Hispanic students residing in the United States have historically been the lowest-achieving ethnic group in public schools and have a high dropout rate. A stark comparison to those statistics can be found within the Knowledge is Power Program (KIPP) charter schools in San Antonio, Texas, which have a majority Hispanic student population that is thriving academically and advancing to college. Using the Search Institute's positive youth development theory, the purpose of this study was to (a) quantitatively explore how school climate moderates the relationship between Hispanic student acquisition of developmental assets and academic success at KIPP charter schools from the perspective of both students and staff members and (b) identify the catalysts for growth and academic success. The Search Institute surveys, Creating a Great Place to Learn and the Developmental Assets Profile, were used to collect data from 78 students (Grades 6â??8) and 45 staff members at KIPP Aspire and Camino. A series of multiple regression analyses were conducted using Andrew F. Hayes's PROCESS, a tool within SPSS, to explore moderation effects. School climate's organizational attributes dimension had a significant moderation interaction between developmental assets (empowerment, boundaries and expectations, constructive use of time, positive values, and social competencies) and academic success (GPA). School climate's relationships dimension significantly moderated (a) academic success and (b) social competencies, a developmental asset. Implications for positive social change include shaping future intervention programs and school initiatives to build positive school climates, increase academic and social well-being, and help Hispanic students achieve success in school.

Hispanic students residing in the United States have historically been the lowest-achieving ethnic group in public schools and have a high dropout rate. A stark comparison to those statistics can be found within the Knowledge is Power Program (KIPP) charter schools in San Antonio, Texas, which have a majority Hispanic student population that is thriving academically and advancing to college. Using the Search Institute's positive youth development theory, the purpose of this study was to (a) quantitatively explore how school climate moderates the relationship between Hispanic student acquisition of developmental assets and academic success at KIPP charter schools from the perspective of both students and staff members and (b) identify the catalysts for growth and academic success. The Search Institute surveys, Creating a Great Place to Learn and the Developmental Assets Profile, were used to collect data from 78 students (Grades 6-8) and 45 staff members at KIPP Aspire and Camino. A series of multiple regression analyses were conducted using Andrew F. Hayes's PROCESS, a tool within SPSS, to explore moderation effects. School climate's organizational attributes dimension had a significant moderation interaction between developmental assets (empowerment, boundaries and expectations, constructive use of time, positive values, and social competencies) and academic success (GPA). School climate's relationships dimension significantly moderated (a) academic success and (b) social competencies, a developmental asset. Implications for positive social change include shaping future intervention programs and school initiatives to build positive school climates, increase academic and social well-being, and help Hispanic students achieve success in school.

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The diploma thesis assesses the effectiveness of selected forms of care for classroom climate. The theoretical part of the thesis deals with class and school climate and explains what factors influence them positively. It describes the risky periods and situations at the primary school, in which the pupil's adaptation problems may occur. Shows adaptation programs as a form of care classroom climate. The practical part investigates how two concrete schools react to risk periods and situations at the primary school and how do they try to prevent adaptation problems. It also includes the action research on the process of creation, implementation and reflection of adaptation stays for pupils of the third and first year of primary school. It presents the observation of two adaptation programs in two different primary schools. In interviews with teachers from both primary schools surveyed summarizes how teachers perceive the impact of climate adaptation programs in classrooms. It deals with activities in adaptation programs that focus on cooperation between pupils. At the end of the practical part there are methodological instructions for the preparation of adaptation programs for beginning teachers. KEYWORDS class climate, school climate, adaptation programe, positive school climate, class climate care

The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.

Syfte och frågeställning Syftet med studien är att bidra med kunskap om elevers uppfattningar om vilka faktorer i undervisningen som främjar deras välbefinnande. Genom att låta elever beskriva den undervisning som de anser främjar deras välbefinnande finns en förhoppning om att bidra med värdefull kunskap som kan tillföra förståelse för hur undervisningen skulle kunna utvecklas för att främja elevers välbefinnande. ● Vilka faktorer i undervisningen upplever elever främjar deras välbefinnande? Teori Studiens teoretiska ansats har sin utgångspunkt i det psykologiska perspektivet med betoning på det kognitiva. Teorierna beskriver den syn på eleven, lärande och välbefinnande som används i studien. Metod Studien är kvalitativ och bygger på semistrukturerade intervjuer. Urvalsgruppen består av tio niondeklassare från en kommuns fyra högstadieskolor. Intervjuerna genomfördes dels digitalt och dels i fysiska träffar. Intervjuguiden bestod av tre frågor och följdfrågor av sonderande karaktär. Resultat Studiens resultat visar att de faktorer i undervisningen som eleverna upplever främjar deras välbefinnande är: tillgänglighet, variation, valmöjlighet, att få vara aktiv och självständig, positiva sammanhang, kreativa arbetssätt, utmanande uppgifter, tillfälle till återhämtning, tillitsfulla, vägledande och uppmuntrande relationer och att få känna sig kompetent. När undervisningen innehåller dessa faktorer känner de starkt engagemang och välbefinnande. Ett genomgående tema urskiljde sig: variation och engagemang genom delaktighet och inflytande. Specialpedagogiska implikationer Specialpedagogen ska tillsammans med elevhälsan främst arbeta hälsofrämjande och förebyggande. Här har specialpedagogen en viktig funktion när det gäller att definiera och skapa en gemensam kunskap om och förståelse för vad ett hälsofrämjande perspektiv och förhållningssätt är. Ett viktigt förändrings- och utvecklingsarbete för specialpedagogen är att tillsammans med lärarna organisera för en hälsofrämjande undervisning där eleverna ges stor möjlighet till delaktighet och inflytande. Undervisningens utformning och elever som blir lyssnade på är en nyckel i arbetet med att främja elevers välbefinnande.