School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison

Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F05%3A00013857" target="_blank" >RIV/00216224:14230/05:00013857 - isvavai.cz</a>
Result on the web
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DOI - Digital Object Identifier
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Result language
angličtina
Original language name
School-climate assessment: A proposal for assessment procedure which would be both immediately meaningful while retaining the possibility for comparison
Original language description
School-climate questionnaires as the prevailing assessment tools in the school-climate or school-environment literature have several disadvantages. Some of them stem from the nature of the questionnaire method itself (highly-structured - reducing, no meaning(validity)-checking). Some disadvantages come from the broadness of the concept of climate what aspects of environment are meaningful elements of a particular school climate, are the elements the same or similar across cultures/school systems? In this paper I propose an assessment procedure combing the use of focus groups and follow-up questionnaires with students and their teachers, an analysis framework, and present the results that this procedure yields (based on application in 5 Czech schools).The portrait of a schools environment that this procedure provides should be qualitatively comparable across schools, ie.
Czech name
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Czech description
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Publication year
2005
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

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