that the knowledge that people possess is embedded in their activities, culture and context within which it is learned. This type of learning is also commonly referred to as "situated learning." A lot of learning practice methods assume the acquisition of knowledge from the situation of learning an applied theory. Critics point out that such an assumption inhibits
Cognitively Complex leadership teams influence School Culture and Student Performance? Cognitive complexity Neuman (1989) in his study defined cognitive complexity as a psychological variable or characteristic which defines how simple or complex the perceptual and frame skill of the person is. An individual with a higher cognitive complexity perceives the tasks in different ways as compared to a person with lower cognitive complexity. It can also be defined as the amount