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A PREPARATORY PROGRAMME FOR PASSAGE INTO THE ETHNICALLY INTEGRATED SCHOOL: IMPACT ON SCHOOL CLIMATE AND SOCIAL RELATIONS
Author(s) -
SCHWARZWALD JOSEPH,
HOFFMAN MICHAEL,
ROTEM TAMAR
Publication year - 1988
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1988.tb00878.x
Subject(s) - ethnic group , school climate , psychology , intervention (counseling) , context (archaeology) , interpersonal communication , pedagogy , medical education , social psychology , political science , medicine , geography , archaeology , psychiatry , law
S ummary . It is currently accepted that effective ethnic integration in schools requires supplemental intervention to attain its social and academic goals. The present study evaluated an Israeli preparatory programme addressing the transition into integrated junior high schools. This intensive, one‐week programme of intervention prior to school entrance is aimed at improving school climate and interpersonal relationships between ethnic groups. The evaluation assessed both short‐ and long‐term effects of both newly implemented and veteran programmes in comparison with contrast control schools. A total of 859 seventh grade students from 12 schools completed questionnaires on classroom climate and social relations, immediately following the programme and at year's end. Results indicated that the programme, especially at new sites, had continuing positive impact in reducing ethnic cleavage in interpersonal relationships and in improving perceptions of school and teacher. The benefits in perceived school climate overlaid a more general decline which appeared over time. The discussion focuses on ramifications for future intervention and evaluation with this programme model as well as its broader utility for improving school climate outside the integration context.