| - | Ecology | Milieu | Social System | Culture |
|---|---|---|---|---|
| Perry, A. [60] |
significance of school environment in academic achievement | school environment should be considered as part of the school, calling it; “esprit de corps” | Involvement of director, teacher, and students as well as the laypeople (alumni, parents, etc.) | school`s primary duties to provide an atmosphere that is more than a simple “housing” |
| McDill et al [17] | - | - | Students` conception of intellect & esthetics |
- Academic ambition - Science - Human factor in perfectionism - Success based student recognition |
| Moos [18, 19] |
-Ecology elements - Environment of behaviors - Tangible ambiance |
-Traits of the people and individuals living within the organization - Assembled people |
Construction of the institution | Endorsement features and Utilitarian settings |
| Murphy et al. [16] |
- | - | - Rules of accomplishment - Activities of accomplishment |
Anticipations on accomplishment - Standards for accomplishment - Reinforcement for accomplishment |
| Anderson [30] |
Physical aspects rather than people within the school. | The instruments, facilities, some services, constructs, supplies, and materials. | - | - |
| McMillan et al. [61] | - | - | Interpersonal relations, standards, purposes, morals, school activities, and opportunities | -School community focuses on the human aspect of SA - decision-making processes in relation with a human aspect |
| Hoy et al. [22] | - | -Organizational uprightness - start point of infrastructure - Deliberation - Supplication of resources - Self-esteem |
- | The rephrase of academic achievement and its perception by teachers |
| Bryk & Driscoll [23] |
- | - Features of institutional standards | - Accepted calendar of activities | Norms & values accepted and shared by individuals |
| Gottfredson [15, 62] | - | - Communal basis -Contentment - Occupational training |
-Attitudes toward peers - Reciprocal relations of students and teachers - Class settings |
Mental well-being and progress - Measurements of school life -integrative behaviors - student-oriented freedom - individual safety |
| Kuperminc, Leadbetter, & Blatt [63] |
- | School milieu is defined through intercommunication of variables like; students, teachers, administrators, schedule, tangible surroundings, etc. | - | Intercommunication of variables together with the measurement of quality and frequentness of intercommunications and interactions of the people at school was described as school culture. |
| Brand et al., [24] |
- | - Openness to new instruction methods | - Supporting teachers - Unfavorable student interrelations - Favorable student interrelations - Process of decision and involvement of students |
- Clear and consistent rule policies and anticipations - Engagement, success, and training of students - Rigidity of rules - Inclusiveness and support for cultural diversity - Security issues |
| Lee & Bryk [38] Konstantopoulos [37], Benner et al. [48] |
- | Studies conducted on School Milieu indicate a significant correlation between SES and academic achievement as students from low SES scored low averages | - | - |
| Wilson [64] |
Individual experiences through school context were regarded as school bonding. | - | - | student`s level of connectedness (high or low) was determined through favorable or unfavorable school climate. |
| Shendell [32] |
higher correlation between school climate and health of students | -The noise in the classes was found to be intervening with learning. -Enlightenment of the classes was found to be increasing the academic achievement. |
- | - |
| Mendel, Heath [31] | school`s ergonomics and tangible environment on learning were measured. | presented findings on the effect of moistened buildings which caused more absences and low academic achievements | - | - |
| Stone & Han [52], Fenzel & O’Brennan [51] Brand et al. [50] |
safety at school had a positive impact in reducing disruptive attitudes of the students | - | well-ordered school systems have a positive impact on students` performances | -social well-being factors. |
| Loukas, Suzuki, & Horton [65] |
- | Students’ attitude toward school was measured through individuals. | - | - |
| Perera [33] |
- | - | -Advancement of technology -Data analysis, curriculum development, assessment, equipment, etc. |
-Computerized schools influenced many aspects of schooling |
| Hohlfeld et al. [34] | K-12 schools were investigated | - | Based on the data they presented on the differences between accessibility and support. | Schools with better economy in regard to SES were more prone to technological development. |
| Leithwood & Jantzi [35] |
School size and its impact on students | Students with low SES background indicated higher performances in small-sized schools | - | - |
| Jayaratne [36] |
- | - | Ergonomics should be considered under catering services due to increasing demand. | - |
| Murphy et al. [56], | - | Administrative staff should achieve targeted goals. | - | The academic performances of students are also considered and related with the institutional culture of a school |
| Leech & Fulton [46] | - | - | - | -positive impact of decision-making - participation of students on teacher discourses |
| Bruce et al. [41], Wyatt [45] Luck [44] Jannati, et al. [42], Lemberger et al. [43], |
- | -Significance of counseling activities in regard to school psychology | -Presented findings indicated that counseling activities at a school increased rates of passing from high-stake exams | - |
| Feuer et al. [47] | - | - | -They could not provide precise data indicating its concrete influence on the school system. | Emphasized the importance of student`s priority in decision-making process. |
| Fisher et al. [55] | - | Importance on the strategic plan that should be implemented at the very beginning. | - | - |
| Fox [58] |
- | - | - | Culture is one of the major devices to initiate and maintain an organization. |
| Labianca et al., [29] |
Structural approach to organization | - | - | - |
| Lavrijsen et al. [54] | - | - | The design of the school system and features of SES context was also mentioned to influence dropout and truancy risks | - |
| Daud et al. [59], | several different cultures practiced at different schools can be used to conceptualize school culture profiles | - | enhance school practices by all means, including academic achievement, instructional quality, achieving targeted goals, etc. | The study conducted types of school cultures |
| Tok [39] | - | The influence of SES was discussed in accordance with performance | - | - |