Suchergebnisse

Sultan Iskandar Muda High School in Medan under the auspices of The Sultan Iskandar Muda College Foundation located on Tengku Amir Hamzah Pekan I Sunggal Street, Medan Sunggal District, Medan Municipality. Sultan Iskandar Muda High School has its own uniqueness such as 1) Religion:religions recognized by the government such as Islam, Christianity, Buddhism, and Hinduism are in this school, Furthermore, mosques, churches, temples, and temples are built permanently in this school. 2) Culture:the diversity oflanguages, traditions, values, beliefs, myths, norms, and various tribes such as batak, Javanese, Chinese, Tamil, Mandailing, Malay, Karo, Aceh, Padang, Nias, Sunda, Banten Palembang, Ambon and Pakistan are in this school. This study aims first: to describe the values of moderation of Islamic education through multicultural school culture. This study uses qualitative type with Crasswell realist ethnography approach. Data collection techniques with participant observation techniques, in-depth interviews, and documentation. The result of this study is a joint class embodying the values of moderation of Islamic education through the culture of multicultural schools at SMA Sultan Iskandar Muda the first open values, secondly the value of dialogue, the third tolerance and the fourth is not extreme in religion.Keywords: tolerance, dialogue, open and not extreme in religion

Strengthening character education in schools is a government policy as an effort to re-put character as the core of education. The process of teaching and learning activities is currently carried out online and face-to-face while still prioritizing health protocols due to the pandemic. So, currently schools are required to continue to innovate in order to maximize the character education process in schools. The purpose of this study is to describe the strengthening of character education through school culture, the obstacles and efforts made during the pandemic. This research uses descriptive qualitative research. Data collection techniques using observation, interviews, and documentation. The research location was conducted at Alam Al-Karim Elementary School, Lampung. The research subjects are the Principal, Deputy Principal and Teachers. Based on the results of the research, strengthening character education through school culture is carried out in the form of habituation activities namely, Morning Activity, Daily Worship, Murajaah Qur'an, and Green Therapy as a means of socializing character values and awareness to maintain health and mentally facing a pandemic. The obstacles are the limited time available and limited physical communication. The effort made by the school is through making a special curriculum in the new normal era. The conclusion of this research is that strengthening character education through school culture in the middle of a pandemic carried out by the Alam Al-Karim Elementary School is an alternative concept that can be applied in order to make character education effective as an important goal in education.

What is the impact of youth interfaith dialogues on students and school communities? What role does the inclusion of opportunities for youth leadership in the "program design play? We implemented a series of such dialogues, which then led to youth‐designed and implemented peace projects at their school sites. Using qualitative and quantitative assessments, this article adds to the literature on critical peace education, offering useful insights for both practitioners and researchers.

The article establishes the need for a profound transformation in the school culture in order to provide a response to reality and current challenges. The transformation should occur from a democratic perspective of justice. The paper describes the new educational and social settings. It establishes parallelisms between vulnerability and risk of conflict, and between curricular justice and educational social inclusion. It denounces that an important cause of school failure is the cultural confrontation (school culture and culture experienced by the vulnerable students or those at risk of exclusion). It defends an inclusive and participative school culture. And it establishes, as the overriding hypothesis, a democratic school culture and a school and curriculum that are also democratic and participative.

Principal leadership is also required to create an excellent organisational climate so that all components of the school can play a role together to achieve the goals and objectives of the school organisation. The research objective was to determine the principal's leadership in developing a religious school culture at the basic education level in Jagong Jeget District, Central Aceh District. This research uses a qualitative approach with descriptive methods. Data collection techniques are carried out through observation, interviews, and documentation. The research subjects were school principals, teachers, staff, students, and parents in Jagong Jeget District. The results of the study found: 1) the principal's program in developing school culture consists of the vision, mission, goals and program targets; making plans for program activities; creating religious school culture programs in the form of reading asmaul husna, reading blessings, reading daily prayers, reading short surahs, dhuha prayers, reading yasin together, extracurricular tahfizh and so on. Second, the principal's strategy in developing a religious school culture is power, persuasion, and normative strategies. 3) Factors supporting the school principal's leadership in developing a religious school culture are adequate facilities and infrastructure and support from various parties that can support the creation of a religious school culture. At the same time, the inhibiting factors for developing religious school culture are inadequate water availability and limited places for ablution. The solution to these obstacles can be minimised.

Research on the impact of school climate and culture on campus violence has yielded some promising responses for improving school safety. Evaluations of school policies and practices have shown that strict discipline and enforcement may have negative consequences and a disparate impact on students of color. Using a sample of 2092 respondents from the 2015–2016 School Survey on Crime and Safety from the Department of Education, the present research assessed the effectiveness of supportive programs and the impact of punitive responses to school violence within predominantly minority schools. Results from this study found that there were more statistically significant supportive policies that were associated with reductions in serious violence and disciplinary actions in predominately minority schools as compared to predominately white schools. Policy and research implications are discussed.

AbstractWe analyze the individual‐level and school‐level determinants of delinquency through the lens of a macro‐sociological theory of crime—institutional anomie theory (IAT). The concept of a "marketized mentality" is introduced as a predictor of students' delinquency, along with an egoistic/competitive school culture—a feature of the school community. Five hypotheses pertaining to the readiness to use violence and self‐reported delinquency were assessed using multilevel modeling with data from a survey in Germany for 4,150 students clustered in 69 schools. The results largely meet theoretical expectations. The measure of marketized mentality exhibits robust relationships with both forms of delinquency at the individual level, and an egoistic/competitive school culture helps explain variation in levels of these forms of delinquency across schools. Also consistent with expectations, the anti‐social effects of marketized mentality are accentuated for both the readiness to use violence and committing instrumentally motivated property offenses as a competitive/egoistic school climate increases. The results of our analyses reveal that bringing in concepts of IAT can appreciably enhance understanding of the characteristics of students and features of communal school organization that are conducive to youthful offending.

This paper deals with the features of school culture, emphasizing time and space as the most important conditions for understanding contemporary educational problems.The growing gap between the two contemporary generations (youth and their teachers, parents) depends on many different segments of nowadays' society, the most important being the different perception of space and time by these generations, which in future may result in a different way of thinking and behaviour. This idea is implied by studying the cultural transmission in Lithuania (2010), the EU documents, the EU statistics of cultural values and the ideas of critical theory and critical pedagogy. The analysis shows that the new school culture creates a new type of relationships between the teacher and the students and changes their roles. The teachers become cultural consumers while students tend to be more innovative and creative, to perceive their personal role as that of a creator. Such a transformation of the relationship develops naturally in spite of school administrators' efforts to ensure the old type of relationships and the growing school life control through rituals, teaching vocabulary and pedagogical code, described by Bernstein, McLaren, Foucault and others. The new way of learning depends on the new technologies helping a student "to be" at a huge distance and in different places in one moment, but this opportunity is not accounted for by school administrators and teachers. They limit this possibility through school structure, norms, standards, vocabulary, in other words, use the management of students' time and space and thus increase students' disappointment with school culture. ; Profesorė socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 9/1, LT-01513 VilniusEl. paštas: lilija.duobliene@fsf.vu.ltStraipsnyje analizuojama nacionalinė kultūra Europos kontekste ir tam tikri jos segmentai, kurie daro įtaką mokyklai per elgesio ritualus, standartizuotus reikalavimus, specifinį mokytojo žodyną. Mokyklos kultūra šiame straipsnyje suprantama platesniu mastu, t. y. kaip kultūra, nulemiama dabarties laiko ir erdvės (skirtingų teritorijų – Europos, šalies, vietos). Remiantis empiriniu tyrimu analizuojama, kaip pasikeitęs laiko ir erdvės santykis, nuo jo priklausantys mokytojo / mokinio santykiai ir mokytojų vartojamas žodynas gali tapti represuosančia aplinka, užuot būtų kūrybą skatinančia aplinka. Parodoma, kaip mokytojo, kūrėjo, vaidmuo transformuojasi į vartotojo vaidmenį, o mokinio, kaip vartotojo, vaidmuo panašėja į kūrėjo. Įvardijami galimi mokyklos kultūros pavojai, atskleidžamos kultūros ir švietimo politikos priemonės, kurios labiausiai stabdo mokyklos ir asmenybės autentišką ir kūrybišką gyvenimą.

Originariamente uma aula magna proferida num concurso para professor titular, o artigo reúne instrumentos para uma reflexão sobre a relação entre escola e cultura, tendo em vista a coincidência que se costuma estabelecer entre a instituição escolar e a cultura. Essa coincidência, à priori impossível, realiza-se na prática, ainda que seja contestada, pois como a história registra, ela é feita com o uso de recursos de grande brutalidade. Primeiramente discute-se como a cultura (definida como o conjunto de atividades que fornece descrições do mundo por meio da "livre expressão") é vivida na prática da instituição escolar. Em seguida, são mostradas as fórmulas políticas que escondem a relação de força por trás da obra da institucionalização da escola, a qual, fundando-se na premissa de que só ela é eficiente para educar os indivíduos, vem se apresentando como solução duradoura para o dilema. Procura-se demonstrar que o dilema da coincidência entre escola e cultura existe porque fórmulas sedutoras conseguem esconder o segredo de uma lógica que repousa nas relações de força existentes na obra de construção do Estado Nacional da qual nós, assim como a escola, somos produto. Nesse contexto, a análise da relação escola versus cultura é feita em analogia com a que vincula Estado versus nação. ; Originally a lecture given as part of the examination for a Professorship in School and Culture, this article brings together elements for a reflection about the relationship between School and Culture in view of the identification customarily established between the school institution and the culture. Such identification, a priori impossible, is actualized in practice, despite contestation, because, as history registers, it is impinged with great brutality. Initially, the text discusses how Culture (defined as the set of activities that give descriptions of the world through "free expression") is experienced in the practice of the school institution. Next, the article describes the political formulae that conceal the force relationship behind the process of institutionalization of School. The latter, based on the premise that it is the only efficient means to educate individuals, has been presenting itself as the enduring solution to the dilemma. It is argued that the dilemma of the identification of School and Culture exists because alluring formulae manage to hide the secret of a logic that rests upon the force relationships existing in the work of construction of a National State of which we, just as the school, are products. In this context, the analysis of the School versus Culture relationship is made in analogy to that of the State versus Nation linkage.

Basierend auf einem qualitativ angelegten Forschungsprojekt stellt der Beitrag die Potenziale eines holistischen Begriffes von Schulkultur vor. Aus dem Vergleich zweier Gymnasien, die in einer umfassend konzipierten Feldforschung untersucht wurden, werden die Spezifika von Schulkulturen deutlich. Sie ergeben sich aus dem Zusammenspiel aller an einer Schule beteiligten Akteursgruppen und der Schulanlage. Anhand von Räumen und ihrer Nutzung wird die Unterschiedlichkeit von Schulkulturen aufgezeigt und damit auf die Relevanz eines ganzheitlichen Schulkulturbegriffes auch in der Bildungspolitik hingewiesen. (DIPF/Orig.) ; Based on a qualitatively designed research project, the authors present the potentials of a holistic concept of school culture. By comparing two secondary schools, examined in comprehensively designed fieldwork, the specifics of school cultures are revealed. They result from the interplay of all groups of actors linked to a school and the school facilities. By looking at different rooms and their use, the diversity of school cultures is outlined and, thus, the relevance of a holistic concept of school culture to be used in educational policy is pointed out. (DIPF/Orig.)