残疾学生对高中校园氛围的感知是否有所改善?

IF 3.5 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

American Educational Research Journal Pub Date : 2023-05-11 DOI:10.3102/00028312231169243

Spenser Gwozdzik, Leanna Stiefel

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引用次数: 0

摘要

对学校气氛的积极看法与学业幸福和学生健康的许多方面相关。不幸的是，一些现有的研究发现，在中学中，普通教育学生(gen)比残疾学生(SWDs)更受欢迎。考虑到九年级对学生成功的重要性，重要的是要知道，当学生进入高中时，他们的认知是否有所改善，是否在普通家庭中比在残疾家庭中改善得更多，以及他们是否受到学校特点的影响。我们对丰富的学生水平纵向数据的分析表明，学生在升入高中后感知到学校氛围的改善，学校特征确实介导了感知，并且对gen的感知比SWDs的感知改善更多(或下降更少)，导致差距有利于gen。

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Do Perceptions of School Climate Improve in High School for Students With Disabilities?

Positive perceptions of school climate correlate with many dimensions of academic well-being and student health. Unfortunately, some existing research finds more favorable perceptions in middle school for general education students (GENs) than for students with disabilities (SWDs). Given the importance of ninth grade to student success, it is important to know if perceptions improve when students go to high school, if they improve more for GENs than SWDs, and if they are mediated by school characteristics. Our analysis of rich student-level longitudinal data suggests that students perceive improvements in school climate when they transition to high school, school characteristics do mediate perceptions, and perceptions of GENs improve more (or decline less) than those of SWDs, resulting in gaps favoring GENs.

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来源期刊

American Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.70

自引率

0.00%

发文量

期刊介绍： The American Educational Research Journal (AERJ) is the flagship journal of the American Educational Research Association, featuring articles that advance the empirical, theoretical, and methodological understanding of education and learning. It publishes original peer-reviewed analyses that span the field of education research across all subfields and disciplines and all levels of analysis. It also encourages submissions across all levels of education throughout the life span and all forms of learning. AERJ welcomes submissions of the highest quality, reflecting a wide range of perspectives, topics, contexts, and methods, including interdisciplinary and multidisciplinary work.