School Connectedness and Academic Engagement References and Further Readings
School Connectedness
Baker, J. (1999). Teacher-student interaction in urban at risk classrooms: Differential behavior, relationship
quality, and student satisfaction with school. The Elementary School Journal, 100: 57-70. Order from:
Infotrieve, http://www.infotrieve.com or ISI, http://ids.isinet.com or access through JSTOR subscription.
Battistich, V. and Horn, A. (1997). The relationship between students’ sense of their school as a community
and their involvement in problem behaviors. American Journal of Public Health, 87(12): 1997-2001.
Available at: http://www.ajph.org/cgi/reprint/87/12/1997
Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty
levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis.
American Educational Research Journal, 32: 627-658.
Berktold, J., Geis, S., Kaufman, P. (1998). Subsequent educational attainment of high school dropouts.
Washington , DC: U.S. Department of Education, National Center for Education Statistics. Available at:
http://nces.ed.gov/pubs98/98085.pdf
Bluestein, J. (2001). Creating emotionally safe schools. Deerfield Beach, FL: Health Communications Inc.
Blum, R.(2005). School Connectedness: Improving the Lives of Students. Baltimore, MD: Johns Hopkins
Bloomberg School of Public Health. Available at:
www.jhsph.edu/mci/resources/School%20Connectedness
Blum, R. (2005). Tip sheets for administrators and teachers. The Military Child Initiative, Johns Hopkins
School of Public Health (2005) Available at: www.jhsph.edu/mci/resources/School%20Connectedness
Bryk, A. & Driscoll, M. (1988). The high school as community: Contextual influences and consequences
for students and teachers. Madison: University of Wisconsin, National Center on Effective Secondary
Schools.
Bryk, A.S & Schneider, B. (2002). Trust in Schools: A core resource for improvement. New York: Russell
Sage Foundation.
Connell, J., & Wellborn, J. (1991). Competence, autonomy, and relatedness: A motivational analysis of
self-system processes. In M. Gunnar & L. Sroufe (Eds.), Self processes in development: Minnesota
symposium on child psychology, vol.23. Hillsdale , NJ: Lawrence Erlbaum.
Deiro, J. (2003) Do Your Students Know You Care? Educational Leadership, March 2003, pp.60-62.
Order from:
http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.459dee008f99653fb85516f762108a0
c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266
805516f762108a0c_journaltypeheaderimage=%2FASCD%2Fimages%2Fmultifiles%2Fpublications%2Fel
mast.gif&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=abstract_view&javax.portlet.pr
p_d5b9c0fa1a493266805516f762108a0c_journalmoid=44ceae0fb6eaff00VgnVCM1000003d01a8c0RCRD
&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_articlemoid=519fae0fb6eaff00VgnVCM100000
3d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalTypePersonalization=A
1
SCD_EL&javax.portlet.begCacheTok=token&javax.portlet.endCacheTok=token/#Do_Your_Students_Kno
w_You_Care?
Freiberg, H.J. (1998). Measuring school climate: Let me count the ways. Educational Leadership, 56(1):
22-26. Order from:
http://www.ascd.org/portal/site/ascd/template.MAXIMIZE/menuitem.459dee008f99653fb85516f762108a0
c/?javax.portlet.tpst=d5b9c0fa1a493266805516f762108a0c_ws_MX&javax.portlet.prp_d5b9c0fa1a493266
805516f762108a0c_journaltypeheaderimage=%2FASCD%2Fimages%2Fmultifiles%2Fpublications%2Fel
mast.gif&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_viewID=abstract_view&javax.portlet.pr
p_d5b9c0fa1a493266805516f762108a0c_journalmoid=3841b9e875eaff00VgnVCM1000003d01a8c0RCR
D&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_articlemoid=cb91b9e875eaff00VgnVCM1000
003d01a8c0RCRD&javax.portlet.prp_d5b9c0fa1a493266805516f762108a0c_journalTypePersonalization=
ASCD_EL&javax.portlet.begCacheTok=token&javax.portlet.endCacheTok=token/#Measuring_School_Cl
imate:_Let_Me_Count_the_Ways
Gonder P, & Hymes D. (1994). Improving School Climate & Culture. American Association of School
Administrators. Available at:
http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/26/e1/ac.pdf
Haynes NM (1996). Creating Safe and Caring School Communities: Comer School Development Program
Schools. Journal of Negro Education, 65(3): 308-314. Order from:
http://www.journalnegroed.org/samplesubcription.html or access through JSTOR subscription.
Haynes NM, & Comer JP (1993). The Yale School Development Program: Process, Outcomes, and Policy
Implications. Urban Education, 28: 166-199. Order from:
http://uex.sagepub.com/cgi/content/abstract/28/2/166
Hoy, W.K. and Sabo, D.J. (1998). Quality middle schools: Open and healthy. Thousand Oaks, CA: Corwin
Press.
Klem, A.M., and Connell, J.P. (in press). Engaging Youth in School. In L.R. Sherrord, C. Flanagan, R.
Kassimir (Eds.), Youth Activism: An International Encyclopedia. Westport, CT: Greenwood Publishing Co.
Available at: http://www.irre.org/publications/pdfs/Engaging_Youth_9-8-04.pdf
Lee, V.E., Smith, J.B., Perry, T.E., & Smylie, A. (1999). Social support, academic press, and student
achievement: A view from the middle grades in Chicago. Chicago: Consortium on Chicago School
Research. Available at: www.consortium-chicago.org/publications/p0e01.html
McNeely, C.A. (2004). Connection to School as an Indicator of Positive Youth Development. In Lippman,
L. and Moore, K., (eds.) Indicators of Positive Youth Development. Search Institute Series on
Developmentally Attentive Community and Society. Kluwer Academic/Plenum Press.
McNeely, C.A. and C. Falci (2004). School Connectedness and the Transition Into and Out of Health Risk
Behavior among Adolescents: A Comparison of Social Belonging and Teacher Support. Journal of School
Health, 74(7):284-292. Available at:
http://www.allaboutkids.umn.edu/WingfortheWeb/42189%20AmSch_McNeely.pdf
Muller, C. (2001). The role of caring in the teacher-student relationship for at-risk students. Sociological
Inquiry, 71(2): 241-255. Order from: http://www.blackwell-synergy.com/doi/abs/10.1111/j.1475682X.2001.tb01110.x
National Research Council and the Institute of Medicine. (2004). Engaging Schools: Fostering High School
Students' Motivation to Learn. Committee on Increasing High School Students' Engagement and
Motivation to Learn. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences
and Education. Washington, DC: The National Academies Press.
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Osher, D., Dwyer, K., Jackson, S. (2003). Safe, Supportive, and Successful Schools: Step by Step.
Longmont, CO: Sopris West.
Osterman KF (2000). Students’ need for belonging in the school community. Review of
Educational Research, 70: 323-367. Available at: http://rer.sagepub.com/cgi/content/abstract/70/3/323
Perkins BK (2006). Where We Learn: The CUBE Survey of Urban School Climate. Alexandria, VA:
Council of Urban Boards of Education, National School Boards Association. Available at:
http://www.nsba.org/site/docs/38100/38081.pdf
Phillips, M. (1997). What makes schools effective? A comparison of the relationships of communitarian
climate and academic climate to mathematics achievement and attendance during middle school. American
Educational Research Journal, 34(4): 633-662.
Resnick, M.D., Bearman, P.S., & Blum, R.W. et al. (1997). Protecting adolescents from harm: findings
from the National Longitudinal Study on Adolescent Health. Journal of the American Medical Association,
278: 823-832. Abstract: http://jama.ama-assn.org/cgi/content/abstract/278/10/82. Order from: Infotrieve
http://www.infotrieve.com or Institute for Scientific Information (ISI) http://www.isidoc.com.
Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen Thousand Hours: Secondary Schools
and their Effects on Children. Cambridge, MA: Harvard University Press.
Ryan, R. & Deci, E. (2000) Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55: 68-78. Order from:
http://content.apa.org/journals/amp/55/1/68
Shouse, R. (1996). Academic press and sense of community: Conflict and congruence in American high
schools. In A. Pallas (Ed.), Research in sociology of education and socialization, volume II (pp.173-202).
Greenwich, CT: JAI Press.
Skinner, E. & Belmont, M. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and
student engagement across the school year. Journal of Educational Psychology, 85: 571-581. Order from:
http://content.apa.org/journals/edu/85/4/571
Tableman B (2004). School Climate and Learning Best Practices Brief. A product of the UniversityCommunity Partnerships at Michigan State University. Available at
http://outreach.msu.edu/bpbriefs/issues/brief31.pdf
Wasley, P., Fine, M., Gladden, M., Holland, N., King, S., Mosak, E., and Powell, L. (2000). Small schools,
great strides: A study of new small schools in Chicago. New York: Bank Streets College. Available at:
http://www.bankstreet.edu/gems/publications/smallschools.pdf
Yowell, C. (1999). The role of the future in meeting the challenge of Latino school dropouts. Educational
Foundations,13: 5-28. Order from: http://web.njcu.edu/sites/edfoundations/Content/documents.asp
Academic Strategies
Gardner, H. (1983). Frames of Mind: The theory of multiple intelligences. New York: Basic Books.
Kagan, S. (2000). Kagan Structures - Not One More Program. A Better Way to Teach Any Program.
Kagan Online Magazine, Fall 2000. Available at:
http://www.kaganonline.com/KaganClub/FreeArticles/ASK10.html
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Lee, V.E., Smith, J.B., Perry, T.E., & Smylie, A. (1999). Social support, academic press, and student
achievement: A view from the middle grades in Chicago. Chicago: Consortium on Chicago School
Research. Available at: www.consortium-chicago.org/publications/p0e01.html
Lee, V.E. & Smith, J.B. (1999). Social support and achievement for young adolescents in Chicago: The
role of school academic press. American Educational Research Journal, 36: 907-945.
Lee, V.E. & Smith, J.B. (2001). Restructuring high schools for equity and excellence: What works.
Sociology of education series. New York: Teachers College Press. Order from:
http://store.tcpress.com/product35.html
Legters, N., Balfanz, R., & McPartland, J. (2002). Solutions for Failing High Schools: Converging Visions
and Promising Models. Baltimore, MD: Center for Social Organization of Schools, Johns Hopkins
University. Available at: http://www.ed.gov/about/offices/list/ovae/pi/hs/legters.doc
Marks, H.M., Secada, W. and Doane, K. (1996). Social support for achievement: Building intellectual
culture in restructuring schools. Washington, DC: U.S. Department of Education, Office of Educational
Research and Improvement, Educational Resources Information Center. Available at:
http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/22/c1/75.pdf
MetLife. (2001) The MetLife Survey of the American teacher 2001: Key elements of quality schools. New
York, NY: Author. Available at:
http://www.metlife.com/WPSAssets/26575530001018400549V1F2001ats.pdf
National Research Council and the Institute of Medicine. (2004). Engaging Schools: Fostering High School
Students' Motivation to Learn. Committee on Increasing High School Students' Engagement and
Motivation to Learn. Board on Children, Youth, and Families, Division of Behavioral and Social Sciences
and Education. Washington, DC: The National Academies Press.
Phillips, M. (1997) What makes schools effective? A comparison of the relationships of communitarian
climate and academic climate to mathematics achievement and attendance during middle school. American
Educational Research Journal, 34(4): 633-662.
Schaps E (2005). The Role of Supportive School Environments In promoting Academic Success. In
Getting Results: Update 5, Student Health, Supportive Schools, and Academic Success was developed by
the Safe and Healthy Kids Program Office, California Department of Education. Available at:
http://www.devstu.org/about/articles/getResults.html
Shouse, R. (1996) Academic press and sense of community: Conflict and congruence in American high
schools. In A. Pallas (Ed.), Research in sociology of education and socialization, volume II (pp.173-202).
Greenwich, CT: JAI Press.
Shouse, R.D. (1996). Academic press and sense of community: Conflict, congruence, and implications for
student achievement. Social Psychology of Education, 1: 47-68. Order from:
https://www.springerlink.com/content/n4880w473g803w73/resource-secured/?target=fulltext.pdf
Shouse, R.D. (1997). Academic press, sense of community, and student achievement. In J.S. Coleman, B.
Schneider, S. Plank, K.S. Schiller, R. Shouse, and H. Wang, Redesigning American Education (pp. 60-86).
Boulder, CO: Westview Press.
Skinner, E. & Belmont, M. (1993) Motivation in the classroom: Reciprocal effects of teacher behavior and
student engagement across the school year. Journal of Educational Psychology, 85: 571-581. Order from:
http://content.apa.org/journals/edu/85/4/571
Varlas, L. (2002 Winter). Getting Acquainted with the Essential Nine. Association for Supervision and
Curriculum Development (ASCD) Curriculum Update available at:
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http://www.middleweb.com/MWLresources/marzchat1.html. Adapted from Marzano, R., Pickering, D., &
Pollock, J. (2001) Classroom Instruction That Works. Alexandria, VA: ASCD.
Wasley, P., Fine, M., Gladden, M., Holland, N., King, S., Mosak, E., and Powell, L. (2000). Small schools,
great strides: A study of new small schools in Chicago. New York: Bank Streets College. Available at:
http://www.bankstreet.edu/gems/publications/smallschools.pdf
Wentzel, K. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in
early adolescence. Child Development, 73: 287-301. Order from: http://www.blackwellsynergy.com/doi/abs/10.1111/1467-8624.00406
Wiggins, G. & McTighe, J. (2005). Understanding by Design, 2nd expanded edition. Alexandria, VA:
Association for Supervision and Curriculum Development.
Yowell, C. (1999) The role of the future in meeting the challenge of Latino school dropouts. Educational
Foundations, 13: 5-28. Order from: http://web.njcu.edu/sites/edfoundations/Content/documents.asp
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