Abstract
| Original language | English |
|---|---|
| Title of host publication | Self and Social Identity in Educational Contexts |
| Editors | Kenneth Mavor, Michael Platow, Boris Bizumic |
| Place of Publication | London |
| Publisher | Taylor & Francis |
| Chapter | 3 |
| Pages | 55-69 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781317599760 |
| ISBN (Print) | 9781138815131 |
| DOIs | |
| Publication status | Published - 1 Jan 2017 |
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School climate, social identity processes and school outcomes : Making the case for a group-level approach to understanding schools. / Reynolds, Katherine J.; Subasic, Emina; Lee, Eunro; Bromhead, David.
Self and Social Identity in Educational Contexts. ed. / Kenneth Mavor; Michael Platow; Boris Bizumic. London : Taylor & Francis, 2017. p. 55-69.Research output: Chapter in Book/Report/Conference proceeding › Chapter › Research › peer-review
TY - CHAP
T1 - School climate, social identity processes and school outcomes
T2 - Making the case for a group-level approach to understanding schools
AU - Reynolds, Katherine J.
AU - Subasic, Emina
AU - Lee, Eunro
AU - Bromhead, David
PY - 2017/1/1
Y1 - 2017/1/1
N2 - An import ant area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, HigginsD’Alessandro and Guffey, 2013). School climate is defined in different ways, but in essence, it focuses on student perceptions of academic emphasis, the way groups within a school (e.g., teachers, students, parents) relate to one another, and the higher order norms, values, and practices (shared mission) that define the school as a whole (Thapa et al., 2013). In this chapter, we argue that incorporating a social psycho logical analysis of the group within the school climate domain can advance under standing of school life. To date, most emphasis is placed on the psycho logy of individuals as individuals and inter personal relationships. What is missing is an analysis of the group.
AB - An import ant area of inquiry within the educational domain concerns school climate and related concepts such as school connectedness and school belonging (e.g., Thapa, Cohen, HigginsD’Alessandro and Guffey, 2013). School climate is defined in different ways, but in essence, it focuses on student perceptions of academic emphasis, the way groups within a school (e.g., teachers, students, parents) relate to one another, and the higher order norms, values, and practices (shared mission) that define the school as a whole (Thapa et al., 2013). In this chapter, we argue that incorporating a social psycho logical analysis of the group within the school climate domain can advance under standing of school life. To date, most emphasis is placed on the psycho logy of individuals as individuals and inter personal relationships. What is missing is an analysis of the group.
UR - http://www.scopus.com/inward/record.url?scp=85020351867&partnerID=8YFLogxK
U2 - 10.4324/9781315746913
DO - 10.4324/9781315746913
M3 - Chapter
SN - 9781138815131
SP - 55
EP - 69
BT - Self and Social Identity in Educational Contexts
A2 - Mavor, Kenneth
A2 - Platow, Michael
A2 - Bizumic, Boris
PB - Taylor & Francis
CY - London
ER -