Presenting School Culture Findings

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures. Keywords: Migrant children; inclusive school culture; qualitative research; Turkey

Download Full-text

School culture and teachers’ perspectives on Special Education Needs (SEN) and disabilities within Guyana’s mainstream elementary school system

Social Science Learning Education Journal ◽

10.15520/sslej.v2i08.35 ◽

2017 ◽

Vol 2 (8) ◽

Author(s):

Lidon Lashley ◽

Keyword(s):

Special Education ◽

Elementary School ◽

School Culture ◽

School System ◽

Special Education Needs ◽

Education Needs ◽

Teachers Perspectives

Download Full-text

Konsep Pendidikan Good Netizen Melalui Kurikulum Tersembunyi

Jurnal Perspektif ◽

10.15575/jp.v2i1.27 ◽

2018 ◽

Vol 2 (1) ◽

pp. 80

Author(s):

Muhamad Mustaqim

Keyword(s):

School Culture ◽

Organizational Climate ◽

Learning Process ◽

Hidden Curriculum ◽

Internet Usage ◽

The Internet ◽

Education Strategy ◽

Educational Ideology ◽

Hidden Curricula

This paper examines the education of good netizens through a hidden curriculum. The tendency of internet citizens who prefer to spread insults, hatred and even slander, is a problem for the school. Through an excellent netizen-based education strategy, students can be equipped with the values and character of how to use the internet and become good internet citizens. Procedures that can be done in building good netizens through hidden curricula, namely schools are expected to have an educational ideology oriented to multiculturalism, as well as a school culture that is paradigmatic of love and affection. Besides, the teacher must be able to be a good example, through the learning process, always tucking in the value of tolerance and ethics of internet usage. Finally, schools are expected to be able to build a favorable organizational climate.

Download Full-text

Predictors of grit: A multilevel model examination of demographics and school experiences

10.31234/osf.io/6kvtn ◽

2018 ◽

Author(s):

Dana Wanzer

Keyword(s):

Academic Success ◽

School Culture ◽

Multilevel Modeling ◽

Predictive Validity ◽

School Engagement ◽

Multilevel Model ◽

School Experiences ◽

School Level ◽

School Demographics ◽

And Gender

Much of the research on grit has examined its predictive validity toward academic success; however, little research has treated grit as an outcome. This study uses multilevel modeling to examine how student-level demographics, school-level demographics, and students’ experiences in school predict grit. Results demonstrate that students’ experiences in school—including school engagement, relationships with adults and peers, and school culture—and self-reported GPA were most strongly related to grit, ethnicity was weakly related to grit, and gender and school demographics did not significantly relate to grit. Implications of this research on the potential malleability of grit are discussed.

Download Full-text

Resisting Boys, Resisting Teachers

Boyhood Studies ◽

10.3149/thy.0601.34 ◽

2012 ◽

Vol 6 (1) ◽

pp. 34-54

Author(s):

Miriam B. Raider-Roth ◽

Marta Albert ◽

Ingrid Bircann-Barkey ◽

Eric Gidseg ◽

Terry Murray

Keyword(s):

Action Research ◽

School Culture ◽

Sense Of Self ◽

Study Group ◽

Care Giving ◽

Cultural Mandate ◽

Group A

How do teachers build an understanding of their relationships with the boys they teach? This article examines an inherent complexity in the teacher-boy relationship that is rooted in a fundamental relational tension: genuine learning requires the development and nurturing of trustworthy relationships, yet many boys are faced with a cultural mandate of separation from relationships, especially care-giving ones such as parents and teachers. One area in which boys’ negotiation of this paradox is visible is in the examination of some boys’ resistances to their teachers, the curriculum of school, and school culture. Through an action research qualitative, relational methodology, this article examines teachers’ understandings of this paradox. Participants were members of a Teaching Boys Study Group, a forum of teachers dedicated to studying teaching, gender and relationship. Findings of this study reveal that when participating teachers confronted boys’ resistances in school, they were engaging a critical intersection of their teaching identities, culture and relationship. Specifically, they confronted a relational paradox that challenged their sense of self as teacher and connections with the boys they taught.

Download Full-text

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

Knowledge International Journal ◽

10.35120/kij2803757b ◽

2018 ◽

Vol 28 (3) ◽

pp. 757-760

Author(s):

Besa Dogani

Keyword(s):

School Culture ◽

School Leadership ◽

Resistance To Change ◽

Teaching Staff ◽

Ministry Of Education ◽

Effective School ◽

Teacher Student ◽

Controlled Systems ◽

Adult Culture ◽

Culture And Climate

The need for change is particularly expressed in educational organizations. In education, the changes are always associated with the reforms required by the Ministry of Education and Science, and much less often seen as a permanent process that is initiated and continues throughout each school. That is exactly why the school, especially at this time of decentralization, should appear as the initiator of the change. However, it must be noted that in the teaching, non-teaching staff, and in the school leadership, there is resistance to school changes. Hence the idea that resistance to change would be reduced if the director and employees feel the need for change, if they are the initiators of the change or at least participate in the planning and execution of the change. The complexity of the school stems from the everyday relations of a teacher - student, teacher - teacher, and pupil - student. The most frequent occurrence of this is the so-called collision of generations. It practically means a clash of two cultures - climates, an adult culture (teachers), and a culture of youth (students). It all takes place in an environment with its own surrounding called school. This environment and this surrounding are characterized by certain traditions, customs, norms, habits, achieved results, manners of behaviour and communication, religion and so on. All this together with all its complexity, dynamism and openness we call the culture of the school. The word culture has a Latin origin - colare, which means nurturing, developing and embellishing. Culture and climate are interactive states of common characteristics of group influence on the environment. The paradigm of school culture goes hand in hand with the paradigm of inequality and the option of greater autonomy in schools. According to several authors, schools should not be forced to produce quick results, only for the benefit of politicians and for public satisfaction. This means that the educated results should be held accountable by the school principals, not the ministers. This practically means penetration into management, from slow changes to controlled systems (top-down changes), to school support systems (bottom-up changes). It is important to note that each school has its own recognizable culture. The school's culture can be increased in different ways. Basically, it is a content of mutually divided values. Divided values can also be experienced in the form of rituals and repetition ceremonies. This paper aims to show that through the improvement of school culture and school climate, a positive atmosphere of order and discipline, a way of communicating staff, established vision for development will be ensured, and all this towards the construction of an effective and efficient school.

Download Full-text