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In any academic institution two action levels with regards to school organization can be found. On the one hand, the macro-political level basically concerned with educative legislation and how these rule educative institutions. On the other hand, the micro-political level concern-ing school priorities. Along this book chapter we will provide a research based on how the macro and the micro political levels should handle together. Hence, we will basically provide an updated theoretical framework focusing on the most relevant trends. Moreover, we will keep on with a deep analysis of how stakeholders and active agents promote and develop curricular prescriptions. Finally, we will analyze and discuss how far the implementation of educative principles contributes to enhance the students' interests and assumes their needs for a better teaching-learning process.

The term "adult education" appears prominently in the discourse on education in the micro island state of Malta. Representatives of the political parties regularly highlight this aspect of the educational system in interviews and documents in the run up to the country's general elections. During this period, the country's largest teachers' union reserves an entire section in its 'manifesto to the political parties' to adult education? Furthermore, the last decade or so has witnessed a proliferation of agencies claiming to engage in activities which fall under the rubric of adult education. In this context, we shall only deal with organised adult education activities. We shall not touch the myriad informal processes that can lead to adult learning since we confine ourselves in this paper to providing a critical discussion orientated around some of the most visible Maltese adult education agencies. ; peer-reviewed

The study investigated teacher perception of effect of school culture on secondary school administration in Ibadan North Local Government Area of Oyo State. It examined the common values prominent among secondary school teachers that constitute school culture; taken an in-depth study of effect of school culture on school administration and the role of school culture in effective school administration. Descriptive Survey design was adopted for the study with a targeted population of all secondary school teachers in Ibadan North local government. 40 secondary schools were randomly selected for the study, from which 5 teachers were also selected from each of the schools to make a total sample of 200 participants. The instrument Secondary school Administration Questionnaire" (TPESCSSAQ) with Cronbachs' Alpha reliability coefficient value of 0.67. The data collected were analyzed using descriptive and inferential statistics and the results revealed that; a significant mean difference t= 4.122, df =200, p<0.05 existed between male and female teachers in their perception of school culture. Also, the five elements of school culture namely; Staff Support, Collaborative Leadership, Teacher Collaboration, Professional Development, and Unity of purpose significantly and jointly (R = .972, F = 668.492, P < 0.05) contributed to secondary school administrative effectiveness. Furthermore, among all elements of school culture staff support made the highest contribution to school administrative effectiveness (? = -2.311, p < 0.05) which was significant. The outcome of the study revealed that effective administration of secondary schools is the function of cultural practices inherent in secondary schools. Hence, it was recommended that Stakeholders in secondary school education should respect and support the cultural practices prevalent in secondary schools as they could influence their effective administration.

Educational rhetoric often focuses on assessment, scores, and performance components which can betreated as being discrete. Response to Intervention (RTI) however, provides an opportunity for schoolsto look at sound, research based educational practices that support student learning through the use oftiered interventions. The tiers are interrelated and action driven. Assessment is one tool within thetiered approach to learning. One of the most important aspects of RTI is that it is meant to be acollaborative, school wide approach to education that brings together teachers, specialists, specialeducation experts, and administration in an effort to help improve student achievement. Since RTI is notprescriptive, schools and districts across the nation are currently discovering how to implement RTI in ameaningful manner.

In this study, motivational and school culture differences were measured among school districts whose union members accepted or declined merit pay in the form of the Merit Award Program (MAP) that is legislatively mandated in Florida. Okaloosa County School District was utilized as the school district whose union members declined the MAP; Gilchrist County School District was utilized as the school district whose union members accepted the MAP. Analyses showed that there was no difference in the type of prevailing motivational orientation among the teachers in both school districts, with teachers from both districts rating themselves predominately as intrinsically motivated. School culture perceptions show a significantly higher school culture perception in Gilchrist County School District union members who accepted the MAP. ; Ed.D. ; Department of Curriculum and Diversity Studies ; Doctorate

In this study, it is aimed to investigate the students' and teachers' perceptions of the principal and the effects of principal change on these perceptions through metaphors. The data have been gathered from the same and similar study groups (10 students and 10 teachers from the same high school) in the same school in the education years of 2008-9 and 2013-14. The analysis of the school culture in terms of metaphors based on the principal change is aimed. In this qualitative study, in order to get the data, a semi-structured form, which has been produced by the researchers, has been used and the gathered data have been analyzed by coding. The findings have shown that metaphors stated by the teachers contain a more critical point of view. In addition, it is seen that the change of the principal has affected the student metaphors (became more critical and negative) more than the teacher metaphors as teacher metaphors haven't been affected by this change. Among the positive-neutral metaphors, there are "order provider, bringing people to the further, balance supporter, orchestra conductor, the foundation of a building, etc.". "Politician, king of the school, sultan, dictator dad, a robot equipped with perfect behaviors and values and never makes a mistake, etc." are some of the negative ones.

"Cover" -- "Title page" -- "Contents" -- "Acknowledgments" -- "Prologue" -- "Chapter 1: School Literacy: The View from Inside a Child Culture" -- "SLIPPING INTO A CHILD CULTURE" -- "CONCEPTUAL TOOLS FOR TRACING THE THREADS OF CHILD LITERACY" -- "METHODOLOGICAL TOOLS FOR CONSTRUCTING THE PROJECT DATA SET" -- "A WRITING DEVELOPMENT REMIX: THE PLAN OF THE BOOK" -- "Chapter 2: Mapping the Cultural Landscape of a Contemporary Childhood" -- ""CHILDTIMES"" -- "THE SOCIAL USEFULNESS OF TEXTUAL TOYS" -- "VENTURING OUT FROM A CHILDHOOD LANDSCAPE: TOWARD SCHOOL LITERACY PRACTICES" -- "Chapter 3: The Brothers and Sisters in the Classroom Family: Entering School Literacy Practices" -- "ORGANIZING THE CLASSROOM FAMILY: INTRODUCTION TO OFFICIAL SPACE" -- "CHILD JOURNEYS INTO OFFICIAL SPACE" -- "TEXTUAL BORDERS IN PERMEABLE SPACE: THE CONSEQUENCES OF STAR WARS AND SPACE JAM" -- "TOWARD SITUATING CHILDHOODS IN COMPOSING SPACES" -- "Chapter 4: Sports Matters: Marcel and the Textual Mediation of Coach Bombay's and Ms. Rita's Worlds" -- "THE TEXTUAL RESOURCES OF SPORTS MEDIA" -- "MARCEL AND THE WRITTEN WORD" -- "ON COACH BOMBAY'S KIDS AND WRITING" -- "Chapter 5: Animated Adventures: Noah's Textual Ark" -- "THE TEXTUAL RESOURCES OF ANIMATED MEDIA" -- "NOAH AND THE WRITTEN WORD" -- "YOUNG CHILDREN'S WRITING AS TESTING THE (SOCIAL) WATERS" -- "Chapter 6: Singing Stars: Denise's Musical Voices" -- "THE CULTURAL RESOURCES OF MUSIC MEDIA" -- "DENISE AND THE WRITTEN WORD" -- ""ALL GOD'S CHILDREN GOT [SCHOOL] SHOES"" -- "Chapter 7: A Writing Development Remix" -- "HOW THE PRESENT BUILDS ON THE PAST: IT'S A RAP" -- "SITUATING CLAY'S "KALEIDOSCOPIC RESHUFFLE": A COACH BOMBAY REMIX" -- "TEACHERS' WORK AND THE DIALOGIC RHYTHMS OF WRITING DEVELOPMENT" -- "Chapter 8: The View from the Outside: "You've Got to Grow with Your Children"

In the 21st-century professional competence of teachers is needed in carrying out the teaching and learning process, which is pursued through the Development of Sustainable Profession (CLA). The low level of CLA in SMP Negeri 1 Semarang proves that the government's efforts to improve teacher professionalism haven't been successful. This study aims to determine the effect of principal leadership and school culture through work ethic on the professionalism of junior high school teachers in Semarang City. This study applies the analysis path through two regression analyses: 1) regression analysis between principal leadership, school culture, and work ethic on teacher professionalism, and 2) regression analysis between principal leadership and school culture on work ethic. This study uses the online Sobel Test Calculator to test the variables. The results of the regression analysis stated that the principal's leadership had no direct effect on teacher professionalism. Principal leadership and school culture affect teacher professionalism through work ethic as an intervening variable according to the results of the Sobel test.