Positive School Climate (A Theoretical Empirical Conspectus)

• Authors: Jana Hanuliaková , Silvia Barnová
• Languages of publication: EN

Abstracts

EN

A school climate is the product of a specific social group. It influences the work of both teachers and students; it is a reflection of the objective reality in schools. It is experienced, evaluated and perceived by the actors of school life subjectively. In agreement with the current approaches to education (neuropedagogy, neuroscience), the importance of a positive school climate is accentuated. It is a part of school environment in the emotional, social and physical contexts. We put an accent on the interconnection and mutual determination of the climate and some selected determinants - inappropriate behaviour, interaction and safe educational environment. Nowadays, the notion of the school climate is joined with the adjective “optimal”. Based on the undertaken research, we make a conspectus of empirical findings which are related to school environment and school climate.

Keywords

EN

school climate; safe environment; aggression; interaction

• Publisher: Sciendo
• Journal: Acta Technologica Dubnicae
• Year: 2015
• Volume: 5
• Issue: 1
• Pages: 68-73

Dates

published

2015-06-01

online

2015-06-05

Contributors

author

Jana Hanuliaková

• Dubnica Institute of Technology in Dubnica nad Váhom, Dubnica nad Váhom, Slovakia

author

Silvia Barnová

• Dubnica Institute of Technology in Dubnica nad Váhom, Dubnica nad Váhom, Slovakia

References

• COHEN, J., and THAPA, A. A review of School Climate. Review of Educational Research. [online]. 83, September 2013, pp. 357-385. [viewed 3 February 2015]. Available from: ˂http://rer.sagepub.com/content/early/2013/04/18/0034654313483907.full.pdf+html?ijkey=lPFDtiKJJYWkE&keytype=ref&siteid=sprer˃
• COHEN, J., and GEIER, V. K. School Climate Research Summary [online]. New York: 2010 [viewed 29 January 2015]. Available from: ˂www.schoolclimate.org/climate/research.php˃
• COHEN, J. Measuring and improving school climate: Creating a climate for learning. Independent School (A publication of the National Association of Independent Schools). 67, 1, 2007, pp. 18-26. [viewed 4 April 2015]. Available from: ˂http://www.nais.org/publications/ismagazinearticle.cfm?Itemnumber=150284&sn.ItemNumber=1 45956˃
• ČAPEK, R. Třídni klima a školní klima. Praha: Grada, 2010.
• GAGE, N. A. et al. School Climate and Bullying Victimization: A Latent Class Growth Model Analysis. American Psychological Association. School Psychology Quarterly. [online]. 29, 2014, 3, pp. 256-271. [viewed 4 April 2015]. Available from: ˂http://www.apa.org/pubs/journals/features/spq-0000064.pdf˃
• GRECMANOVÁ, H. Klima školy. Olomouc: Hamex, 2008.
• HOLLÁ, K. Kyberšikana. Bratislava: IRIS, 2013.
• MAREŠ, J. Morální, etické a sociální aspekty školního klimatu. JEZEK, S. (ed.) Psychosociálni klima školy II. Brno: MSD, 2014, pp. 86-93.
• PERRY, B. D. Creativing an Emotionally Safe Classroom. Early Childhood Today. [online]. 15, August/September 2000, 1, p. 35. [viewed 3 february 2015]. Available from: ˂http://teacher.scholastic.com/professional/bruceperry/safety_wonder.htm#author˃
• RIVERS, I., POTEAT, V. P., NORET, N., and ASHURST, N. Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly. [online]. 24, 2009, 4, pp. 211-223. doi:10.1037/a0018164. [viewed 1 February 2015]. Available from: ˂http://www.apa.org/pubs/journals/releases/spq-24-4-211.pdf˃ [Crossref][WoS]
• ZAKRZEWSKI, V. How To Create Positive School Climate. Greater Good the Science of a meaningful Life. [online]. August 2013. [viewed 8 February 2015]. Available from: ˂http://greatergood.berkeley.edu/article/item/how_to_create_a_positive_school_climate˃ http://www.wellbeingatschool.org.nz/sites/default/files/[e-mail]

Identifiers

DOI

10.1515/atd-2015-0035