DISSERTATION ASSESSING SCHOOL CLIMATE USING a SEQUENTIAL TRANSFORMATIVE DESIGN Submitted by Shelby Maier School of Education In
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DISSERTATION ASSESSING SCHOOL CLIMATE USING A SEQUENTIAL TRANSFORMATIVE DESIGN Submitted by Shelby Maier School of Education In partial fulfillment of the requirements For the Degree of Doctor of Philosophy Colorado State University Fort Collins, Colorado Summer 2010 Copyright by Shelby Maier 2010 All Rights Reserved COLORADO STATE UNIVERSITY December 18, 2009 WE HEREBY RECOMMEND THAT THE DISSERTATION PREPARED UNDER OUR SUPERVISION BY SHELBY MAIER ENTITLED ASSESSING SCHOOL CLIMATE USING A TRANSFORMATIVE SEQUENTIAL DESIGN BE ACCEPTED AS FULFILLING IN PART REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY. Committee on Graduate Work Cindy Griffin Ellyn Dickmann Co-Advisor: Jerry Bigner Advisor: James Banning Acting Director: Dale DeVoe ii ABSTRACT OF DISSERTATION ASSESSING SCHOOL CLIMATE USING A SEQUENTIAL TRANSFORMATIVE DESIGN As it has been shown repeatedly in the research literature, school climate influences student academic achievement, typically employing a single methodology to collect data: a quantitative organizational climate survey administered to school stakeholders. Utilizing a sequential transformative mixed methods design, I studied how the results of the two methodologies were different and similar. The school climate factors of parental involvement, school safety, and building facilities were studied within 14 K-12 schools. Equity factors were also integrated into the study. Given that these school climate factors are interdependent, the factors needed to be studied using multiple methods. The ‘sequential’ portion of the research design accomplished this, which first entailed a quantitative organizational climate survey and then a visual ethnography was conducted. The results from the two methodologies uncovered more similarities than differences between higher-ranked and lower-ranked school climates. The ‘transformative’ portion involved critiquing the results from a feminist lens, which produced recommendations for school climate improvement. iii This study demonstrated that school climate provides a level of complexity that is difficult to assess. Future studies need to utilize innovative designs and progressive methodologies to ensure any modifications made to the school climate are carried out with intentionality and mindfulness. Last but definitely not least, feminist ideals should be at the forefront throughout the school climate and school improvement processes. Shelby M. Maier School of Education Colorado State University Fort Collins, Colorado 80523 Summer 2010 iv ACKNOWLEDGEMENTS Expressing my gratitude to everyone who supported me throughout my doctoral experience is essential because I would not have been able to finish it without their encouragement. First, my friends who offered understood when I had to skip fun activities on the weekends to work on my dissertation. Thank you for listening to my excitement when I made good progress and my complaints when I had to trouble getting through a difficult section. Also, thank you to my advisors and committee members. Jim Banning and Jerry Bigner were instrumental in my Doctoral and Master’s programs. They have been great mentors and I cannot thank them enough. Ellyn Dickmann was a great supervisor prior to being a committee member. In both roles, she was amazingly supportive and continues to be into my young career. Cindy Griffin was a great feminist professor and role model. Her quiet strength has stayed with me as an example of the feminist I want to be. I give many thanks to my family for their encouragement. I owe a lot to my parents, brother, and sister for their endless love and support. Their encouragement motivated me to continue my education until I could do what I am passionate about. Lastly, many thanks and much love to my Mister. v ASSESSING SCHOOL CLIMATE USING A SEQUENTIAL TRANSFORMATIVE DESIGN TABLE OF CONTENTS SIGNIATURE PAGE.............................................................................................................ii ABSTRACT...........................................................................................................................iii ACKNOWLEDGEMENTS...................................................................................................v TABLE OF CONTENTS.......................................................................................................vi CHAPTER ONE – INTRODUCTION..................................................................................1 Statement of the Research Problem ...........................................................................3 Purpose of the Study ..................................................................................................4 Research Questions....................................................................................................4 Synopsis of Research Process....................................................................................5 Definition of Terms....................................................................................................5 Limitations & Delimitations ......................................................................................6 Assumptions...............................................................................................................7 Significance of Study.................................................................................................7 Researcher’s Perspective ...........................................................................................8 CHAPTER TWO – LITERATURE REVIEW ......................................................................11 “School Climate” or “School Culture” ......................................................................11 Conceptualization of School Climate ........................................................................14 How to Assess School Climate ..................................................................................16 Factors of School Climate Studies.............................................................................20 CHAPTER THREE – METHODOLOGY ............................................................................35 Restatement of Research Problem .............................................................................35 Research Questions....................................................................................................35 Research Design, Data Collection, Instruments, and Procedure ...............................36 Participants and Site...................................................................................................46 Sampling Strategy of Participating Schools...............................................................46 Data Analysis .............................................................................................................48 vi CHAPTER FOUR – RESULTS.............................................................................................59 Overview of Analysis Process ...................................................................................59 Quantitative Results...................................................................................................61 Qualitative Findings...................................................................................................67 Comparison of Quantitative and Qualitative Methodological Approaches ...............87 CHAPTER FIVE – DISCUSSION........................................................................................99 Composite Portrayals of the Educational Levels.......................................................100 Ideal School Climates by Educational Level .............................................................104 A Feminist Perspective ..............................................................................................119 Researcher’s Reflection .............................................................................................126 Conclusion .................................................................................................................135 REFERENCES ......................................................................................................................137 APPENDICES .......................................................................................................................146 A. Overview of Research Process..............................................................................146 B. School District Climate Survey for Parents/Guardians.........................................147 vii CHAPTER ONE INTRODUCTION School climate is one of the most important factors for an effective school (Andersen, 1982 in Van Horn, 2003; Kreft, 1993 in Van Horn, Miller & Fredericks, 1990 in Van Horn; Purkey & Smith, 1983 in Van Horn) and a student’s academic success (Brookover, 1978 in Van Horn; Esposito, 1999 in Van Horn; Griffith, 1995 in Van Horn; Raudenbush, Rowan, & Kang, 1991 in Van Horn). School climate influences student success or failure (Comer, 1993 in Haynes, Emmons, & Ben-Avie, 1997). The learning environment and student achievement are influenced by school climate (Bossert, 1988 in Sweetland & Hoy, 2000; Brookover, Schweitzer, Schneider, Beady, Flood, & Wisenbaker, 1978 in Sweetland & Hoy; Hoy & Sabo, 1998; Purkey & Smith, 1983 in Sweetland & Hoy; Stedman, 1987 in Sweetland & Hoy). Thus, identification of potential barriers to learning within a school’s climate is important for the learning environment and student academic achievement.