Göçmen çocuklar ve okul kültürleri: Bir bütünleştirme çalışması

2016 ◽  
Vol 3 (1) ◽  
pp. 65-81 ◽  
Author(s):  
Halis Sakız
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Social Acceptance ◽  
School Administrators ◽  
Migrant Children ◽  
Eastern Region ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
School Cultures ◽  
Inclusive School

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 

The Broken Ladder: Why Education Provides No Upward Mobility for Migrant Children in China

2015 ◽  
Vol 221 ◽  
pp. 161-184 ◽  
Author(s):  
Yihan Xiong
Keyword(s):  
Public Schools ◽  
Public School ◽  
School Culture ◽  
Upward Mobility ◽  
Ceiling Effect ◽  
Migrant Children ◽  
Institutional Discrimination ◽  
Class System

AbstractThis paper attempts to explain why education fails to facilitate upward mobility for migrant children in China. By comparing a public school and a private migrant school in Shanghai, two mechanisms are found to underpin the reproduction of the class system: the ceiling effect, which is at work in public schools, and the counter-school culture, which prevails in private migrant schools. Both mechanisms might be understood as adaptations to the external circumstances of – and institutional discrimination against – migrants rather than as resistance to the prevailing institutional systems. Thus, the functioning of these mechanisms further strengthens the inequality embodied in the system.

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 political process of international education: Complementarities and clashes in the Manitoba K-12 sector through a multi-level governance lens

2020 ◽  
Vol 28 ◽  
pp. 1
Author(s):  
Merli Tamtik ◽  
Angela O'Brien-Klewchuk
Keyword(s):  
Public Schools ◽  
International Education ◽  
School Administrators ◽  
Political Process ◽  
Policy Outcomes ◽  
Structured Interviews ◽  
Additional Layer ◽  
Non Governmental Organizations ◽  
Multi Level ◽  
K 12

International education has become a policy sector of growing importance to Canada. With increased government regulations, disconnect is often observed between the intended policy outcomes and practice. This study aims to explain this disconnect by analyzing the heterogeneity among stakeholder interests. It focuses on 1) distribution of authority; 2) heterogeneity of values; and 3) complementarities and clashes in policy issues. A multi-level governance (MLG) framework (Chou et. al., 2017; Hooghe Marks, 2003), as a guiding theoretical lens, is applied to examine the interactions among governments (federal-provincial), non-governmental organizations, school administrators, international students and their families in the context of the Manitoba K-12 sector. Data for this study were collected through document analysis and 40 semi-structured interviews. Findings indicate increased steering power of both the federal and provincial governments to regulate international education with conflicting agendas based on political ideologies. The pursuit of Canada’s economic competitiveness through K-12 international education has led to a rise in the authority of non-governmental actors, including parents and students, to shape the services, programs and curriculum content offered by public schools. The study proposes adding an additional layer to the MLG framework, that of the complexities within stakeholder groups.

scholarly journals Evaluation of the Implementation of a Preventive Program for Children in Brazilian Schools

2016 ◽  
Vol 36 (3) ◽  
pp. 508-519 ◽  
Author(s):  
Daniela Ribeiro Schneider ◽  
Ana Paula Dias Pereira ◽  
Joselaine Ida Cruz ◽  
Milene Strelow ◽  
Gail Chan ◽  
...  
Keyword(s):  
Public Schools ◽  
Data Analysis ◽  
Classroom Management ◽  
Program Implementation ◽  
Behavior Management ◽  
Classroom Behavior ◽  
School Administrators ◽  
Structured Interviews ◽  
School Students ◽  
Preventive Program

Abstract The article discusses the pilot implementation of the evidence-based preventive program Good Behavior Game (GBG) in public schools in four Brazilian cities. GBG is a method for classroom behavior management by teachers, which aims at developing sociability among elementary school students between 6 and 10 years old. The objective of this study was to evaluate the program implementation process, focusing on the acceptability and perceived results by the professionals involved. Mixed methods were used, and data analysis was conducted using triangulation, including questionnaires and semi-structured interviews with 28 teachers, 9 school administrators, and 6 coaches. Data analysis was performed through descriptive and inferential statistics and content analysis, according to the nature of data. GBG had a high acceptance among teachers and school administrators. Professionals highlighted the importance of stimulating teamwork, the systematic use of rewards, and the objectivity of classroom rules. Acceptability was attributed, in large part, to the effectiveness of the strategy for classroom management. Nevertheless, this study highlighted the need of adaptations to better reflect the Brazilian societal and economic context.

scholarly journals GESTÃO DEMOCRÁTICA: uma reflexão a partir da percepção dos gestores escolares

2020 ◽  
Vol 27 (4) ◽  
pp. 315
Author(s):  
Ana Lúcia Cunha Duarte
Keyword(s):  
Public Schools ◽  
School Administration ◽  
School Administrators ◽  
Methodological Approach ◽  
School Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Democratic Management ◽  
Democratic School ◽  
Perceptions Of School

A questão central do presente estudo é a análise da percepção dos gestores escolares da rede de ensino público municipal de São Luís sobre gestão democrática. A análise dos dados da pesquisa que foram obtidos de entrevistas semiestruturadas realizadas com 15 (quinze) gestores escolares fundamenta-se em autores como: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre outros. Para garantir o anonimato, codificamos todos os participantes da pesquisa, para não serem identificados. Concluídas as análises, consideramos que os resultados poderão subsidiar a comunidade acadêmica em outras pesquisas similares, além de fornecerem dados à Secretaria de Educação do Municípios (SEMED). O artigo está dividido em 5 (cinco) seções: a introdução, que apresenta o objetivo, a questão central, a abordagem metodológica da pesquisa e os instrumentos de coleta de dados. Na segunda seção, aborda-se a administração escolar: o desafio da superação da lógica da empresa na escola pública. Na terceira seção, discutimos a gestão escolar democrática e suas implicações na qualidade do ensino, objetivando reforçar a importância da participação da comunidade escolar no projeto de melhoria da educação ofertada. Na quarta seção, apresentamos as percepções dos gestores escolares, relativas à gestão democrática, a partir das falas dos entrevistados. Por último, as considerações finais, que contemplam uma rápida análise das percepções dos gestores.    Palavras – chave: Gestão escolar democrática. Administração escolar. Qualidade.DEMOCRATIC MANAGEMENT: a reflection from the perception of school managersAbstractThe central issue of the present study is the analysis of the perception of school administrators of the São Luís public school system about democratic management. The analysis of the research data obtained from semi-structured interviews carried out with 15 (fifteen) school managers is based on authors such as: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), among others. In order to guarantee anonymity, we coded all research participants, so as not to be identified. After the analysis is completed, we believe that the results may support the academic community in other similar research, in addition to providing data to the Municipal Education Secretariat (SEMED). The article is divided into 5 (five) sections: the introduction, which presents the objective, the central question, the methodological approach of the research and the data collection instruments. In the second section, school administration is addressed: the challenge of overcoming the company's logic in public schools. In the third section, we discuss democratic school management and its implications for the quality of teaching, aiming to reinforce the importance of school community participation in the project to improve the education offered. In the fourth section, we present the perceptions of school managers, regarding democratic management, based on the interviewees' statements. Finally, the final considerations, which include a quick analysis of the managers' perceptions.Keywords: Democratic school management. School administration. Quality.GESTIÓN DEMOCRÁTICA: una reflexión desde la percepción de los gerentes escolaresResumen El tema central del presente estudio es el análisis de la percepción de los administradores escolares del sistema de escuelas públicas de São Luís sobre la gestión democrática. El análisis de los datos de investigación obtenidos de entrevistas semiestructuradas realizadas con 15 (quince) directores escolares se basa en autores como: Libâneo; Oliveira Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre otros. Para garantizar el anonimato, codificamos a todos los participantes de la investigación, para no ser identificados. Una vez completado el análisis, creemos que los resultados pueden apoyar a la comunidad académica en otras investigaciones similares, además de proporcionar datos a la Secretaría Municipal de Educación (SEMED). El artículo está dividido en 5 (cinco) secciones: la introducción, que presenta el objetivo, la pregunta central, el enfoque metodológico de la investigación y los instrumentos de recolección de datos. En la segunda sección, se aborda la administración escolar: el desafío de superar la lógica de la empresa en las escuelas públicas. En la tercera sección, discutimos la gestión democrática de la escuela y sus implicaciones para la calidad de la enseñanza, con el objetivo de reforzar la importancia de la participación de la comunidad escolar en el proyecto para mejorar la educación ofrecida. En la cuarta sección, presentamos las percepciones de los gerentes escolares, con respecto a la gestión democrática, basadas en las declaraciones de los entrevistados. Finalmente, las consideraciones finales, que incluyen un análisis rápido de las percepciones de los gerentes.Palabras clave: gestión escolar democrática. Administración escolar. Calidad. 

scholarly journals Mobiliário para escolas públicas de ensino primário em Caxias do Sul/RS (1890-1930): vestígios da cultura escolar

2020 ◽  
Vol 13 (3) ◽  
pp. 255
Author(s):  
Samanta Vanz ◽  
José Edimar de Souza
Keyword(s):  
Public Schools ◽  
School Culture ◽  
Material Culture ◽  
Cultural History ◽  
Primary Education ◽  
School Cultures ◽  
Documentary Sources ◽  
Cultura Escolar ◽  
Educación Primaria ◽  
School Furniture

O estudo investiga a cultura material escolar para o ensino primário no município gaúcho de Caxias do Sul, RS, entre 1890-1930. A perspectiva teórica e metodológica sustenta-se na História Cultural, dialogando com autores como Burke (1992), Chartier (1990) e Pesavento (2014), para atribuir sentido à cultura escolar e às escolas para o desenvolvimento do ensino primário. Nesse sentido, a análise documental histórica mobilizou conceitos de culturas escolares a partir de Escolano Benito (2017). A construção do corpus empírico envolveu fontes documentais como as correspondências de professores, inspetores escolares e intendentes municipais, solicitações e inventários escolares, relatórios da intendência, atos e decretos, assim como jornais da época. Desse modo, identificou-se que nas escolas públicas municipais os objetos mediaram o processo de escolarização, baseados na perspectiva do projeto republicano positivista de civilização, pátria e progresso. Dentre os artefatos identificados, destaca-se o papel do mobiliário escolar nas evidências de modos de fazer e produzir uma cultura escolar. Observa-se a importância da cultura escolar como constituinte do espaço escolar e mediadora das relações entre sujeitos: alunos, professores, inspetores escolares e comunidades.Palavras-chave: Mobiliário escolar. Ensino primário. Caxias do Sul/RS.Furniture for public schools of primary education in Caxias do Sul / RS (1890-1930): traces of school cultureABSTRACTThe study investigates the school material culture for primary education in the city of Caxias do Sul, RS, between 1890-1930. The theoretical and methodological perspective is based on Cultural History, dialoguing with authors such as Burke (2008), Chartier (1990) and Pesavento (2014), making it possible to give meaning to the school culture attributed to schools for the development of primary education. In this sense, the historical documentary analysis mobilized concepts of School Cultures from Escolano Benito (2017). The construction of the empirical corpus involved documentary sources such as: correspondence from teachers, school inspectors and city councilors, school requests and inventories, reports from the council, acts and decrees, as well as newspapers of the time. Thus, it was identified that in municipal public schools, objects mediated the schooling process, based on the perspective of the positivist republican project of civilization, homeland and progress. Among the artifacts identified, the role of school furniture in the evidence of ways of making and producing a school culture stands out. It is observed the importance of School Culture as a constituent of the school space and mediator of the relationships between subjects: students, teachers, school inspectors and communities.Keywords: School furniture. Primary school. Caxias do Sul/RS.Muebles para escuelas públicas de educación primaria en Caxias do Sul / RS (1890-1930): huellas de cultura escolarRESUMENEl estudio investiga la cultura del material escolar para la educación primaria en la ciudad de Caxias do Sul, RS, entre 1890-1930. La perspectiva teórica y metodológica se basa en la Historia Cultural, dialogando con autores como Burke (2008), Chartier (1990) y Pesavento (2014), lo que permite dar sentido a la cultura escolar atribuida a las escuelas para el desarrollo de la educación primaria. En este sentido, el análisis documental histórico movilizó conceptos de Culturas Escolares de Escolano Benito (2017). La construcción del corpus empírico involucró fuentes documentales como: correspondencia de maestros, inspectores escolares y concejales de la ciudad, solicitudes e inventarios escolares, informes del consejo, actos y decretos, así como periódicos de la época. Así, se identificó que en las escuelas públicas municipales, los objetos median el proceso de escolarización, basado en la perspectiva del proyecto republicano positivista de civilización, patria y progreso. Entre los artefactos identificados, se destaca el papel del mobiliario escolar en la evidencia de formas de hacer y producir una cultura escolar. Se observa la importancia de la Cultura Escolar como componente del espacio escolar y mediador de las relaciones entre las asignaturas: alumnos, docentes, inspectores escolares y comunidades.Palabras clave: Muebles escolares. Escuela primaria. Caxias do Sul/RS.

scholarly journals Doctors’ maintenance of professional competence: a qualitative study informed by the theory of planned behaviour

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Anél Wiese ◽  
Emer Galvin ◽  
Janet O’Farrell ◽  
Jantze Cotter ◽  
Deirdre Bennett
Keyword(s):  
Qualitative Study ◽  
Theory Of Planned Behaviour ◽  
Professional Competence ◽  
Age Groups ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Planned Behaviour ◽  
Targeted Interventions ◽  
Research Findings ◽  
Meaningful Engagement

Abstract Background Medical regulators worldwide have implemented programmes of maintenance of professional competence (MPC) to ensure that doctors, throughout their careers, are up to date and fit to practice. The introduction of MPC required doctors to adopt a range of new behaviours. Despite high enrolment rates on these programmes, it remains uncertain whether doctors engage in the process because they perceive benefits like improvements in their practice and professional development or if they solely meet the requirements to retain medical registration. In this study, we aimed to explore the relationship between doctors’ beliefs, intention and behaviour regarding MPC through the lens of the Theory of Planned Behaviour (TPB) to make explicit the factors that drive meaningful engagement with the process. Methods We conducted a qualitative study using semi-structured interviews. From a pool of 1258 potential participants, we purposively selected doctors from multiple specialities, age groups, and locations across Ireland. We used thematic analysis, and the TPB informed the analytic coding process. Results Forty-one doctors participated in the study. The data analysis revealed doctors’ intention and behaviour and the factors that shape their engagement with MPC. We found that attitudes and beliefs about the benefits and impact of MPC mediated the nature of doctors’ engagement with the process. Some participants perceived positive changes in practice and other gains from participating in MPC, which facilitated committed engagement with the process. Others believed MPC was unfair, unnecessary, and lacking any benefit, which negatively influenced their intention and behaviour, and that was demonstrated by formalistic engagement with the process. Although participants with positive and negative attitudes shared perceptions about barriers to participation, such perceptions did not over-ride strongly positive beliefs about the benefits of MPC. While the requirements of the regulator strongly motivated doctors to participate in MPC, beliefs about patient expectations appear to have had less impact on intention and behaviour. Conclusions The findings of this study broaden our understanding of the determinants of doctors’ intention and behaviour regarding MPC, which offers a basis for designing targeted interventions. While the barriers to engagement with MPC resonate with previous research findings, our findings challenge critical assumptions about enhancing doctors’ engagement with the process. Overall, our results suggest that focused policy initiatives aimed at strengthening the factors that underpin the intention and behaviour related to committed engagement with MPC are warranted.

scholarly journals Impact of the Paralympic Games on the Beliefs of Children with Physical Disabilities Engaging in Sports and Physical Activities: A Chinese Perspective

2021 ◽  
Vol 18 (14) ◽  
pp. 7296
Author(s):  
Jing Qi ◽  
Jin-He Cai ◽  
Xun Meng
Keyword(s):  
Attitude Change ◽  
Physical Disabilities ◽  
Chinese Children ◽  
Physical Education Teachers ◽  
Structured Interviews ◽  
Negative Attitudes ◽  
Before And After ◽  
Sports And Physical Activity ◽  
The Impact ◽  
Paralympic Games

The purpose of this qualitative study was to explore the beliefs of Chinese children with physical disabilities engaging in sports and physical activity (PA), and the impact of the Paralympic Games on these beliefs. Five Chinese children with physical disabilities (female = 2, male = 3) were recruited for participating in the workshops of the Paralympic Games and PA, and received individual semi-structured interviews before and after the workshop implementations. Interview transcripts were analysed and presented as descriptive summaries. Three themes emerged based on the analysis of the participants’ interview data: (1) shocked, knowledgeable, and useful; (2) willingness to try, and (3) hope to obtain support. Results indicated that children with physical disabilities in this study acknowledged the positive outcomes of participating in the workshops of the Paralympic Games on the sports and PA engagement attitude change. However, children with disabilities also expressed that they need more related knowledge and information. The results of the study revealed that impairment and contextual factors (i.e., lack of support from family and physical education teachers, unsafe environments, and negative attitudes of peers without disabilities) were barriers to sports and PA engagement among children with physical disabilities in this study.

Comparative Analysis of the Knowledge, Attitude, and Practice of First to Third Grade Teachers of Private and Public Schools Toward Free Play

2021 ◽  
pp. 002205742199624
Author(s):  
Clarizza Jon O. Feliciano ◽  
Marison Felicidad R. Dy
Keyword(s):  
Public Schools ◽  
Middle Childhood ◽  
Free Play ◽  
Negative Attitudes ◽  
Childhood Education ◽  
Private And Public ◽  
Early Grade ◽  
Education Administrators ◽  
Self Administered Questionnaire ◽  
Knowledge Attitude And Practice

With limited studies that focus on middle childhood education and free play, this study aimed to determine the knowledge, attitude, and practices (KAP) related to free play of 120 early grade schoolteachers in private and public schools of Los Baños, Laguna, Philippines. The data were gathered via self-administered questionnaire. The study used descriptive and statistical means to analyze data. Findings show that teachers have knowledge on free play; however, there were negative attitudes toward play, and play was not practiced. Thus, teachers and education administrators are recommended to make adjustments for teachers’ pedagogical advancement on play in middle childhood.

The Cheerleaders’ Mock Execution

2011 ◽  
Vol 14 (4) ◽  
pp. 1-9
Author(s):  
Laura Trujillo-Jenks
Keyword(s):  
Public Schools ◽  
Free Speech ◽  
Hate Speech ◽  
School Administrators ◽  
Codes Of Conduct ◽  
Code Of Conduct ◽  
Case Law ◽  
Student Speech ◽  
New Principal ◽  
Culture And Climate

The fervor of student speech is demonstrated through different mediums and venues in public schools. In this case, a new principal encounters the mores of a community that believes in free speech, specifically student free speech. When a pep rally becomes a venue for hate speech, terroristic threats, and profanity, the student code of conduct could become the principal’s best weapon. This case explores case law, codes of conduct, organizational culture and climate, and leadership in the context of a controversial cheerleader sketch at a pep rally. A brief literature review can be found in the teaching notes with suggestions for current and future school administrators.

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