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The Relationship between School Climate, PATS Program Participation, and Organizational Level.

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Title: The Relationship between School Climate, PATS Program Participation, and Organizational Level.
Language: English
Authors: Kenney, Gordon E., Butler, E. Dean, Memphis State Univ., TN. Center for Research in Educational Policy.
Peer Reviewed: N
Page Count: 22
Publication Date: 1993
Document Type: Speeches/Meeting Papers
Reports - Research
Descriptors: College School Cooperation, Educational Change, Educational Environment, Educational Improvement, Elementary Secondary Education, Organizational Climate, School Effectiveness
Geographic Terms: Tennessee
Abstract: In 1987, a school-university collaborative project, Positive Attitudes in Tennessee Schools (PATS), was established to improve school-learning environments. This paper presents findings of a study that investigated the effect of school participation in PATS on school climate. A secondary focus was to determine which school-climate variables could predict differences between experienced and beginning PATS schools. Data were derived from the administration of the Tennessee School Climate Inventory (TSCI) to teachers at 92 Tennessee schools--51 elementary, 21 middle, and 20 senior high schools. No significant differences were found to exist between experienced and beginning schools. Elementary schools demonstrated more instructional improvement than did middle and senior high schools, regardless of project experience. TSCI dimensions of school climate were poor predictors of program experience level. Despite nonsignificant differences between experienced and beginner schools, overall net gains were observed for all dimensions. Data suggest that 61.5 percent of the schools could be expected to improve school-climate variables within 3 to 4 years and that only 38.5 percent could be expected to improve such variables within one year. A possible explanation for the apparent lack of significant improvement is the stability of the school-climate construct. (LMI)
Entry Date: 1994
Accession Number: ED364944
Database: ERIC
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  Data: The Relationship between School Climate, PATS Program Participation, and Organizational Level.
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Kenney%2C+Gordon+E%2E%22">Kenney, Gordon E.</searchLink><br /><searchLink fieldCode="AR" term="%22Butler%2C+E%2E+Dean%22">Butler, E. Dean</searchLink><br /><searchLink fieldCode="AR" term="%22Memphis+State+Univ%2E%2C+TN%2E+Center+for+Research+in+Educational+Policy%2E%22">Memphis State Univ., TN. Center for Research in Educational Policy.</searchLink>
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  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
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  Data: 22
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1993
– Name: TypeDocument
  Label: Document Type
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  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22College+School+Cooperation%22">College School Cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Environment%22">Educational Environment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Improvement%22">Educational Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Climate%22">Organizational Climate</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Tennessee%22">Tennessee</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: In 1987, a school-university collaborative project, Positive Attitudes in Tennessee Schools (PATS), was established to improve school-learning environments. This paper presents findings of a study that investigated the effect of school participation in PATS on school climate. A secondary focus was to determine which school-climate variables could predict differences between experienced and beginning PATS schools. Data were derived from the administration of the Tennessee School Climate Inventory (TSCI) to teachers at 92 Tennessee schools--51 elementary, 21 middle, and 20 senior high schools. No significant differences were found to exist between experienced and beginning schools. Elementary schools demonstrated more instructional improvement than did middle and senior high schools, regardless of project experience. TSCI dimensions of school climate were poor predictors of program experience level. Despite nonsignificant differences between experienced and beginner schools, overall net gains were observed for all dimensions. Data suggest that 61.5 percent of the schools could be expected to improve school-climate variables within 3 to 4 years and that only 38.5 percent could be expected to improve such variables within one year. A possible explanation for the apparent lack of significant improvement is the stability of the school-climate construct. (LMI)
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  Label: Entry Date
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  Data: 1994
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  Label: Accession Number
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  Data: ED364944
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED364944
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 22
    Subjects:
      – SubjectFull: College School Cooperation
        Type: general
      – SubjectFull: Educational Change
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Educational Improvement
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Organizational Climate
        Type: general
      – SubjectFull: School Effectiveness
        Type: general
      – SubjectFull: Tennessee
        Type: general
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      – TitleFull: The Relationship between School Climate, PATS Program Participation, and Organizational Level.
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            NameFull: Memphis State Univ., TN. Center for Research in Educational Policy.
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            NameFull: Kenney, Gordon E.
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            NameFull: Butler, E. Dean
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              Type: published
              Y: 1993
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