The role of teachers’ shared values and objectives in promoting intercultural and inclusive school cultures: a case study

2013 ◽  
Vol 26 (10) ◽  
pp. 1373-1386 ◽  
Author(s):  
Lidon Moliner Miravet ◽  
Odet Moliner García
Keyword(s):  
Shared Values ◽  
School Cultures ◽  
Inclusive School ◽  
Role Of Teachers

Understanding the Role of Culture in Developing Inclusive Schools: A Case Study from Cyprus

2012 ◽  
Vol 22 (1) ◽  
pp. 186-209 ◽  
Author(s):  
Panayiotis Angelides ◽  
Eleni Antoniou
Keyword(s):  
Inclusive Education ◽  
Educational Opportunities ◽  
Educational Systems ◽  
Ministry Of Education ◽  
Inclusive Practices ◽  
School Cultures ◽  
Inclusive Schools ◽  
Equal Educational Opportunities

Over the last few years, there has been considerable debate regarding the ways in which the different educational systems in the world should develop more inclusive practices in their schools. An important aspect of this discussion revolves around the question of what schools can do to become more inclusive in terms of maximizing the participation of all children in their cultures, curricula, and communities. The Cyprus educational system, in responding to international developments, has made certain efforts to provide equal educational opportunities. These initiatives are undertaken centrally by the Ministry of Education and Culture without paying much attention to individual schools, their cultures, and the relations between schools and their communities. Given these efforts, this study examined how school cultures influence the development of inclusive practices, using case study in a rural primary school in Cyprus with 115 students, and through the analysis of our data, we spotted certain elements of the school's culture that contributed to the success of inclusive education. The provided examples, as well as the way that the leaders led the school under investigation toward an inclusive culture, might be helpful for educators in other contexts who struggle to develop inclusive schools.

scholarly journals Diversidad, igualdad, cultura escolar: significado e implicaciones prácticas en la Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 11 (20) ◽  
pp. 187
Author(s):  
Teresa Aguado
Keyword(s):  
Social Justice ◽  
School Culture ◽  
Three Dimensions ◽  
Assessment Criteria ◽  
School Cultures ◽  
Building Relationships ◽  
New Meanings ◽  
Inclusive School ◽  
Cultura Escolar

RESUMENTres son las dimensiones en torno a las cuales se articula nuestra reflexión en relación con la atención a la diversidad: el desarrollo de nuevos significados sobre qué sea la diversidad, la modulación de una cultura escolar que acepte la diversidad, y la promoción de prácticas inclusivas que aseguren el éxito escolar y eviten la discriminación de determinados grupos de estudiantes. Esto supone actuar sobre dimensiones tradicionalmente escasamente atendidas, como son: la revisión de los criterios y procedimientos de diagnóstico aplicados habitualmente para clasificar, seleccionar y evaluar a los estudiantes, y las conexiones del centro con la comunidad.ABSTRACTSecondary  Schools  in  Spain  are  serving  a more  heterogeneous  student  population  now  than  ever before. This article explores the role of school in responding the needs of diverse students. Inclusive school  culture  is  rooted  in  values  of  equity  and  social  justice.  Three  dimensions  are  highligted: fostering  new  meanings  about  diversity,  promoting  inclusive  school  cultures  and  instructional programmes;  to  review  the  assessment  criteria  and  processes  and  building  relationships  between schools and communities.

scholarly journals The Role of Teachers in The Development of National Characters in Religion Based School: a Case Study In SD Muhammadiyah 3 Nusukan Surakarta Indonesia

2019 ◽  
Vol 2 (1) ◽  
pp. 366
Author(s):  
Roy Ardiansyah
Keyword(s):  
Elementary Schools ◽  
Primary Schools ◽  
Participant Observation ◽  
National Character ◽  
Literacy Studies ◽  
Interactive Analysis ◽  
Role Of Teachers ◽  
Depth Interviews

<em>The phenomenon of the spread of religious-based elementary schools in the community will certainly have an impact on the development of the Indonesian Human Resources Development Index. This includes efforts to strengthen the National Character. The purpose of this study is to describe the role of teachers in religion-based elementary schools in strengthening the national character of students. This research uses a qualitative approach. The subjects of this study were 37 students and teachers. Data collection techniques used in this study were participant observation, in-depth interviews, literacy studies, and questionnaires. Analysis of the data used is Miles and Huberman Interactive Analysis. The results showed that teachers have an important role in strengthening the Nationality Character in Religion-Based Primary Schools, namely (1) Teachers not only teach about concepts but also emulate them, (2) Provide effective communication media between students and parents, (3) and supervise every student's behavior</em>

scholarly journals PERAN GURU DALAM PENANGANAN PERILAKU ANAK HIPERAKTIF DI TK NEGERI 1 SAMARINDA

2019 ◽  
Vol 1 (2) ◽  
pp. 53-59
Author(s):  
Fachrul Rozie ◽  
Dita Safitri ◽  
Wiwik Haryani
Keyword(s):  
Child Care ◽  
Child Behavior ◽  
Hyperactive Child ◽  
Case Study Approach ◽  
Study Approach ◽  
Inhibiting Factor ◽  
Hyperactive Children ◽  
Role Of Teachers

The purpose of research is to know: the role of teachers in handling hyperactive child behavior in TK Negeri Pembina 1 Samarinda, the inhibiting factor of teacher in the handling of hyperactive child behavior in TK Negeri Pembina 1 Samarinda, and supporting factor of teacher in handling behaviour of hyperactive children. This method of research is qualitative with a case study approach consisting of two focuses, namely the role of the teacher and child behavior hyperactivity. The results show that hyperactive child behavior has difficulties to focus, unable to sit quietly, perform unmistakable, rebellious activities and could not wait. The teacher's role in child care is hyperactive: as a learning designer, learning artist, learning motivator, mediator learning and inspirational learning. The inhibitory factor in treating hyperactive children is the professionalism of teachers, approaches with hyperactive children, and child behavior. The supporting factors, namely environment, facilities and infrastructure.

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