Book Cover -- Title -- Copyright -- Contents -- List of Figures and Tables -- Acknowledgments -- Introduction -- School: The Societal Meeting Place -- Multiple Measures of Climate in Schools -- Using the Climate Instruments -- Chapter Overviews -- Conclusions -- References -- Chapter 1 Measuring, Improving and Sustaining Healthy Learning Environments -- Why is Climate so Important to Learning? -- Climate as Metaphor -- Climate: Organizational or Cultural? -- National School Climate Report Cards -- State Policy and School Climate -- Research on School Climate -- Multiple Perspectives of Climate -- Measuring Climate: Directly and Indirectly -- Direct Measures -- Indirect Measures -- Improving Learning Environments -- Five Questions for Improving School Climate -- Sustaining Healthy Learning Environments -- Celebrating Success -- Three Questions for Sustaining Climate -- The Global Nature of School Climate -- Conclusion -- References -- Chapter 2 The Role of School and Classroom Climate in Elementary School Learning Environments -- Introduction -- Climate and Effectiveness Factors -- Educational Outcomes -- Effectiveness Factors -- Climate Factors -- A Plan for Effectiveness -- Theories and Research on School and Classroom Climate -- Methods for School Improvement -- Measuring School Climate and Classroom Climate -- Problems in Measuring Climate Factors -- Measuring the Climate Factors: A Dutch Checklist for the Assessment of the Quality of Classromm and School Climate -- Conclusion -- Appendix 2.1: Background information about the checklist -- References -- Chapter 3 Using Informal and Formal Measures to Create Classroom Profiles -- Why Do School Improvers Need Classroom, Grade and School Level Teaching Profiles? -- The Lack of Meaningful Reform in Classrooms -- The Link Between Teacher and School Effectiveness.

The Link Between Teacher Observation and School Improvement -- Examples of Informal and Formal Teacher Observational Systems -- Informal Teacher Observation -- Formal Teacher Observation -- Using Benchmark Data for Comparison Purposes with Classroom Profiles -- Examples of Creating Classroom Profiles for Schools -- General Procedures for Creating Profiles -- A Pair of "Restructured" Schools -- Eastside Elementary School analyses -- Westside Elementary School analyses -- General Conclusions from the Two Sets of School Profiles -- Using Classroom Profiles to Generate Staff Development and School Improvement Plans -- Recommendations for Staff Development at Westside -- Recommendations included the following (Teddlie, 1996): -- Conclusion: The Importance of Classroom Profiles in the Development of School Improvement Programs -- References -- Chapter 4 Using Learning Environment Assessments to Improve Classroom and School Climates -- Instruments for Assessing Learning Environment -- Individualized Classroom Environment Questionnaire (ICEQ) -- Science Laboratory Environment Inventory (SLEI) -- Questionnaire on Teacher Interaction (QTI) -- Constructivist Learning Environment Survey (CLES) -- School-Level Environment Questionnaire (SLEQ) -- Preferred Forms of Scales -- A Technique for Improving Learning Environments -- Conclusions -- References -- Chapter 5 Organizational Health Profiles for High Schools1 -- School Climate: Conceptual Foundations of Organizational Health -- Miles's Perspective on Organizational Health -- A Parsonian Perspective on Organizational Health -- School Health: A Conceptual Framework -- Organizational Health Inventory for High Schools2 -- Developing Items -- Pilot Study -- A Test of the New Measure (OHI) -- Healthy School -- Unhealthy School -- Administering and Scoring the OHI -- Administering the Instrument.

Scoring the Instrument -- School Health Profiles -- Example -- Some Research Findings -- Some Implications -- A Conclusion and a Caution -- Notes -- References -- Chapter 6 Organizational Climate and Teacher Professionalism: Identifying Teacher Work Environment Dimensions -- Professionals in Organizations -- Work Environment Dimensions -- Role Ambiguity and Routinization -- Centralization of Authority and Formalization -- Intrinsic and Extrinsic Work Features -- Participative Supervision -- Career Development -- Involvement in Decision Making -- Illustrations of School Profiles on Work Environment Dimensions -- Illustrative Case Study: Benjamin Davis Elementary School -- How do teachers, on average, perceive the work environment dimensions? -- Are work environment dimensions related to teachers' job satisfaction and organizational commitment? -- How do teachers respond to selected items? -- Incorporating Qualitative Measures in the School Profile -- Conclusion -- Notes -- References -- Chapter 7 Perceptions of Parents and Community Members as a Measure of School Climate -- Introduction -- Theoretical Framework Derived From Review of Literature -- Methods -- Project Planning Phase -- Survey Form Construction -- Survey Administration and Distribution -- Analysis of the Surveys -- Results of the Parent Survey -- Instructional Environment -- Instructional Process -- Communication -- Administration -- Analysis of the Community Survey -- Instructional Environment -- School as Community Member -- School Security -- Discussion -- References -- Chapter 8 The Teachers' Lounge and its Role in Improving Learning Environments in Schools -- The Conceptual Framework: The Relationships Between School Climate and Life in Teachers' Lounges -- Professional Communities in Schools -- Teachers' Perceptions of the Climate of their Lounges -- Teachers' Lounges Questionnaire.

Demographic and School Background Data -- The Characteristics of Teachers' Lounges-Their Perceived Climate -- Spheres of Perceived Influence of Teachers' Lounges on Life in Schools -- Teachers' Lounges and Students' Achievement -- Concluding Comments-Potential Uses of the Analysis of the Climate of Teachers' Lounges -- References -- Chapter 9 The Impact of Principal Change Facilitator Style on School and Classroom Culture -- Early Observations of the Connection Between Leaders and Climate -- The Role of the Principal is Discovered -- Three Change Facilitator Styles -- Researching the Change Facilitator Style of Principals -- The Need to Know More About Change Facilitator Style -- Six Underlying Dimensions of Change Facilitator Style -- Cluster 1: Concern for People -- Cluster 2: Organizational Efficiency -- Cluster 3: Strategic Sense -- Development of the Change Facilitator Style Questionnaire -- Developing the Items on the CFSQ -- Characteristics of the CFS Questionnaire -- CFSQ Profile Interpretation -- Psychometric Qualities of the CFSQ -- Estimating Overall CF Style -- Improving School Climate -- Appendix 9.1: Descriptions of three change facilitator styles -- Appendix 9.2: Change facilitator style questionnaire -- References -- Chapter 10 The Phoenix Rises From its Ashes Doesn't It? -- Introduction -- Phoenix School -- Methods -- Results -- Calvert Implementation at Phoenix: 1990-1994 -- Pre-implementation -- An achievable plan -- Funding -- Non-Fiscal Support -- Curriculum -- Classroom instruction -- Outcomes: 1990-1994 -- Norm-referenced testing -- Attendance -- School holding power -- Disciplinary removals -- Implementation at Phoenix: 1994-1997 -- Results: 1995-1996 -- Norm-referenced testing -- Discussion -- Notes -- References -- Chapter 11 Three Creative Ways to Measure School Climate and Next Steps -- Introduction.

The Need for Feedback -- The Impact of Changing School Levels -- Entrance and Exit Interviews -- The Cafeteria from Hell -- Next Steps -- Conclusions -- Note -- References -- Notes on Contributors -- Index.