School culture
In: Published in association with the British Educational Leadership and Management Society
In: Published in association with the British Educational Leadership and Management Society
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Working paper
In: Human affairs: HA ; postdisciplinary humanities & social sciences quarterly, Band 22, Heft 4, S. 524-538
ISSN: 1337-401X
The aim of this article is to problematize the concept of school culture both as a concept and as a subject of investigation. It deals with the historical roots of this concept and the fact that it is shrinking—a consequence of the managerial imperatives of effectiveness and accountability in education. School culture, in relation to the quality of schools and the quality of education, has become the subject of audits, arrived at through a developed network of standardisation in education, testing and evaluation. The methodology of evaluation currently lending particular substance to school culture, however, generates different methodological perspectives on investigating school culture and thus research is becoming an instrument of political power. In the research it is then necessary to either abandon the concept of school culture or to free it from spinning round the cycle of evaluation/self-evaluation—a change in school culture—improving the "quality of the school"—a new evaluation/self-evaluation. One way to do this is to employ ethnographic approaches in research into schools and to understand school culture as a system of texts.
In: Hamburger Journal für Kulturanthropologie, Heft 13, S. 202-211
Die sich hierzulande an Haupt- und Sekundarschulen unter Jugendlichen herausbildende schulische Gegenkultur zeichnet sich durch eine Ablehnung institutioneller Verhaltensnormen sowie eine symbolische Prämierung von anti-schulischen Haltungen aus. Doch in diesem Gestus der Auflehnung besteht gleichsam die Gefahr, dass rangniedrige Statuspositionen perpetuiert und sozialmoralische Vorurteile bestätigt werden. Paul Willis hat in den 1970er Jahren die jugendkulturelle Attraktivität und die statusbezogene Tragik dieser Counter-School-Culture in seinem Buch "Learning to Labor" beschrieben. Ich greife dieses Modell auf und übertrage es auf Schulen in Berlin-Neukölln und Wedding, in denen ich in den Jahren 2008/09 bzw. 2012/13 umfangreiche Feldforschungen durchgeführt habe. Dabei frage ich im ersten Teil nach den Auswirkungen veränderter, von Prekarisierung und Neoliberalisierung geprägter gesellschaftlicher Rahmenbedingungen und im zweiten Teil nach den neuen inhaltlichen Stoßrichtungen der schulischen Gegenkultur, die sich in den letzten Jahrzehnten aus einer ethnischen Unterschichtung und einer Kulturalisierung von Fragen sozialer Ungleichheit ergeben haben.
In: IZA Discussion Paper No. 15906
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In: Emerging legal education
Introduction / Mindie Lazarus-Black, Meera Deo, and Elizabeth Mertz -- Theory and Practice, Together at Last : A Heretical, Empirical Account of Canadian Legal Education / David Sandomierski -- Teaching International Lawyers How to Think, Speak, and Act like U.S. Lawyers : Notes on Inchoate Power and the Imperial Process / Mindie Lazarus-Black -- In the Law School Classroom : Hidden Messages in French Elite Training / -- Émilie Biland & Liora Israël -- Legal Training as Socialization to State Power: An Ethnography of Law Classes for French Senior Civil Servants / Rachel Vanneuville -- The Perennial (and Stubborn) Challenges of Affordability, Cost, and Access in Legal Education / Stephen Daniels -- Market Creep : "Product" Talk in Legal Education / Riaz Tejani -- Language, Culture, and the Culture of Language : International JD Students in the U.S. Law Schools / Swethaa Ballakrishnen & Carole Silver -- How the Law School Admission Process Marginalizes Black Aspiring Lawyers / Aaron Taylor -- The Culture of "raceXgender" Bias in Legal Academia / Meera E. Deo -- Canaries in the Mines of the U.S. Legal Academy / Elizabeth Mertz
In: IJARW | ISSN (O) - 2582-1008 May 2020 | Vol. 1 Issue. 11
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In: Labour / Le Travail, Band 37, S. 338
In: OER International Multidisciplinary Research Journal, Volume 2, Issue 3, September 2020, pp. 164 - 173
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In: Childhood in Europe: approaches - trends - findings, S. 161-184
In: Childhood in Europe : approaches - trends - findings., S. 161-184
Der Beitrag untersucht, in welcher Weise die gesellschaftliche Sicht auf Kinder von der Wahrnehmung, Kinder seien Schulkinder, beeinflusst wird. Darüber hinaus geht es auch um den Einfluss der Institution Schule selbst auf die außerschulischen Aktivitäten von Kindern. Außerdem werden Konzepte der Schulforschung und Kindheitsforschung der vergangenen Jahre diskutiert, die sich mit einer erweiterten Perspektive auf Kinder befasst haben, vor allem im Zusammenhang mit dem Thema der Chancengleichheit sowohl im Bereich der schulischen als auch außerschulischen Aktivitäten. Bei den Betrachtungen geht es um die Forderung an die Soziologie und Bildungsforschung, Schule nicht isoliert zu betrachten, sondern sie immer auch in Beziehung zu setzen zu informellen Lernprozessen. Anhand von rund vierzig Fallstudien in der westlichen Bundesrepublik wird die Filterwirkung der Schule aufgezeigt, die besagt, dass das Denken und Tun von Kindern auch außerhalb der Schule von schulischen Normen beeinflusst wird. Wünschenswert wäre in dieser Hinsicht eine gegenseitige Befruchtung der Schulforschung und der soziologischen Kindheitsforschung. (ICH).
This presentation is based on a project which is currently in progress in conjunction with the Curriculum Development Institute (CDI) and two partner schools. It focuses on the use of information technology (IT) resources to explore and establish learning and teaching strategies for coping with individual differences in primary classrooms. The teachers involved have developed a resource base that supports innovative delivery models for implementation in their classrooms. In preparing these resources a careful selection is made of appropriate IT resources and tools that can be used to cater for individual learning differences. These resources are designed to run on an online Integrated Learning Environment (ILE) which provides students with the flexibility of working at their own pace at any time from anywhere. The idea is to assist teachers to make use of this tool in an effective way so that they can easily adapt their teaching strategies for specific contexts in order to enhance classroom learning and achieve a beneficial educational outcome. Through continual refinement, the system will then become truly adaptive and sensitive to individual learning differences. The ILE allows teachers to use a variety of teaching strategies, provides a secure basis from which teachers can plan lessons to meet the needs of all students in the class, and, allows teachers to use a wide range of learning resources to provide students with opportunities to develop initiative and independent learning and enable students to enjoy learning through use of IT and be motivated by it. ; (Email: ktlee@ied.edu.hk) Dr. Lee Kar Tin is Head of the Department of Information and Applied Technology, Hong Kong Institute of Education and Associate Dean, School of Creative Arts, Sciences and Technology. Prior to her current position she was Director, Multimedia and Online Developments of the Faculty of Education at the University of Melbourne as well as an academic member of Education Faculty where she coordinated the implementation of multimedia and web-based delivery developments of various departments and initiated IT related faculty professional development programs for staff. Throughout her career she has been proactively involved in many IT initiatives and facilitated many seminars and workshops for teachers and principals in schools, for faculty in tertiary institutions and for government bodies. She has been invited as keynote and guest speaker and as consultant for various organizations. ; published_or_final_version ; Centre for Information Technology in Education, University of Hong Kong
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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.
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This quantitative study investigated the correlation between school culture constructs and student achievement in 160 Title I K-8 schools from four Local Education Agencies. Title I schools receive funds from the federal government to fund programs and provide resources to help students meet rigorous standards on state assessments. School culture is defined as the beliefs, perceptions, relationships, attitudes, and written and unwritten rules that shape and influence every aspect of how a school functions. This study aimed to determine if any relationship existed between school culture constructs and student achievement. Statistical analysis included preexisting data collected from the 2016 North Carolina Teacher Working Conditions Survey and 2014-2016 student achievement data from the North Carolina End-of-Grade tests. The School Culture Survey constructs developed by Gruenert and Valentine (1998) were used to conduct a multilevel random intercept model for statistical analysis. Data analysis revealed a significant relationship between 2 of the 6 constructs related to school culture. Statistical analysis results revealed that Professional Development and Learning Partnership constructs had a significant relationship to student achievement. Both constructs had a p value of 0.00, which means a significant relationship exists between them and student achievement. Based on the results, recommendations include (1) broadening sample to include more Title I schools; (2) conduct a study to see if non-Title I schools will have the same constructs that relate to student achievement, (3) conduct a study to evaluate Professional Development and Learning Partnership in Title I schools, (4) analyzing Title I Distinguished schools, and (5) conducting a qualitative study related to understanding Professional Development and Learning Partnership in Title I schools. Building capacity in Professional Learning and Learning Partnerships could be the key to making sustained changes.
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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.
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