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School Climate Policy and Practice Trends: A Paradox

by Jonathan Cohen - February 21, 2014

There has never been more federal and state support for school climate reform efforts in America. Paradoxically, most practitioners are not sure what school climate improvement means on day-to-day basis. This commentary details three factors that contribute to school climate reform being more of an idealized goal than an actual school improvement practice today: (i) confusion about what constitutes an effective school climate improvement process in general; (ii) confusion about how school climate reform is similar and/or different from PBIS; and, (iii) educational policies and accountability systems that actually discourage principals and superintendents from actively supporting school climate improvement efforts.

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Cite This Article as: Teachers College Record, Date Published: February 21, 2014
https://www.tcrecord.org ID Number: 17445, Date Accessed: 1/20/2021 9:07:00 AM

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About the Author
  • Jonathan Cohen
    Teachers College
    E-mail Author
    Jonathan Cohen, Ph.D., is President of the National School Climate Center: Educating Minds and Hearts Because the Three Rs are Not Enough, and an Adjunct Professor in Psychology and Education, Teachers College, Columbia University.
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