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The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research

Mieke Van Houtte UGent and Dimitri Van Maele UGent (2011) OXFORD REVIEW OF EDUCATION. 37(4). p.505-524
abstract
Since the 1970s, school effectiveness research has looked for process-variables filling the black box between mainly structural school features and cognitive outcomes in students. Two concepts came to the fore: school climate and school culture. Both concepts are currently used interchangeably, although it is open to debate whether both are actually the same thing. Because of the way culture and climate are defined and subsequently measured, we propose school culture is a better frame from which to study school effectiveness. This article goes through the premises of perceptual measurement usually overlooked in climate research, and we demonstrate empirically by means of very basic and simple methods and techniques that perceptual measurement and measurement based on assumptions are different approaches and might yield totally different results on an aggregated level. We conclude by demonstrating how culture can be probed and integrated in the models traditionally used in school effectiveness research in an advantageous and theoretically sound way.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
ORGANIZATIONAL-CLIMATE, PSYCHOLOGICAL CLIMATE, CLASSROOM, CRITICISMS, STUDENTS, BEHAVIOR, OUTCOMES, MODEL, school climate, school culture, effectiveness, cognitive outcomes
journal title
OXFORD REVIEW OF EDUCATION
Oxf. Rev. Educ.
volume
37
issue
4
pages
505 - 524
Web of Science type
Article
Web of Science id
000299433300005
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
0.791 (2011)
JCR rank
89/203 (2011)
JCR quartile
2 (2011)
ISSN
0305-4985
DOI
10.1080/03054985.2011.595552
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
1891879
handle
http://hdl.handle.net/1854/LU-1891879
date created
2011-08-24 09:01:13
date last changed
2015-06-17 09:49:51
@article{1891879,
  abstract     = {Since the 1970s, school effectiveness research has looked for process-variables filling the black box between mainly structural school features and cognitive outcomes in students. Two concepts came to the fore: school climate and school culture. Both concepts are currently used interchangeably, although it is open to debate whether both are actually the same thing. Because of the way culture and climate are defined and subsequently measured, we propose school culture is a better frame from which to study school effectiveness. This article goes through the premises of perceptual measurement usually overlooked in climate research, and we demonstrate empirically by means of very basic and simple methods and techniques that perceptual measurement and measurement based on assumptions are different approaches and might yield totally different results on an aggregated level. We conclude by demonstrating how culture can be probed and integrated in the models traditionally used in school effectiveness research in an advantageous and theoretically sound way.},
  author       = {Van Houtte, Mieke and Van Maele, Dimitri},
  issn         = {0305-4985},
  journal      = {OXFORD REVIEW OF EDUCATION},
  keyword      = {ORGANIZATIONAL-CLIMATE,PSYCHOLOGICAL CLIMATE,CLASSROOM,CRITICISMS,STUDENTS,BEHAVIOR,OUTCOMES,MODEL,school climate,school culture,effectiveness,cognitive outcomes},
  language     = {eng},
  number       = {4},
  pages        = {505--524},
  title        = {The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research},
  url          = {http://dx.doi.org/10.1080/03054985.2011.595552},
  volume       = {37},
  year         = {2011},
}

Chicago
Van Houtte, Mieke, and Dimitri Van Maele. 2011. “The Black Box Revelation: In Search of Conceptual Clarity Regarding Climate and Culture in School Effectiveness Research.” Oxford Review of Education 37 (4): 505–524.
APA
Van Houtte, M., & Van Maele, D. (2011). The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research. OXFORD REVIEW OF EDUCATION, 37(4), 505–524.
Vancouver
1.
Van Houtte M, Van Maele D. The black box revelation: in search of conceptual clarity regarding climate and culture in school effectiveness research. OXFORD REVIEW OF EDUCATION. 2011;37(4):505–24.
MLA
Van Houtte, Mieke, and Dimitri Van Maele. “The Black Box Revelation: In Search of Conceptual Clarity Regarding Climate and Culture in School Effectiveness Research.” OXFORD REVIEW OF EDUCATION 37.4 (2011): 505–524. Print.