Fostering Policies That Enhance Positive School Environment

Datos Bibliográficos

ID4957802
AutoresPeter L Sheras (University of Virginia), Catherine P Bradshaw (0000-0003-2048-3225, University of Virginia)
Año2016
Volumen55
Número2
Páginas129-135
Fecha de publicación2016-04-02
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaTheory Into Practice (JOURNAL)
Identificadores de la revistaISSN: 0040-5841 • E-ISSN: 1527-2532
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2016.1156990
OpenAlexW2312906082
IdiomaEN
Citas recibidas2
Referencias citadas14

Schools have a considerable influence on children's development, through proximal factors such as teachers and curriculum, but also through indirect effects of school policies. Although some policies and programs have the potential to increase stress and burden on students, educators, as well as the broader educational context, several programs have demonstrated a positive impact on the school environment. This article considers the role of some educational policies, programs, and activities related to discipline and teacher behavior, which together influence the school environment. Programs that set high expectations for student performance, healthy social-emotional learning, and positive behavior support are highlighted, due in part to rigorous research demonstrating both their broad reach and their impact on a range of learning and positive behavioral outcomes. Despite the potential significance of policies on the learning environment, there has been limited systematic research documenting the impact of policies on the school environment more broadly. This article concludes by identifying some areas for future study

Mathematics education · Pedagogy · Behavioral and Psychological Studies · Early Childhood Education and Development · Educational Environments and Student Outcomes · Psychology