Synthesis of National Research on School Climate in Czech Republic
A Scoping Review
DOI:
https://doi.org/10.14571/brajets.v15.n1.140-145Abstract
Educators have been attuned to the importance of school climate for more than 100 years (Cohen, McCabe, Michelli, & Pickeral, 2009). School climate is an ecologically informed idea that recognizes individual, small and large group trends about a range of safety, relationships, teaching & learning and environmental issues that shape student learning and their development. School climate is measurable. Over the last three decades, school climate has become a growing focus for educational practice and policy leaders around the world (Ruiz et al, 2021; Cohen & Espelage, 2020; Thapa et al, 2013). As a result, we suggest that school climate and school-climate informed improvement efforts need to be studied on national levels (Vicente et al, 2021). Berkowitz's recent national-level study on positive school climate and its relationship to socioeconomic status and achievement of Arabic speaking students in Israel (Berkowitz, 2017 & 2020), has proved to be highly relevant bringing solutions to global issues (Bradshaw, et al. 2021). Our scoping review was conducted to advocate for the importance of school climate and for its role to inform national policy. It took place in the Czech Pedagogical Bibliographic Database of the J. A. Komenský Pedagogical Library in June 2020. The reasons for choosing this database were its terminologically unified annotation of bibliographic records using the Czech Pedagogical Thesaurus and its intentional scope to cover pedagogical literature (Email communication, Petišková, May 6th, 2020; Petrovičová, 2012). In the first step, we searched by the keyword "school climate" (in Czech) and identified a total of 383 bibliographic records. Using a programming script created for the purpose of our study by a university librarian, we identified a total of 2550 keyword combinations with the keyword "school climate." The keyword "school climate" was most often associated with the keyword "primary school" (N = 113). The second most frequent combination was "school climate" and "school environment" (N = 103). The third most numerous combination was "school climate" and "interpersonal relationships" (N = 92). The fourth most numerous combination was "school climate" and "teacher-student relationship" (N = 92). School climate is being studied in the Czech Republic on the primary and lower secondary school level, as well as in relational contexts.References
Arksey, H., & O'Malley, L. (2005). Scoping studies: towards a methodological framework. International journal of social research methodology, 8(1), 19-32.
About the UNBIS Thesaurus. (n.d.). Dag Hammarskjöld Library, United Nations Department of Public Information Retrieved from https://libthesaurus.un.org/DPI/DHL/DHLUNBISThesaurus.nsf/zHelpDocuments/English+About+Help?OpenDocument
Baráková, N., Dušek, A. & Haškovec, J. (1994). Český pedagogický tezaurus [Czech pedagogical thesaurus]. Praha: Ústav pro informace ve vzdělávání. [Czech institute for education] ISBN 80-211-0196-2.
Bradshaw, C. P., Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing School Safety Through Comprehensive School Climate Approaches. School Psychology Review, 1-16.
Brunton, G., & Stansfield, C. (2012). Finding relevant studies. An Introduction to Systematic Reviews. Edited by: Gough D, Oliver S, Thomas J.
Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers college record, 111(1), 180-213.
Cumming, T. M., Marsh, R. J., & Higgins, K. (2017). School connectedness for students with disabilities: From theory to evidence-based practice. Routledge.
Cesky pedagogický tezaurus (CPT) (n.d.) [Czech pedagogical thesaurus]. Pedagogická knihovna J. A. Komenského [Pedagogical Library of J. A. Komenský]. Retrieved from https://www.npmk.cz/knihovna/o-knihovne/cesky-pedagogicky-tezaurus
Harden A, Thomas J, Kavanagh J (2006) Doing systematic reviews for policy-makers: lessons from three systematic reviews. Presented at: Sixth Annual Campbell Collaboration Colloquium, Los Angeles, California, USA, 22-24 February.
Krane, V., Karlsson, B., Ness, O., & Kim, H. S. (2016). Teacher–student relationship, student mental health, and dropout from upper secondary school: A literature review. Scandinavian Psychologist, 3, e11. https://doi.org/10.15714/scandpsychol.3.e11
Levac, D., Colquhoun, H., & O'Brien, K. K. (2010). Scoping studies: advancing the methodology. Implementation science, 5(1), 69.
National School Climate Council (NSCC) .(2007). The School Climate Challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Retrieved from: https://www.nyccharterschools.org/sites/default/files/resources/The_School_Climate_Challenge.pdf
National School Climate Center (NSCC). (2009). National school climate standards: Benchmarks to promote effective teaching, learning and comprehensive school improve-ment. Center for Social and Emotional Education. http://www.schoolclimate.org/climate/documents/school-climate-standards-csee.pdf
Petrovičová, M. (2012). Pedagogická bibliografická databáze na webových stránkách Národního pedagogického muzea a knihovny J. A. Komenského [Pedagogical bibliographic database on the website of Czech national pedagogical museum of J. A. Komenského's library]. Retrieved from https://www.svkkl.cz/en/ctenar/clanek/1621
Petrie, K. (2014). The relationship between school climate and student bullying. TEACH Journal of Christian Education, 8(1), 26–35.
Pirrie, A., & Lowden, K. (2004). The magic mirror: an inquiry into the purposes of education. Journal of Education Policy, 19(4), 515-528.
Pritchard, P., Maehler, D. B., Pötzschke, S., & Ramos, H. (2019). Integrating Refugee Children and Youth: A Scoping Review of English and German Literature. Journal of Refugee Studies, 32(Special_Issue_1), i194-i208.
Průcha, J. (Ed) (2009). Pedagogická encyklopedie [Pedagogical encyclopedia]. ISBN 9788073675462.
Tricco, A. C., Lillie, E., Zarin, W., O'Brien, K. K., Colquhoun, H., Levac, D. & Straus, S. E. (2018). PRISMA extension for scoping reviews (PRISMA-ScR): checklist and explanation. Annals of internal medicine, 169(7), 467-473.
Thapa, A., Cohen, J., Higgins-D’Alessandro, A., & Guffey, S. (2012). School Climate Research Summary: August 2012. School Climate Brief, No. 3. National School Climate Center, New York, NY.
Retrieved from www.schoolclimate.org/climate/research.php.
Vicente J. Llorent, David P. Farrington, Izabela Zych (2021): School climate policy and its relations with social and emotional competencies, bullying and cyberbullying in secondary education, Revista de Psicodidáctica (English ed.), 2021, ISSN 2530-3805, https://doi.org/10.1016/j.psicoe.2020.11.002.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Filip Kachnic, Jonathan Cohen
This work is licensed under a Creative Commons Attribution 4.0 International License.
The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.