Suchergebnisse

This study aims to explore the innovations of Islamic schools in Lombok in the face of the disruption era. SDIT Anak Sholeh Mataram is a representation of a school that made the innovation effort. Data were obtained using the methods of observation, interviews, and documentation. Meanwhile, the theory used to analyze the problem in this study is to adapt the theory of "natural drift." Based on this theory, schools are living systems. The results show that SDIT Anak Sholeh Mataram succeeded in existing and surviving in its interaction and adaptation with its environment. This success was supported by school innovations in the form of a program called "School Culture." This program is a model designed and implemented in order to develop students' personal and social skills. This program emphasizes the practice of religious values in the daily lives of students. Evaluation of "School Culture" is done in writing and non-writing adjusted to the form of activities in the program. The success of this program lies in the active collaboration between schools, parents, the community, and the government. A note for this program is the need to instill awareness in all School Culture activities. This innovative program succeeded in triggering the appreciation of the SDIT shown by the people of Mataram.

This research interrogates the status of citizenship education in Irish secondary schools. The following questions are examined: How does school culture impact on citizenship education? What value is accorded to the subjects, Civic, Social and Political Education (CSPE) and Social, Personal and Health Education (SPHE)? To what extent are the subjects of both the cognitive and non-cognitive curricula affirmed? The importance of these factors in supporting the social, ethical, personal, political and emotional development of students is explored. The concept of citizenship is dynamic and constantly evolving in response to societal change. Society is increasingly concerned with issues such as: globalisation; cosmopolitanism; the threat of global risk; environment sustainability; socio-economic inequality; and recognition/misrecognition of new identities and group rights. The pedagogical philosophy of Paulo Freire which seeks to educate for the conscientisation and humanisation of the student is central to this research. Using a mixed methods approach, data on the insights of students, parents, teachers and school Principals was collected. In relation to Irish secondary school education, the study reached three main conclusions. (1) The educational stakeholders rate the subjects of the non-cognitive curriculum poorly. (2) The subjects Civic, Social and Political education (CSPE), and Social, Personal and Health Education (SPHE) command a low status in the secondary school setting. (3) The day-to-day school climate is influenced by an educational philosophy that is instrumentalist in character. Elements of school culture such as: the ethic of care; the informal curriculum; education for life after school; and affirmation of teachers, are not sufficiently prioritised in supporting education for citizenship. The research concludes that the approach to education for citizenship needs to be more robust within the overall curriculum, and culture and ethos of the Irish education system.

The COVID-19 pandemic caused teachers and learners to be removed from their school communities, negatively impacting school culture, and limiting teacher professional development (PD). Online PD programmes emerged to meet these needs. This study investigated how schools implemented teacher PD and mechanisms for teaching and learning during the COVID-19 pandemic. It was necessary to understand the complex interplay between school culture and teacher PD, and Wenger's social learning theory was used to prescribe the empirical prescription. This study examined the influence of school culture on Mathematics and Science teacher development during the COVID-19 pandemic. A qualitative approach was used to compare three independent schools in the same Educational Trust in Gauteng. The empirical findings of this study revealed that the COVID-19 pandemic had a significant influence on the school culture, consequently giving rise to explicit professional learning communities (PLCs), which in turn influenced the teachers' pedagogical repertoires for curriculum delivery during a pandemic. The COVID-19 pandemic highlighted the importance of schools transforming their practices and adapting their school cultures. Results showed that school culture is not static, and individuals had to reflect collectively to develop ideas to transform learning. Schools need to learn from the pandemic, adjust their values, and use their newfound insights and beliefs to work towards a new learning culture. Future research must evaluate unfolding PLC practices, strategies, and implementations during a crisis.

[eng] This article forms part of more extensive research on the changes that took place in school culture during the Fascist dictatorship in the years following the Spanish Civil War (1936-1939). That research is limited to the island of Majorca and draws from a variety of different sources, including photographs. The present paper focuses on analyzing the sources of such photographs, although other testimonies and sources are also taken into account when the conclusions are drawn. The elements featured here provide material for furthering the debate on the possibilities photography offers in detecting the changes and continuities in school culture at a time of radical political transformation.

The South African government attaches high priority on education hence a bigger share of the country's budget is allocated to education. Literature presents a growing concern that South African public schools are not performing well with a number of contributing factors for learner poor performance. However, despite poor learner performance in some schools, there remain a number of schools who continuously produce pleasing results. It against this background that this paper sought to determine whether school culture has a contribution to Grade12 learners' academic performance in selected secondary schools in the Eastern Cape Province. This paper used the Social Interactionist Theory (Mead, 1934) as it lenses, which seeks to understand events and circumstances around us and influence behaviour. This paper is located in the interpretivist paradigm and employed qualitative approach to gain experiences and opinions of participants on the influence of school culture 5 schools were sampled with 40 participants who responded through semi-structured interviews. Among the findings that emerged from the study was the critical participation of the stakeholders in school programmes, the vision and mission of the school to ensure learner success and maintenance of proud legacy of the school. The paper therefore, recommends cascading focus to the lower grades to continuously sustain school culture that enhances good learner performance.

Despite the impact of school culture on teacher leadership was well-theorised in literature, the extent to which the principal support strengthening the relationship between school culture on teacher leadership remains unknown. This study aims to examine the influence of collaborative school culture on teacher leadership with the four dimensions of principal support (professional support, emotional support, instrumental support and assessment support) as moderators. This study used an explanatory sequential mixed-methods design. Three hundreds and sixty teachers were the samples from 45 secondary schools in the states of Kedah, Perlis and Penang. Meanwhile, 18 secondary teachers participated in the semi-structured interviews. The quantitative findings revealed a significant influence of collaborative school culture on teacher leadership. The relationship between collaborative school culture and teacher leadership was stronger when the principal's instrumental support was higher compared to its counterpart. However, there was no moderating effect of professional support, emotional support, and assessment support on the relationship between collaborative school culture and teacher leadership. The qualitative findings informed the impact of collaborative school culture on teacher leadership could be enhanced with support from the local social community, effective communication between leaders and teachers, and teacher engagement in academic and non-academic activities. Implications of the study and future studies are presented.

Tri Pramana, which is constituted of two major components, denotes the three life strengths to comprehend and believe in a certain event in Bhuwana Alit with manacikapura as the three powers of living beings, including (1) Bayu as the breath power, (2) Sabda as the sound power, and (3) Idep as the mind power. As delineated in Widhi Tatwa, Tri Pramana encompasses Praktyaksa Pramana, Anumana Pramana, and Agama Pramana (Sabda Pramana), which are possessed by humans, the most flawless life forms to realistically and abstractly grasp objective truths. The current study aims to incorporate the Tri Pramana principles into science learning by conducting a descriptive qualitative methodology, including a literature review, observation, interviews, and documentation. The results demonstrated the high relevance and effectiveness of Tri Pramana in science learning in elementary schools by incorporating the Upadesa and Whraspati principles Kalpa in Widhi Tatwa. Specifically, the three Tri Pramana elements were significantly interrelated to facilitate elementary students' science learning.

The intervention potential of physical activity programs for intermediate schools (grades 7–9), could be enhanced by an understanding of how students engage with and disengage from physical activity. This study provides an interpretation of how adolescents, parents, teachers, and principals perceive students' involvement in physical activity within their intermediate school environment. Thematic analyses of eighteen interview transcripts resulted in an interpretation of students' continuum of engagement with or disengagement from physical activity. The continuum is reflective of a social process that is grounded in three key themes: school culture, social valuing of athletic elitism, and adolescent challenge.

Our article from curriculum sociology to understand and explain the school culture comes from the teaching of physical education and sports in Tunisian schools through interactions between teachers and their students in a teaching setting. The empirical material on which the analyzes are based comes from two main sources. The nature of the physical activities serving as a support for the teaching sequences in physical education as well as the methods of practice valued in this discipline are apprehended, first of all, from the most recent official texts: teaching programs providing the main orientations, accompanying documents enabling the objectives pursued to be defined precisely, official texts governing the baccalaureate physical education tests. Data collection was done by means of a questionnaire, based on a national sample. The survey base chosen is made up of colleges, public general and professional high schools. The research whose main results are presented in the context of this article is centered on the activities practiced in physical education and their focus on a core of practices considered fundamental and the discrepancy with the expectations of the pupils and the evolution of the practice of the activities. Outside of school, and finally the preference for forms of practice based on confrontation and the production of performances.