School climate in international school settings: differences in teacher perceptions among international and domestic-oriented departments

References

• AEEO. (2012). Internal evaluation and self- evaluation: Instruments and methodology. Athens: Educational Policy Institute. [in Greek].
   Google Scholar
• Agnew, R. (1993). Why do they do it? An examination of the intervening mechanisms between “social control” variables and delinquency. Journal of Research in Crime and Delinquency, 30, 245–266.
   Web of Science ®Google Scholar
• Athanasoula - Reppa, A. (1999). The educational organization and the social environmentIn A. Athanasoula - Reppa., M. Koutouzis, & I. Chatziefstratiou Eds., Management of educational units: Social and European dimensions of educational management (pp. 93–136). Patra: EAP. [in Greek].
   Google Scholar
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs: Prentice-Hall, Inc.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Boston: Harvard University Press.
   Google Scholar
• Brummitt, N., & Keeling, A. (2013). Charting the growth of international schools. In R. Pearce (Ed.), International education and schools: Moving beyond the first 40 years (pp. 25–36). London: Bloomsbury Academic.
   Google Scholar
• Bryceson, D., & Vuorela, U. (2002). Transnational families in the twenty-first century. In D. Bryceson & U. Vuorela (Eds.), The transnational family: New European frontiers and global networks (pp. 3–30). New York/Oxford: Berg.
   Google Scholar
• Bunnell, T., Fertig, M., & James, C. (2016). What is international about international schools? An institutional legitimacy perspective. Oxford Review of Education, 42(4), 408–423.
   Web of Science ®Google Scholar
• Butt, R., & Retallick, J. (2002). Professional well-being and learning: A study of administrator-teacher workplace relationships. Journal of Educational Enquiry, 3(1), 17–34.
   Google Scholar
• Cambridge, J. C., & Thompson, J. (2004). Internationalism and globalization as contexts for international education. Compare: A Journal of Comparative and International Education, 34(2), 161–175.
   Google Scholar
• Cavrini, G., Chianese, G., Bocch, B., & Dozza, L. (2015). School climate: Parents’, students’ and teachers’ perceptions. Procedia - Social and Behavioral Sciences, 191, 2044–2048.
   Google Scholar
• Chatzichristou, S., & Vasiliadis, M. (2010). Private elementary and secondary education in Greece: Prospects and challenges. Athens: IOBE. [in Greek].
   Google Scholar
• Cholezas, I. (2018). Private education in Greece. Greek Economic Outlook, 37, 80–95.
   Google Scholar
• Cohen, J., McCabe, L., Michelli, M. N., & Pickeral, T. (2009). School climate: Research, policy, practice and teacher education. Teachers College Record, 111, 180–193.
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.
   Google Scholar
• Eccles, J. S., & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms for early adolescents. In R. Ames & C. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 139–181). New York: Academic Press.
   Google Scholar
• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21, 225–241.
   Web of Science ®Google Scholar
• Felner, R. D., Favazza, A., Shim, M., Brand, S., Gu, K., & Noonan, N. (2001). Whole school improvement and restructuring as prevention and promotion: Lessons from STEP and the project on high-performance learning communities. Journal of School Psychology, 39, 177–202.
   Web of Science ®Google Scholar
• Forehand, G., & Gilmer, B. (1964). Environmental variation in studies of organizational behavior. Psychological Bulletin, 62, 361–382.
   PubMed Web of Science ®Google Scholar
• Fullan, M. (1982). The meaning of educational change. US: Teacher College Presss.
   Google Scholar
• Giovazolias, T., Kourkoutas, E., Mitsopoulou, E., & Georgiadi, M. (2010). The relationship between perceived school climate and the prevalence of bullying behavior in Greek schools: Implications for preventive inclusive strategies. Procedia Social and Behavioral Sciences, 5, 2208–2215.
   Google Scholar
• Grek, S. (2013). Expert moves: International comparative testing and the rise of expertocracy. Journal of Education Policy, 28(5), 695–709.
   Web of Science ®Google Scholar
• Hallgarten, J., Tabberer, R., & McCarthy, K. (2015). Third culture schools: International schools as creative catalysts for a new global education system. London: ECIS.
   Google Scholar
• Hargreaves, A. (1994). Changing teachers, changing times. London: Cassell.
   Google Scholar
• Hayden, M. (2011). Transnational spaces of education: The growth of the international school sector. Globalisation, Societies and Education, 9(2), 211–224.
   Google Scholar
• Hayden, M., & Thompson, J. (2013). International schools: Antecedents, current issues and metaphors for the future. In R. Pearce (Ed.), International education and schools: Moving beyond the first 40 years (pp. 3–24). London: Bloomsbury Academic Press.
   Google Scholar
• Hayden, M., & Thompson, J. (1995). International schools and international education: A relationship reviewed. Oxford Review of Education, 21(3), 327–345.
   Web of Science ®Google Scholar
• Hayden, M., & Thompson, J. (2008). International schools: Growth and influence. Paris. UNESCO, International Institute for Educational Planning. Paris: UNESCO.
   Google Scholar
• Heck, R. H., & Marcoulides, G. A. (1996). School culture and performance: Testing the invariance of an organizational model. School Effectiveness and School Improvement, 7, 76–95.
   Web of Science ®Google Scholar
• Held, D., & McGrew, A. (2000). The great globalization debate: An introduction. In D. Held & A. McGrew (Eds.), The global transformations reader: An introduction to the globalization debate (pp. 1–45). Cambridge: Polity Press.
   Google Scholar
• Hellriegel, D., & Slocum, J. (1974). Organizational climate: Measures, research and contingencies. Academy of Management Journal, 17, 255–280.
   Web of Science ®Google Scholar
• Hopkins, D., Ainscow, M., & West, M. (1994). School improvement in an era of change. New York: Teachers College Press.
   Google Scholar
• Hopson, L. M., & Lee, E. (2011). Mitigating the effect of family poverty on academic and behavioral outcomes: The role of school climate in middle and high school. Children and Youth Services Review, 33, 2221–2229.
   Web of Science ®Google Scholar
• Hoy, W. (1990). Organizational climate and culture: A conceptual analysis of the school workplace. Journal of Educational and Psychological Consultation, 1, 149–168.
   Google Scholar
• Hoy, W., Smith, P., & Sweetland, S. (2002). The development of the organizational climate index for high schools: Its measure and relationship to faculty trust. The High School Journal, 86(2), 38–49.
   Google Scholar
• Hoy, W., Tarter, C. J., & Bliss, J. R. (1990). Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26, 260–279.
   Web of Science ®Google Scholar
• Jarzabkowski, L. (2002). The social dimensions of teachers’ collegiality. Journal of Educational Enquiry, 3(2), 1–20. Retrieved from: https://ibsiga.wordpress.com/
   Google Scholar
• Kallestad, J. H., Olweus, D., & Alsaker, F. (1998). School climate reports from Norweginan teachers: A methodological and substantive study. School Effectiveness and School Improvement, 9(1), 70–94.
   Web of Science ®Google Scholar
• Lallo, O., & Resnik, J. (2008). Falafel a` la Baguette: Global packaging for local core in international schools. In J. Resnik (Ed.), The production of educational knowledge in the global era (pp. 169–183). Rotterdam: Sense Publishers.
   Google Scholar
• Lewis, S. (2017). Governing schooling through ‘what works’: The OECD’s PISA for schools. Journal of Education Policy, 32(3), 281–302.
   Web of Science ®Google Scholar
• Lycett, M. (2013). ‘Datafication’: Making sense of (Big) Data in a complex world. European Journal of Information Systems 22 (4), 381–386.
   Web of Science ®Google Scholar
• Ma, L., Phelps, E., Lerner, J. V., & Lerner, R. M. (2009). The development of academic competence among adolescents who bully and who are bullied. Journal of Applied Developmental Psychology, 30(5), 628–644.
   Web of Science ®Google Scholar
• MacNeil, A., Prater, D., & Busch, S. (2009). The effects of school culture and climate on student achievement. International Journal of Leadership in Education, 12(1), 73–84.
   Google Scholar
• Mayer, M. (1968). Diploma: International schools and university entrance. NY: Twentieth Century Fund.
   Google Scholar
• McCloskey, D. (1983). The rhetoric of economics. Journal of Economic Literature, 21(2), 481–517.
   Web of Science ®Google Scholar
• Mitchell, M., Bradshaw, C., & Leaf, P. (2010). Student and teacher perceptions of school climate: A multilevel exploration of patterns of discrepancy. Journal of School Health, 80, 271–279.
   PubMed Web of Science ®Google Scholar
• Modin, B., & Östberg, V. (2009). School climate and psychosomatic health: A multilevel analysis. School Effectiveness and School Improvement, 20(4), 433–455.
   Web of Science ®Google Scholar
• Morgan, G. (1980). Paradigms, metaphors and puzzle solving in organization theory. Administration Science Quarterly, 25, 605–622.
   Web of Science ®Google Scholar
• Nova- Kaltsouni, C. (2006). Empirical research methodology in social sciences. Athens: Gutenberg. [in Greek].
   Google Scholar
• OECD. (2009). Creating effective teaching and learning environment: First results of TALIS. Paris: Author.
   Google Scholar
• OECD. (2011). Strong performers and successful reformers in education: Lessons from PISA for the United States. Paris: Author.
   Google Scholar
• OECD. (2013). PISA 2012 results: What makes schools successful? Resources, policies and practices, Vol. IV. Paris: Author.
   Google Scholar
• OECD. (2014). A teachers’ guide to TALIS 2013: Teaching and learning international survey. Paris: Author.
   Google Scholar
• Peterson, A. (1972). The international baccalaureate: An experiment in international education. London: George G. Harrap.
   Google Scholar
• Pfeffer, J. (2014). The management theory morass: Some modest proposals. In J. A. Miles (Ed.), New directions in management and organization theory (pp. 457–468). Newcastle: Cambridge Scholars Publishing.
   Google Scholar
• Pourkos, M. (2010). The meaning of theory and the role of research in social sciences: The ‘Crises’ and the main ‘paradigms’”. In M. Pourkos & M. Dafermos (Eds.), Qualitative research in social sciences: Epistemological, methodological and ethical issues (pp. 59–130). Athens: Topos. [in Greek].
   Google Scholar
• Rader, D., & Sittig, L. (2003). New kid in school: Using literature to help children in transition. New York: Teachers College Press.
   Google Scholar
• Ramsey, C., Spira, A., Parisi, J., & Rebok, G. (2016). School climate: Perceptual differences between students, parents, and school staff. School Effectiveness and School Improvement, 27(4), 629–641.
   PubMed Web of Science ®Google Scholar
• Raudenbush, S. W., Rowan, B., & Kang, S. J. (1991). A multilevel, multivariate model for studying school climate in secondary schools with estimation via the EM algorithm and application to U.S. high-school data. Journal of Educational Statistics, 16, 295–330.
   Google Scholar
• Raudenbush, S. W., Rowan, B., & Kang, S. J. (1994). Methods for studying stability, sustained change, and temporal instability in school climate. Michigan: Michigan State University.
   Google Scholar
• Renaud, G. (1991). The International Schools Association: Historical and philosophical background. In P. Jonietz, & D. Harris, (Eds.), International Schools and International Education (pp. 6–14). London: Kogan Page.
   Google Scholar
• Resnik, J. (2008). The construction of the global worker through international education. In J. Resnik (Ed.), The production of educational knowledge in the global era (pp. 147–167). Rotterdam: Sense Publishers.
   Google Scholar
• Rutter, M. (2006). Implications of resilience concepts for scientific understanding. Annals of the New York Academy of Sciences, 1094, 1–12.
   PubMed Web of Science ®Google Scholar
• Scheerens, J. (1992). Effective schooling - Research, theory and practice. London: Cassell.
   Google Scholar
• Sellar, S., & Lingard, B. (2013). The OECD and Global Governance in Education. Journal of Education Policy, 28(5), 710–725.
   Web of Science ®Google Scholar
• Sklair, L. (2001). The transnational capitalist class. Oxford: Blackwell.
   Google Scholar
• Smircich, L. (1983b). Concepts of culture and organizational analysis. Administration Science Quarterly, 28, 339–358.
   Web of Science ®Google Scholar
• Steffgen, G., Recchia, S., & Viechtbauer, W. (2013). The link between school climate and violence in school: A meta-analytic review. Aggression and Violent Behavior, 18, 300–309.
   Web of Science ®Google Scholar
• Summers, L. (1991). The scientific illusion in empirical macroeconomics. The Scandinavian Journal of Economics, 93(2), 129–148.
   Web of Science ®Google Scholar
• Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385.
   Web of Science ®Google Scholar
• Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity. School effectiveness research. School Effectiveness and School Improvement, 16(1), 71–89.
   Web of Science ®Google Scholar
• Wang, M.-T., & Degol, L. J. (2016). School climate: A review of the construct, measurement, and impact on student outcomes. Educational Psychology Review, 28, 315–352.
   Web of Science ®Google Scholar
• Way, N., Reddy, R., & 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, 194–213.
   PubMed Web of Science ®Google Scholar
• Willis, D. B., Enloe, W., & Minoura, Y. (1994). Transculturals, transnationals: The new diaspora. International Schools Journal, 14(1), 29–42.
   Google Scholar
• You, S., O’Malley, M., & Furlong, M. (2014). Preliminary development of the Brief–California school climate survey: Dimensionality and measurement invariance across teachers and administrators. School Effectiveness and School Improvement, 25(1), 153–173.
   Web of Science ®Google Scholar
• Zeichner, K., & Gore, J. (1990). Teacher socialization. In R. Houston (Ed.), Handbook of research on teacher education (pp. 329–348). New York: Macmillan.
   Google Scholar
• Zullig, K. J., Koopman, T. M., & Huebner, E. S. (2009). Beyond GPA: Toward more comprehensive assessments of students’ school experiences. Child Indicators Research, 2, 95–108.
   Web of Science ®Google Scholar
• Zullig, K. J., Koopman, T. M., Patton, J. M., & Ubbes, V. A. (2010). School climate: Historical review, instrument development, and school assessment. Journal of Psychoeducational Assessment, 28(2), 139–152.
   Web of Science ®Google Scholar