Eskola giroadefinizioa, domeinuak, beste aldagaiekin harremana eta ebaluazioa.

Referencias bibliográficas

• Aciego de Mendoza, R., Domínguez, R., eta Hernández, P. (2003). Evaluación de la mejora en valores de realización personal y social en adolescentes que han participado en un programa de intervención. Psicothema, 15(4), 589-594.
• Alliance for the Study of School Climate. (2011). Examining the reliability and validity of the ASSC/WASSC School Climate Assessment Instrument (SCAI). Argitaratu gabea.
• Arón, A. M., eta Milicic, N. (1999). Clima social escolar y desarrollo personal. Un programa de mejoramiento. Santiago, Txile: Andrés Bello.
• Arón, A. M., Milicic, N., eta Armijo, I. (2012). Clima social escolar: Una escala de evaluación —Escala de Clima Social Escolar, ECLIS—. Universitas Psychologica, 11(3), 803-813.
• Assael, J., eta Neumann, E. (1991). Clima emocional del aula. Santiago, Txile: PIIE.
• Astor, R. A., Guerra, N., eta Van Acker, R. (2010). How can we improve school safety research? Educational Researcher, 10, 39-69. doi: org/10.3102/0013189X09357619
• Austin, J. L., eta Soeda, J. M. (2008). Fixed-time teacher attention to decrease offtask behaviors of typically developing third graders. Journal of Applied Behavior Analysis, 41(2), 279-283. doi: org/10.1901/jaba.2008.41-279
• Baeza, S. (2005). Funcionamiento y clima sociorrelacional del aula. Una Perspectiva Sistémica. Una escala sistémica de observación de clases. Buenos Aires, Argentina: Aprendizaje Hoy.
• Barile, J. P., Donohue, D. K., Anthony, E. R., Baker, A. M., Weaver, S. R., eta Henrich, C. C. (2012). Teacher-student relationship climate and school outcomes: Implications for educational policy initiatives. Journal of Youth and Adolescence, 41(3), 256-267. doi: org/10.1007/s10964-011-9652-8
• Bear, G. C., Gaskins, C., Blank, J., eta Chen, F. F. (2011). Delaware School Climate Survey-Student: Its factor structure, concurrent validity, and reliability. Journal of School Psychology, 49(2), 157-174. doi: org/10.1016/j. jsp.2011.01.001
• Blum, R. W. (2005). A case for school connectedness. Educational Leadership, 62(7), 16-20.
• Bosworth, L. K., eta Judkins, M. (2014). Tapping into the power of school climate to prevent bullying: One application of schoolwide positive behavior interventions and supports. Theory into Practice, 53(4), 300-307. doi: org/10.1080/00405841.2014.947224
• Bradshaw, C., Koth, C., Thornton, L., eta Leaf, P. (2009). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100- 115. doi: org/10.1007/s11121-008-0114-9
• Bradshaw, C. P., Waasdorp, T. E., Debnam, K. J., eta Johnson, S. L. (2014). Measuring school climate in high schools: A focus on safety, engagement, and the environment. Journal of School Health, 84(9), 593-604. doi: org/10.1111/ josh.12186
• Brand, S., Felner, R. D., Seitsinger, A., Burns, A., eta Bolton, N. (2008). A large scale study of the assessment of the social environment of middle and secondary schools: The validity and utility of teachers’ ratings of school mate, cultural pluralism, and safety problems for understanding school effects and school improvement. Journal of School Psychology, 46(5), 507-535. doi: org/10.1016/j.jsp.2007.12.001
• Brand, S., Felner, R., Shim, M., Seitsinger, A., eta Dumas, T. (2003). Middle school improvement and reform: Development and validation of a schoollevel assessment of climate, cultural pluralism, and school safety. Journal of Educational Psychology, 95(3), 570-588. doi: org/10.1037/0022- 0663.95.3.570
• Bris, M. (2000). Clima de trabajo y organizaciones que aprenden. Educar, 27, 103-117. doi: org/10.5565/rev/educar.251
• Brooks, F. M., Magnusson, J., Spencer, N., eta Morgan, A. (2012). Adolescent multiple risk behaviour: An asset approach to the role of family, school and community. Journal of Public Health, 34, 48-56. doi: org/10.1093/pubmed/ fds001
• Cairns, L. G. (1987). Behavior problems. M. J. Dunkin-en (Ed.), International encyclopedia of teaching and teacher education (pp. 446-452). New York, NY: Pergamon.
• Catalano, R. F., Haggerty, K. P., Oesterie, S., Fleming, C. B., eta Hawkins, J. D. (2004). The importance of bonding to schools for healthy development: Findings from the social development research group. The Journal of School Health, 74(7), 252-261. doi: org/10.1111/j.1746-1561.2004.tb08281.x
• Cere, A. (1993). Evaluar el contexto educativo. Documento de Estudio. Vitoria- Gasteiz: Hezkuntza eta kultura ministerioa, Eusko Jaurlaritza.
• Cerezo, F., eta Ato, M. (2010). Social status, gender, classroom climate and bullying among adolescents pupils. Anales de Psicología, 26(1), 137-144.
• Cid, A. (2004). El clima escolar como factor de calidad en los centros de educación secundaria de la provincia de Ourense. Su estudio desde la perspectiva de la salud. Revista de Investigación Educativa, 22, 113-144.
• Cohen, J. (2006). Social, emotional, ethical, and academic education: Creating a climate for learning, participation in democracy, and well-being. Harvard Educational Review, 76(2), 201-237. doi: org/10.17763/ haer.76.2.j44854x1524644vn
• Cohen, J., McCabe, E. M., Michelli, N. M., eta Pickeral, T. (2009). School climate: Research, policy, teacher education and practice. Teachers College Record, 111, 180-213.
• Coker, J. K., eta Borders, L. D. (2001). An analysis of environmental and social factors affecting adolescent problem drinking. Journal of Counseling and Development, 79(2), 200-208. doi: org/10.1002/j.1556-6676.2001.tb01961.x
• Conroy, M. A., eta Fox, J. J. (1994). Setting events and challenging behaviors in the classroom: Incorporating contextual factors into effective intervention plans. Preventing School Failure, 38(3), 29-34. doi: org/10.1080/1045988X.1 994.9944311
• Cunningham, E. G. (2002). Developing a measurement model for coping research in early adolescence. Educational and Psychological Measurement, 62, 147- 163. doi: org/10.1177/0013164402062001010
• Davis, J. R., eta Warner, N. (2015). Schools matter: The positive relationship between New York city high schools’ student academic progress and school climate. Urban Education, 53(8), 1-22. doi: org/10.1177/0042085915613544
• Devine, J., eta Cohen, J. (2007). Making your school safe: Strategies to protect children and promote learning. New York, NY: Teachers College Press.
• DiLalla, L., eta Mullineaux, P. (2008). The effect of classroom environment on problem behaviors: A twin study. Journal of School Psychology, 46(2), 107- 128. doi: org/10.1016/j.jsp.2007.02.001
• Doll, B., Spies, R. A., Champion, A., Guerrero, C., Dooley, K., eta Turner, A. (2010). The ClassMaps Survey: A measure of students´ perceptions of classroom characteristics. Journal of Psychoeducational Assessment, 28(4), 338- 348. doi: org/10.1177/0734282910366839
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., eta Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. doi: org/10.1111/j.14678624.2010.01564.x.
• Eccles, J. S., Wigfield, A., Midgley, C., Reuman, D., Mac Iver, D., eta Feldlaufer, H. (1993). Negative effects of traditional middle schools on students’ motivation. The Elementarry School Journal, 93(5), 553-574. doi: org/10.1086/461740
• Eliot, M., Cornell, D., Gregory, A., eta Fan, X. (2010). Supportive school climate and student willingness to seek help for bullying and threats of violence. Journal of School Psychology, 48(6), 533-553. doi: org/10.1016/j.jsp.2010.07.001
• Estévez, E., Murgui, S., Musitu, G., eta Moreno, D. (2008). Adolescent aggression: Effects of gender and family and school environments. Journal of Adolescence, 31(4), 433-450. doi: org/10.1016/j.adolescence.2007.09.007
• Eusko Jaurlaritza-Hezkuntza Saila (2019). Diagnóstico del Sistema Educativo Vasco. Interneten eskuragarri: https://www.euskadi.eus/contenidos/informacion/diagnostico_sist_educati_vasco/es_def/adjuntos/diagnostico_del_sistema_educativo_vasco.pdf
• Fernández-Ballesteros, R., eta Sierra, B. (1989). Escalas de Clima Social FES, WES, CIES y CES. Madril: TEA.
• Finnan, C., Schnepel, K., eta Anderson, L. (2003). Powerful learning environments: The critical link between school and classroom cultures. Journal of Education for Students Placed at Risk, 8(4), 391-418. doi: org/10.1207/ S15327671ESPR0804_2
• Freiberg, H. J. (1999). School climate: Measuring, improving and sustaining healthy learning environments. Philadelphia: Falmer Press.
• Fulton, I. K., Yoon, I, eta Lee, C. (2005). Induction into learning communities. Washington, DC: National Commission on Teaching and America’s Future.
• Furlong, M. J., Greif, J. L., Bates, M. P., Whipple, A. D., Jimenez, T. C., eta Morrison, R. (2005). Development of the California School Climate and Safety Survey Short Form. Psychology in the Schools, 42(2), 137-149. doi: org/10.1002/pits.20053
• Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45, 83-93. doi: org/10.1080/0013188032000086145
• González-Such, J., Sancho-Álvarez, C., eta Sánchez-Delgado, P. (2016). Cuestionarios de contexto PISA: Un estudio sobre los indicadores de evaluación. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 22, 1-26. doi: org/10.7203/relieve.22.1.8274
• Goodenow, C., eta Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62, 60-71. doi: org/10.1080/00220973.19 93.9943831
• Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., eta Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Delinquency, 42(4), 412-444. doi: org/10.1177/0022427804271931
• Grayson, J. L., eta Alvarez, H. K. (2008). School climate factors relating to teacher burnout: A mediator model. Teaching and Teacher Education, 24(5), 1349-1363. doi: org/10.1016/j.tate.2007.06.005
• Gregory, A., eta Cornell, D. (2009). «Tolerating» adolescent needs: Moving beyond zero tolerance policies in high school. Theory Into Practice, 48(2), 106- 113. doi: org/10.1080/00405840902776327
• Gregory, A., Cornell, D., eta Fan, X. (2011). The relationship of school structure and support to suspension rates for black and white high school students. American Educational Research Journal, 48(4), 904-934. doi: org/10.3102/0002831211398531
• Guo, P., eta Higgins-D’Alessandro, A. (2011). The place of teachers’ views of teaching in promoting positive school culture and student prosocial and academic outcomes. Association for Moral Education urteko hitzaldian aurkeztutako papera, Nanjing, Txina.
• Haynes, N. M., Emmons, C., eta Ben-Avie, M. (1997). School climate as a factor in student adjustment and achievement. Journal of Educational and Psychological Consultation, 8(3), 321-329. doi: org/10.1207/s1532768xjepc0803_4
• Haynes, N. M., Emmons, C., eta Ben-Avie, M. (2001). The school development program: Student, staff, and parent school climate surveys. New Haven, CT: Yale Child Study Center.
• Haynes, N. M., Emmons, C., eta Comer, J. P. (1993). Elementary and Middle School Climate Survey. New Haven, CT: Yale University Child Study Center.
• Herrera, K., eta Rico, R. (2014). El clima escolar como elemento fundamental de la convivencia en la escuela. Escenarios, 12(2), 7-18. doi: org/10.15665/esc. v12i2.311
• Hezkuntza, Ekonomia eta Kirol Ministerioa. (2014). TALIS 2013. Estudio internacional de la enseñanza y el aprendizaje. Informe español. Interneten eskuragarri: https://www.oecd.org/education/school/Spain-talis-publicacionessep2014_ es.pdf
• Hezkuntzako eta Lanbide Heziketako Ministerioa (2019). Informe PISA 2018. Programa para la Evaluación Internacional de los Estudiantes. Informe español. (Versión preliminar). Interneten eskuragarri: https://www.observatoriode lainfancia.es/ficherosoia/documentos/5943_d_InformePISA2018-Espana1.pdf
• Higgins-D’Alessandro, A., eta Sakwarawich, A. (2011). Congruency and determinants of teacher and student views of school culture. Association for Moral Education urteko hitzaldian aurkeztutako papera, Nanjing, Txina.
• Holst, B., Weber, J., Bear, G. G., eta Lisboa, C. (2016). Adaptación transcultural y validación del contenido del Delaware School Climate Survey-Student (DSCS-S) en Brasil. RELIEVE. Revista Electrónica de Investigación y Evaluación Educativa, 22(2), 1-11. doi: org/10.7203/relieve.22.2.6459
• Hoy, W. K., eta Miskel, C. G. (1996). Educational administration: Theory, research and practice. Nueva York, NY: McGraw-Hill.
• Hoy, W. K., eta Woolfolk, A. E. (1993). Teachers’ sense of efficacy and the organizational health of schools. The Elementary School Journal, 93(4), 355- 372. doi: org/10.1086/461729
• Infante, L., Hierrezuelo, L., García, B., Sánchez, A., De la Morena, M. L., Muñoz, A., eta Trianes, M. V. (2003). Evaluación de actitudes violentas y clima escolar en situaciones de agresividad en alumnado de secundaria. Psicologia, Saúde y Doencas, 4(2), 277-286.
• Irakas Sistema Ebaluatu eta Ikertzeko Erakundea (2015). La eficacia escolar en los centros del País Vasco. informe final 2011-2015. Interneten eskuragarri: https://www.berrigasteiz.com/site_argitalpenak/docs/000_sistema/0002015003c_Pub_ISEI_txostena_eskola_eraginkortasuna_c.pdf
• Jia, Y., Way, N., Ling, G., Yoshikawa, H., Chen, X., Hughes, D., … Ke, X., et al. (2009). The influence of student perceptions of school climate on socioemotional and academic adjustment: A comparison of Chinese and American adolescents. Child Development, 80(5), 1514-1530. doi: org/10.1111/j.1467- 8624.2009.01348.x
• Kerr, D., Ireland. E., Lopes, J., Craig, R., eta Cleaver E. (2004). Making citizenship real. Citizenship education longitudinal study second annual report. First longitudinal survey. London: DfES.
• Kirby, D. (2001). Understanding what works and what doesn’t in reducing adolescent sexual risk-taking. Family Planning Perspectives, 33(6), 276-281. doi: org/10.2307/3030195
• Klein, J., Cornell, D., eta Konold, T. (2012). Relationships between bullying, school climate, and student risk behaviors. School Psychology Quarterly, 27(3), 154-169. doi: org/10.1037/a0029350
• LaRusso, M. D., Romer, D., eta Selman, R. L. (2008). Teachers as builders of respectful school climates: Implications for adolescent drug use norms and depressive symptoms in high school. Journal of Youth and Adolescence,37(4),386-398. doi: org/10.1007/s10964-007-9212-4
• Leal, F., Ramírez, J. D., eta Valdivia, Y. (2014). Bienestar psicológico y prácticas docentes con efectos motivacionales orientadas al aprendizaje. Universitas Psycholgica, 13(3), 1037-1046. doi: org/10.11144/Javeriana.UPSY13-3.bppd
• Leria-Dulčič, F. J., eta Salgado-Roa, J. A. (2019). Efecto del clima social escolar en la satisfacción con la vida en estudiantes de primaria y secundaria. Revista Educación, 43, 364-379. doi: org/10.15517/revedu.v43i1.30019
• Libbey, H. P. (2004). Measuring student relationships to school: Attachment, bonding, connectedness, and engagement. Journal of School Health, 74(7), 274-283. doi: org/10.1111/j.1746-1561.2004.tb08284.x
• Longobardi, C., Prino, L. E., Marengo, D., eta Settanni, M. (2016). Studentteacher relationships as a protective factor for school adjustment during the transition from middle to high school. Frontiers in Psychology, 7, 19-39. doi:org/10.3389/fpsyg.2016.01988
• López, V., Bilbao, M. A., Ascorra, P., Moya, I., eta Morales, M. (2014). Escala de clima escolar: Adaptación al español y validación en estudiantes chilenos. Universitas Psychologica, 13(3), 1111-1122. doi: org/10.11144/Javeriana.UPSY13- 3.ecea
• López, V., Bilbao, M., eta Rodríguez, J. I. (2012). La sala de clases sí importa: Incidencia del clima de aula sobre la percepción de intimidación y victimización entre escolares. Universitas Psychologica, 11, 91-101. doi: org/10.11144/1002
• López-González, E., Tourón, J., eta Tejedor, F. J. (2012). Diseño de un micro instrumento para medir el clima de aprendizaje en cuestionarios de contexto.Bordón, 64(2), 111-126.
• López-González, L., eta Bisquerra, R. (2013). Validación y análisis de una escala breve para evaluar el clima de clase en Educación Secundaria. ISEP Science,5, 62-77.
• López-González, L., eta Oriol, X. (2016). La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria. Cultura y Educación, 28, 130-156. doi: org/10.1080/11356405.2015.1120448
• Loukas, A., Suzuki, R., eta Horton, K. (2006). Examining school connectedness as a mediator of school climate effects. Journal of Research on Adolescence, 16(3), 491-502. doi: org/10.1111/j.1532-7795.2006.00504.x
• Lüdtke, O., Marsh, H. W., Robitzsch, A., Trautwein, U., Asparouhov, T., eta Muthén, B. (2008). The multilevel latent covariate model: A new, more reliable approach to group-level effects in contextual studies. Psychological Methods, 13(3), 203-229. doi: org/10.1037/a0012869
• Maslow, A. (1943). A theory of human motivation. Psychological Review, 50(4),370-396. doi: org/10.1037/h0054346
• Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., eta Bromhead, D. (2017). The impact of school climate and school identification on academic achievement: Multilevel modeling with student and teacher data. Frontiers in Psychology, 8, 1-21. doi: org/10.3389/fpsyg.2017.02069
• McNeely, C. A., Nonnemaker, J. M., eta Blum, R. W. (2002). Promoting student connectedness to school: Evidence from the national longitudinal study of adolescent health. Journal of School Health, 72, 138-146. doi: org/10.1111/j.1746-1561.2002.tb06533.x
• Mehta, S., Cornell, D., Fan, X., eta Gregory, A. (2013). Bullying climate and school engagement in ninth-grade students. Journal of School Health, 83, 45-52. doi: org/10.1111/j.1746-1561.2012.00746.x
• Miller, D. M., Brownell, M. T., eta Smith, S. W. (1999). Factors that predict teachers staying in, leaving, or transferring from the special education classroom. Exceptional Children, 65(2), 201-218. doi: org/10.1177/001440299906500206
• Moliner, O., Sales, A., eta Escobedo, P. (2016). Possibilities and limits to build an institutional culture from the classroom practices shared: The case of inclusive intercultural education. Estudios sobre educación, 30, 51-70. doi: org/10.15581/004.30.51-70
• Moos, R. H., eta Trickett, E. J. (1974). Classroom environment scale manual. Palo Alto, CA: Consulting Psychologists Press.
• National School Climate Center. (2014). School climate guidelines. Interneten eskuragarri https://www.schoolclimate.org/about/our-approach/guidelines
• Pérez, A., Ramos, G., eta López, E. (2014). Clima social aula: Percepción diferenciada de los alumnos de Educación Secundaria Obligatoria. Cultura y Educación, 22(3), 259-281. doi: org/10.1174/113564010804932184
• Pianta, R. C., LaParo, K. M., eta Hamre, B. K. (2008). Classroom Assessment Scoring System Manual: Pre- K. Baltimore, MD: Paul H. Brookes.
• Proctor, C., Linley, P., eta Maltby, J. (2009). Youth life satisfaction: A review of the literature. Journal of Happiness Studies, 10, 583-630. doi: org/10.1007/ s10902-008-9110-9
• Reyes, M. R., Brackett, M. A., Rivers, S. E., White, M., eta Salovey, P. (2012). Classroom emotional climate, student engagement, and academic achievement. Journal of Educational Psychology, 104(3), 700-712. doi: org/10.1037/a0027268
• Rimm-Kaufman, S., La Paro, K. M., Downer, J. T., eta Pianta, R. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal, 105(4), 377-394. doi: org/10.1086/429948
• Rodríguez-Mantilla, J. M., eta Ruiz-Lázaro, J. (2019). El clima social en centros educativos: Percepción del profesorado de Educación Secundaria Obligatoria de la Comunidad de Madrid. Revista de Investigación Educativa, 37(1), 231-250. doi: org/10.6018/rie.37.1.320541
• Rumberger, R. (1987). High school dropouts: A review of issues and evidence. Review of Education Research, 57, 1-29. doi: org/10.3102/00346543057002101
• Ruus, V., Veisson, M., Leino, M., Ots, L., Pallas, L., Sarv, E., eta Veisson, A. (2007). Students’ well-being, coping, academic success, and school climate. Social Behavior and Personality, 35(7), 919-936. doi: org/10.2224/sbp.2007.35.7.919
• San Diego County. (1984). San Diego County effective schools program. SanDiego, CA: San Diego County Office of Education.
• Sandoval-Caraveo, M. C., Surdez-Pérez, E. G., eta Pérez-Sandoval, A. G. (2017).Clima escolar del campus de ingeniería y arquitectura de una universidad pública mexicana desde la perspectiva de sus estudiantes. Educare, 21(2), 1-21. doi: org/10.15359/ree.21-2.8
• Sherblom, S. A., Marshall, J. C., eta Sherblom, J. C. (2006). The relationship between school climate and math and reading achievement. Journal of Research in Character Education, 4(2), 19-31.
• Silbergeld, S., Koenig, G. R., eta Manderscheid, R. W. (1976). Assessment of the psychosocial environment of the classroom: The Class Atmosphere Scale. The Journal of Social Psychology, 100, 65-76. doi: org/10.1080/00224545.1976.9711908
• Singh, K., eta Billingsley, B. S. (1998). Professional support and its effects on teachers’ commitment. The Journal of Educational Research, 91(4), 229-239. doi: org/10.1080/00220679809597548
• Soderstrom, I. R., eta Elrod, P. (2006). Assessing student perceptions of school victimization and school safety: A psychometric assessment of relevant instruments. Journal of School Violence, 5, 5-28. doi: org/10.1300/J202v05n01_02
• Sulkowski, M. L., eta Simmons, J. (2017). The protective role of teacher-student relationships against peer victimization and psychosocial distress. Psychology in the schools, 55(2), 137-150. doi: org/10.1002/pits.22086
• Sun, L., eta Royal, K. (2019). School climate in American secondary schools: A psychometric examination of PISA 2009 school climate scale. Journal of Curriculum and Teaching, 6(2), 6-12. doi: org/10.5430/jct.v6n2p6
• Thapa, A., Cohen, J., Guffey, S., eta Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385. doi: org/10.3102/0034654313483907
• Thuen, E., eta Bru, E. (2000). Learning environment, meaningfulness of schoolwork and on-task-orientation among Norwegian 9th grade students. School Psychology International, 21(4), 393-413. doi: org/10.1177/0143034300214004
• Turner, I., Reynolds, K. J., Lee, E., Subasic, E., eta Bromhead, D. (2014). Wellbeing, school climate, and the social identity process: A latent growth model study of bullying perpetration and peer victimization. School Psychology Quarterly 29(3), 320-335. doi: org/10.1037/spq0000074
• U. S. Department of Education. (1988). National Education Longitudinal StudySchool Questionnaire, NELS: 88, first follow-up. Washington, DC: NationalCenter for Education Statistics.
• U. S. Department of Health and Human Services. (2000). Healthy People 2010. With understanding and improving health and objectives for improving health (2 vols., 2nd ed.). Washington, DC: Government Printing Office.
• Uline, C., eta Tschannen-Moran, M. (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration, 46, 55-73. doi: org/10.1108/09578230810849817
• Valois, R. F., Paxton, R. J., Zullig, K. J., eta Huebner, E. S. (2006). Life satisfaction and violent behaviors among middle school students. Journal of Child and Family Studies, 15(6), 695-707. doi: org/10.1007/s10826-006-9043-z
• Van Acker, R., Grant, S. H., eta Henry, D. (1996). Teacher and student behavior as a function of risk for aggression. Education and Treatment of Children, 19(3), 316-334.
• Verkuyten, M., eta Thijs, J. (2002). School satisfaction of elementary school children: The role of performance, peer relations, ethnicity, and gender. Social Indicators Research, 59(2), 203-228. doi: org/10.1023/A:1016279602893
• Villa, A. (1992). El ambiente del aula percibido a través del instrumento de Percepción de Ambiente Escolar (PAE) y su relación con las preferencias de modelos de profesor en la E.G.B. In B. Báez de la Fe (arg)., Clima organizativo y de aula: teorías, modelos e instrumentos de medida. Vitoria-Gasteiz: Eusko Jaurlaritzaren Argitalpen Zerbitzu Nagusia.
• Voight, A., eta Hanson, T. (2012). Summary of existing school climate instruments for middle school. San Francisco: REL West at WestEd.
• Wang, C., Berry, B., eta Swearer, S. M. (2013). The critical role of school climate in effective bullying prevention. Theory into Practice, 52(4), 296-302. doi: org/10.1080/00405841.2013.829735
• Wang, M. T., Selman, R. L., Dishion, T. J., eta Stormshak, E. A. (2010). A tobit regression analysis of the covariation between middle school students’ perceived school climate and problem behavior. Journal of Research on Adolescence, 20, 274-286. doi: org/10.1111/j.1532-7795.2010.00648.x
• Way, N., Reddy, R., eta Rhodes, J. (2007) Students’ perceptions of school climate during the middle school years: Associations with trajectories of psychological and behavioral adjustment. American Journal of Community Psychology, 40(3), 194-213. doi: org/10.1007/s10464-007-9143-y
• Wentzel, K. R., eta Watkins, D. E. (2002). Peer relationships and collaborative learning as contexts for academic enablers. School Psychology Review, 31(3), 366-377.
• Whitlock, J. L. (2006). Youth perceptions of life in school: Contextual correlates of school connectedness in adolescence. Applied Developmental Science, 10, 13-29. doi: org/10.1207/s1532480xads1001_2
• Wilson, D. (2004). The interface of school climate and school connectedness and relationships with aggression and victimization. Journal of School Health 74(7), 293-299. doi: org/10.1111/j.1746-1561.2004.tb08286.x
• Wilson, H. K., Pianta, R. C., eta Stuhlman, M. (2007). Typical classroom experiences in first grade: The role of classroom climate and functional risk in the development of social competencies. The Elementary School Journal, 108(2), 81-96. doi: org/10.1086/525548
• Zullig, K. J., Huebner, E. S., eta Patton, J. M. (2011). Relationships among school climate domains and school satisfaction. Psychology in the Schools, 48(2), 133-145. doi: org/10.1002/pits.20532
• Zullig, K. J., Koopman, T. M., Patton, J. M., eta Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139-152. doi: org/10.1177/0734282909344205