School Environments and Student Achievement: Toward a Framework for Understanding Environmental Influences
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Date
1990
Authors
Stockard, Jean
Mayberry, Maralee
Journal Title
Journal ISSN
Volume Title
Publisher
JAI Press Inc.
Abstract
Most of the literature on the effect of environmental variables on student
achievement can be understood by utilizing two broad-ranging, key variables
presented in theoretical examinations of environmental or contextual effects:
(1) the nature of a group's norms and values, and (2) the relationships among
the group members. The norms and values of the group may be linked to
distinctions between instrumental activities, those oriented toward task
completion and expressive activities, and those oriented toward promoting
socioemotional integration of the group. The relative balance between these
activities and their content are influenced by the nature of group relations. The
analysis presented here provides an analytical description capable of
identifying the structural boundaries of these influences.
This paper first provides a review of the literature, acknowledging the
importance of four key environmental influences on student achievement - student
groupings, learning climates, school facilities and size, and the community environment. Second, this paper shows how this literature can be
integrated into a conceptual model capable of specifying the structural
elements of environmental influences on student achievement.
Description
28 pages
Keywords
school environments, environmental influences, academic achievement, student attitudes, literature, learning climates
Citation
Stockard, Jean and Maralee Mayberry. 1990. School Environments and student Achievement: Toward a Framework for Understanding environmental Influences. Pp. 123-150 in Advances in Research and Theories of School Management and Educational Policy, Vol 1.