Connecting School Leadership with Teaching, Learning and Parenting in Diverse Cultural Contexts: Western and Asian Perspectives

2002 ◽  
pp. 395-426 ◽  
Author(s):  
Clive Dimmock ◽  
Allan Walker
Keyword(s):  
School Leadership ◽  
Cultural Contexts ◽  
Teaching Learning

scholarly journals Multicultural Educational Practices: School Women Leaders Perspectives And Contextual Realities For Promoting Intercultural Harmony In Schools

2013 ◽  
Vol 7 (1) ◽  
pp. 99-109
Author(s):  
Tayyaba Zarif ◽  
Aziz un Nisa
Keyword(s):  
Multicultural Education ◽  
Women Leaders ◽  
School Leadership ◽  
School Environment ◽  
Qualitative Data ◽  
Classroom Practices ◽  
School Leaders ◽  
School Level ◽  
Teaching Learning

The increasing diversity of cultural, ethnic, racial and tribal composition of societies in general and schools in particular signify the importance of multicultural education at all levels of education. In this context the roots of such a concept can be strengthened at school level in any community. Here the role of school leadership is imperative towards promoting intercultural harmony in the school environment in general and the curriculum and classroom practices in particular. This research sheds light on the perspectives of school leadership and the actual scenarios at school level to integrate intercultural education into mainstream curriculum and teaching-learning practices at schools. For this reason altogether 30 School leaders were selected through purposive-random sampling from a sample of 30 private schools of Karachi selected with the help of convenient sampling. The most experienced School leaders were selected for this study. The perspective of School leadership regarding Multicultural Education and their practices in everyday schooling was collected through interviews by using an open ended questionnaire so the study is completely qualitative in nature. The theme analysis of qualitative data was done. The theme analysis depicts that the principals in-general seem to possess a positive understanding of multicultural education and that they preferred a very neutral approach for multicultural education.

scholarly journals NATIVE SPEAKER AND CULTURAL AUTHENTICITY IN EFL CLASS: A LINGUISTIC ANTHROPOLOGY PERSPECTIVE

2020 ◽  
Vol 10 (1) ◽  
pp. 10-19
Author(s):  
I Komang Budiarta
Keyword(s):  
Foreign Language ◽  
Basic Assumption ◽  
Native Speaker ◽  
Linguistic Anthropology ◽  
Cultural Authenticity ◽  
Cultural Contexts ◽  
Class A ◽  
Library Research ◽  
Authenticity In Teaching ◽  
Teaching Learning

In Bali, there are many schools that combine national and international curriculum, English is used as a medium of instruction. Moreover, English as a foreign language (EFL) is considered an important subject. Thus, these schools try to design the teaching-learning process that emphasizes language and its culture. After doing the library research by reviewing some related textbooks and research articles, this conceptual article figured out that the ideas of involving a native speaker and cultural authenticity in teaching EFL classes should be based on the learning objective. Both are important if the focus of the EFL class is put toward giving students a contextual experience of EFL use. However, if it is primarily intended to make the students experience the real cultural contexts of English, the ideas of involving the native speaker and cultural authenticity might be irrelevant. This might happen because teaching nowadays is intended to provide students to deal with the 21st century so that they should experience different cultural contexts that enable them to collaboratively work. To summarize, a native speaker and cultural authenticity are important in EFL class; however, they should not be used as a basic assumption of the success and failure of EFL class.

scholarly journals Implementasi Manajemen Mutu di SDN Prambon

2020 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Dyah Indraswati ◽  
Deni Sutisna
Keyword(s):  
School Leadership ◽  
Program Implementation ◽  
Community Involvement ◽  
Monitoring And Evaluation ◽  
Data Retrieval ◽  
School Management ◽  
Quality Of Education ◽  
Effective School ◽  
Teaching Learning

The purpose of this research is to describe how the implementation of school management to improve the quality of education at SDN Prambon, Dagangan, Madiun. This study uses a qualitative descriptive approach. Data collection techniques are conducted with interviews, observations, and documentation. Indicators developed by researchers as guidelines for data retrieval include school planning, school program implementation, school leadership, and monitoring and evaluation. Data analysis techniques include data reduction, data presentation, and withdrawal of conclusions. The validity test of the data is done by technique triangulation and source triangulation. The education process in Prambon SDN has fulfilled the quality education criteria which includes: 1) The effectiveness of the principal's leadership; 2) active participation of all interested components in the school; 3) The effectiveness of the teaching-learning process; 4) relevant curriculum; 5) Directed vision, mission, and objectives; 6) Conducive school climate and environment; 6) Community involvement and learners parents. The research implication is that the leadership and managerial abilities of principals are imperative to realize effective school management. The quality of education at SDN Prambon has the opportunity to be dynamically and innovatively revised so as to achieve ever increasing quality standards. Improving the quality of education must be carried out continuously and involve all components in schools.

Effective Leadership Style for Indigenous Schools in the Malaysian Context

2019 ◽  
pp. 143-166
Author(s):  
Hariharan N. Krishnasamy
Keyword(s):  
Qualitative Study ◽  
School Leadership ◽  
Indigenous Peoples ◽  
Leadership Style ◽  
Educational Development ◽  
School Administrators ◽  
Orang Asli ◽  
Good Practices ◽  
Teaching Learning

This study focuses on the indigenous peoples of Malaysia who are collectively categorized as the orang asli (indigenous people) in Malaysia. This group was selected as they face many challenges in the field of education which is often linked to poverty, incompatible teaching-learning methods, lack of facilities, and school leadership. The study investigates the role of school administrators, teachers, parents, and pupils in five selected schools in Malaysia. Five school headmasters, two administrative officials, 10 teachers, 10 parents, and 10 students took part in this qualitative study. Interviews on school leadership were explored in terms of challenges and good practices which leads to the development of a model that incorporates the findings from the study. It is hoped that the model which emphasizes sociocultural sensitivity, the need to draw on the knowledge and the skills of the orang asli for educational development, and reaching out to them will be helpful to indigenous peoples in Malaysia and other countries.

CULTURAL AWARENESS FOR ENGLISH LEARNERS

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Senowarsito Senowarsito ◽  
KA AB Prabowo
Keyword(s):  
Cultural Competence ◽  
English Learners ◽  
Cultural Awareness ◽  
Native Speaker ◽  
Communicative Competence ◽  
English Teachers ◽  
Learning Activities ◽  
Teaching English ◽  
Cultural Contexts ◽  
Teaching Learning

Abstract The purpose of this study is how to enhance cultural awareness for English learners in Indonesia. Culturally, the learners have got accustomed to using Indonesian mind set or Indonesian expression style rather than native English style. The aim of teaching learning language is that learners should have communicative competence. The communicative competence model (Celce-Murcia et al) introduces that the main competence of communicative competence is discourse competence. The discourse competence can be achieved if the learners have socio-cultural competence, linguistic competence and actional competence. It means that teaching English involves not only knowledge of linguistic aspects and speech act or rhetoric aspects but also socio-cultural aspects, certain features and characteristics of the culture. In the teaching learning process, language and culture are considered interconnected. It can be stated that a language is a part of culture and a culture is a part of a language. Language cannot be taught without reference to cultural context. By understanding socio-cultural contexts, learners can encounter the factors of cultural differences. English teachers should acknowledge English expressions to the learners in English cultural contexts. In order to help teacher in assisting learners to overcome cultural problems, some activities recommended are role plays, simulation, games, readings, watching English films, inviting native speaker to attend a classroom, giving assignment to the learners to meet native speaker, and cross cultural gathering with expatriates. Thus, the English learners are expected to be able to use English as a means of communication in various spoken and written English contexts. Moreover, the development of the learners?óÔé¼Ôäó cultural awareness leads them to more critical thinking. The learners are more creative and have a sensitivity of culture in producing English utterances. In other words, the learners should have made efforts how to use English communicatively. Pedagogical implication for teaching English as a foreign language should consider English cultural elements integrated in English teaching-learning activities in order to gain communicative competence. Regardless of different point of views, the aim of this study provides necessary information of cultural awareness for the English teachers and learners and that of teaching learning activities incorporating the target language and its culture. Keywords: ?é?ácultural awareness, communicative competence, socio-cultural competence

scholarly journals The Use of Metapatterns for Research into Complex Systems of Teaching, Learning, and Schooling— Part II: Applications

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Jeffrey W. Bloom ◽  
Tyler Volk
Keyword(s):  
Qualitative Data ◽  
Analytical Framework ◽  
Three Dimensions ◽  
Classroom Discussion ◽  
Specific System ◽  
Cultural Contexts ◽  
The Third ◽  
Teaching Learning ◽  
Functional Components ◽  
Patterns Of Interaction

In part I of this paper set, Volk and Bloom discuss the reasons why metapatterns are important in biological and cultural contexts. Here, in part II, we show how metapatterns can be applied to an important problem in qualitative educational research: the difficulties in elucidating fundamental patterns of interaction. In meeting this challenge we provide a metapatterns-based framework for analyzing and interpreting qualitative data. We begin by acknowledging the importance of context, the setting within which any system under investigation can be expected to exhibit metapatterns as functional components that are vital for the maintenance of that specific system within a particular context. We follow this discussion by defining three dimensions of our proposed analytical framework. The first dimension, which we call depth, examines the various metapatterns involved in the particular system under investigation. Extent is the second dimension, which involves extending to other contexts the interacting sets of metapatterns found in the investigation of depth. The third component is abstraction, which involves generating overarching principles or models from the analytical results of the first and second dimensions (i.e., depth and extent). We recommend that these three dimensions should be used recursively to meet the challenge named above. We demonstrate the framework through an example of a classroom discussion involving children arguing about the concept of density. We conclude with a discussion of the implications of this analytical framework, along with a list of fundamental principles of this framework and a list of questions that can guide qualitative research.

scholarly journals GYMNASIUM TEACHERS’ LEADERSHIP EXPRESSION: ANALYSIS OF PECULIARITIES

2013 ◽  
Vol 5 (3) ◽  
pp. 8-27
Author(s):  
Aušrinė Gumuliauskienė ◽  
Laura Martusevičienė
Keyword(s):  
Leadership Development ◽  
School Leadership ◽  
Teaching And Learning ◽  
Team Work ◽  
Continuous Education ◽  
Education Practice ◽  
System Leaders ◽  
Service Training ◽  
Teaching Learning ◽  
Education And Development

In 2013, a research on gymnasium teachers’ and students’ leadership expression in education practice was conducted. The results of the research on gymnasium students’ lead-ership expression were presented in the international scientific–methodological journal “Ed-ucation: Politics, Management, Quality” Vol. 2 (2013, No. 2 (14), P. 7–30). The results on gymnasium teachers’ leadership expression are presented in this edition of the journal. In “The model of Leadership Development” (2011), it is emphasized that “systemic development is possible only in case of effective leadership at school and school leadership. The basis of successful teaching and learning is school leadership. Leadership for learning – purposefully acting in education system leaders who by their own activities, posed aims for themselves and others and concentration on learning promote everyone’s potential” (2011, p.14). “Education Leadership Development Guidelines” (2012) indicate that “an education leader is a responsible, creative, focused on principles of sustainability, continuous education and development professional, whose activities are based on solid values, who actively and publicly concentrates personal and communities’ attention on the assurance of teaching and learning quality. (2012, p. 1). Modeling of leadership development at school is related to creating preconditions and conditions for all school community to take part in the processes of leadership culture education, the development of leadership competences and the imple-mentation of leadership models, seeking effective systemic and qualitative school changes. The need for teacher leadership development is associated with the complexity of this group activities (a teacher takes part in various school internal and external processes, performs a lot of functions and roles) and significance (teacher personality, personal example, activities that have direct or indirect impact on teaching/learning results, colleagues, pupils’ parents, social partners, school processes and their quality, school culture, school development, etc.). An empirical research (N=100) on gymnasium teachers’ leadership expression re-vealed prevailing affirmative gymnasium teachers’ attitudes towards leadership. Gymnasi-um teachers are more oriented to professional leadership and are less likely to take the role of a formal leader (having a position in administration), to develop actively their leadership competences at in-service training events. Teachers positively assess leadership expression in the following areas: self-evaluation, reflection, continuous education and ability to study, and chances of leadership development at school. The variables of these leadership expres-sion areas are rated at high scores. A little less obvious, but also positively assessed leader-ship expression features are indicated in team work area. They depend on teachers’ qualifi-cations and duration of pedagogical experience. Psychological condition working in a team is influenced by gymnasium teachers’ age. Gymnasium teachers positively, though not unanimously, evaluate the preconditions for leadership development at their schools; this leads to the idea that each gymnasium has a different context for leadership development. Key words: leadership, leadership expression, leadership development.

Exploring Leadership in the Frame of Prescriptions and Systemic Expectations: A Case of Government Boys Secondary School in Delhi

2021 ◽  
Vol 67 (1) ◽  
pp. 96-116
Author(s):  
Jyoti Arora ◽  
Kashyapi Awasthi
Keyword(s):  
Secondary School ◽  
School Leadership ◽  
Research Design ◽  
School Leader ◽  
Roles And Responsibilities ◽  
Qualitative Research Design ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Key Aspects

The words autonomy, power and leadership have always been debated, especially when it comes to government setup where roles and responsibilities largely are top-down. The article explores leadership practices and autonomy exercised by the school leader within the frame of prescribed roles and responsibilities and accountability structures. The study is a case of Government Secondary School in Delhi, India, and follows a qualitative research design. Document analysis for studying the prescribed roles, and ‘shadowing of principal’ to understand the practiced roles, were the key aspects of research design. The article takes a dig at the prescribed roles and responsibilities that limit the school leader to being an administrative head. It further makes a case wherein the school leader, through the creative use of leadership agency, redefines school leadership as an action to influence quality of teaching–learning at school rather than a bureaucratised position that manages the day-to-day affairs.

scholarly journals Promoting wellbeing through positive education: A critical review and proposed social ecological approach

2020 ◽  
Vol 18 (3) ◽  
pp. 295-321
Author(s):  
Simon Coulombe ◽  
Kendra Hardy ◽  
Rachel Goldfarb
Keyword(s):  
School Leadership ◽  
Critical Review ◽  
Educational Institutions ◽  
Ecological Approach ◽  
Positive Education ◽  
Personal Projects ◽  
Cultural Contexts ◽  
Social Ecological ◽  
Complementary Approach ◽  
Support Students

Youth wellbeing is a pressing international problem, and it is a key concern of educational institutions, considering the substantial amount of time that youth spend in school. Educators require empirically validated and theoretically sound methods to support students’ wellbeing. This article critically examines the literature on youth wellbeing and interventions in positive education and proposes an innovative, social ecological approach to promoting wellbeing in education. Personal Projects Analysis is a complementary approach addressing several gaps identified in existing interventions (e.g. lack of consideration of ecological and cultural contexts, need for a person-centred approach to support unique goals of diverse students). Implications and applications are discussed to demonstrate how school leadership and educators can apply Personal Projects Analysis to promote the wellbeing of all students.

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