Speaking Out: Science Anxiety

A positive school climate is important in maintaining an effective educational environment characterized by excellence, productivity, and cooperation. Because of its impact on successful educational experiences, administrators should attempt to assess climate rather than rely on feelings or intuition to estimate it. Individualized surveys offer a flexible method of addressing specific school needs and concerns.

At first glance, the thought of individualizing a climate survey may appear to be an overwhelming task; however, with planning and effort, it can be accomplished. A systematic process outlining a method for individualizing a climate survey includes (a) planning, (b) preparation, (c) survey development, (d) administration, (e) analysis of results, and (f) dissemination.

A tailored climate survey can be used by administrators to assess the current climate, evaluate programs designed to enhance the climate, and periodically monitor a climate for signs of change. Although time and effort are required to individualize a survey, results directly applicable to the school can help administrators achieve and maintain a positive school climate.     

月光恶魔

I stood on the hill all alone. Staring at the full moon.I was bare-footed and only wearing a thin summer dress that blew in the cold northeastern wind.The cold bit at me but I had no care.As I had been wishing the full moon was growing brighter with every passing moment. The moon was almost as bright     

Inclusive education and personal development

Open-ended questionnaires covering mainstream educational experiences and personal development of deaf and hard-of-hearing adults were analyzed. Half of the 34 deaf and hard-of-hearing respondents altered self-labels based on changes in personal definitions rather than audiological changes. Supportive school environments and coping skills contributed to positive perceptions; nonsupportive school environments and being treated as 'different' were viewed negatively. Everyone valued contact with hearing peers. Contact with deaf peers depended on finding those with similar values. Identification with Deaf culture was nonexistent. Most noteworthy, 24 of 34 participants felt caught between the deaf and hearing worlds, indicating the need for niches in both. Implications for educators are that development of self-confidence and comfort with identity may be enhanced by validating the deafness dimension through opportunities for contact with deaf adults and positive relationships with both deaf and hearing peers.