| Contents |
Foreword / George Sugai -- Preface / Tamika P. La Salle -- Introduction to school climate : past, present, and future / Tamika P. La Salle -- Leveraging the Every Student Succeeds Act to pursue equitable school climate practice and policy / Ashley L. White and Jennifer Freeman -- Introduction to improving school climate for minoritized and marginalized students / Lindsay Fallon, Patrick Robinson-Link, and Margarida Veiga -- Promoting a positive school climate school climate and Black and African American students / Isaac Woods Jr., Tai Collins, Meagan Scott, Josalyn Foster, and Kandace Mossing -- Promoting a positive school climate for Asian American students / Yeram Cheong, Cixin Wang, Qianyu Zhu, Sara Gliese, and Chaorong Wu -- Promoting a positive school climate for Latine students / Sara M. Castro-Olivo, Ashley Armenta, and Pamela B. Santiago Tamariz -- Promoting positive school climate for multi-racial/ethnic students / Jesslynn Rocha Neves, Michael G. Li, Mykelle S. Coleman, and Tamika P. La Salle -- Promoting a positive school climate for LGBTQ youth / Dorothy L. Espelage, Alberto Valido, and Luz E. Robinson -- Promoting a positive school climate for students with disabilities / Jennifer Freeman, Mara Power, Mary Rose Sallese, and Renee Bradley -- Promoting a positive school climate for indigenous students / Lisa N. Aguilar and Karina Mojica -- Improving school climate within multi-tiered systems of support / Kent McIntosh, Ambra L. Green, Nikole Hollins-Sims -- Triangulation of data : using student, teacher, and parent data to improve school climate / Jessika H. Bottiani, Lora Henderson Smith, Meredith P. Franco, Catherine P. Bradshaw, and Katrina J. Debnam -- School climate in virtual settings / Steve Goodman, Susan Barrett, Gina Norman, and Tamika P. La Salle -- Case study : using school climate data to support a positive school climate / Tamika P. La Salle and Jesslynn Rocha Neves. |
| Abstract |
"Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multitiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate"-- Provided by publisher. |
| Bibliography note | Includes bibliographical references and index. |
| Biographical note | Tamika P. La Salle-Finley is Associate Professor and Director of the Center for Research on School Safety, School Climate, and Classroom Management in the Department of Counseling and Psychological Services in the College of Education & Human Development at Georgia State University, USA. Currently, she is Editor-in Chief of the International Journal of School & Educational Psychology. Previously, she was Associate Professor of School Psychology in the Department of Educational Psychology at the University of Connecticut, USA, and Visiting Professor in the Department of Neuroscience, Imaging, and Clinical Science at D'Annunzio University, Italy. |
| Source of description | Description based on print version record. |
| Issued in other form | Print version: Creating an inclusive school climate New York, NY : Routledge, 2023 9781032009117 |
| LCCN | 2023000146 |
| ISBN | 9781003400424 (ebook) |
| ISBN | 1003400426 |
| ISBN | 9781000899993 (electronic bk.) |
| ISBN | 1000899993 (electronic bk.) |
| ISBN | 9781000900019 (electronic bk. : EPUB) |
| ISBN | 1000900010 (electronic bk. : EPUB) |
| ISBN | (hardback) |
| ISBN | (paperback) |
| Standard identifier# |
10.4324/9781003400424 |
| Stock number | 9781003400424 Taylor & Francis |
