scholarly journals THE RELATION BETWEEN SCHOOL CULTURE SUB-CATEGORIES AND EXPECTED RESULTS OF LEARNING PROCESS

2020 ◽  
Vol 78 (1) ◽  
pp. 48-60
Author(s):  
Ludvík Eger ◽  
Michaela Prášilová
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Teaching And Learning ◽  
Innovation Process ◽  
Positive Association ◽  
Learning Processes ◽  
Leadership And Management ◽  
The Czech Republic ◽  
Faculties Of Education ◽  
Culture Gaps

The aim of the research was to find out what factors of school culture affect the expected results of teaching and learning processes in basic schools. The research evaluated current and desired school culture in selected basic schools to identify culture gaps. Research using School Culture Inventory explored relations among selected sub-categories, namely between the sub-categories focused on shared objectives, trust in school leadership, and on managerial approach and the important sub-categories focused on innovation process and expected results of teaching and learning processes. The independent evaluators were final year students of the Faculties of Education from two universities in the Czech Republic who assessed schools after one month of their position at the selected schools (the research sample included 182 basic schools). The findings provided the evidence of current culture gaps and of a positive association between higher positive evaluations in the sub-category leadership and management and the sub-category expected results of teaching and learning processes. The results brought by the research will help school leaders when they plan to shape or change the culture of the schools they manage. Keywords: culture gaps, school culture, school culture inventory, shaping school culture.

scholarly journals Leading international schools: The questions of cultural and social justice

2021 ◽  
Vol 41 (2) ◽  
pp. 16-21
Author(s):  
Nidal Sleiman
Keyword(s):  
Educational Leadership ◽  
School Leadership ◽  
Teaching And Learning ◽  
Culturally Diverse ◽  
International Schools ◽  
Leadership And Management ◽  
Doctoral Research ◽  
The Social ◽  
Contextual Elements ◽  
Further Development

This article focuses on international school leadership and raises questions on the mono-dimensional approaches to leading, teaching, and learning in diverse contexts. The growth of international schools all over the world represents increasing patterns of geographic and economic mobility, and the growth of socially and culturally diverse communities. While international schools generally represent different elements of internationalisation, their policies and leadership do not demonstrate an adequate response to the social and cultural needs of their communities. Based on her doctoral research, the author argues that internationalisation in educational leadership is not given sufficient attention and that the field requires further development of learning and exploring the contextual elements in which leaders lead. The article draws on a set of approaches to educational leadership, mainly contextually and culturally relevant leadership, and theories of internationalisation in educational leadership and management, in addition to transformational and engaged pedagogical approaches to teaching and learning.

scholarly journals School leadership and management in South Africa

2016 ◽  
Vol 30 (2) ◽  
pp. 211-231 ◽  
Author(s):  
Tony Bush ◽  
Derek Glover
Keyword(s):  
South Africa ◽  
Systematic Review ◽  
School Leadership ◽  
Teaching And Learning ◽  
Small Scale ◽  
Integrated Education ◽  
Leadership And Management ◽  
Content Type ◽  
Learner Outcomes ◽  
Aspiring Principals

Purpose – The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach – The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings – The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications – The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications – The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications – The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value – The paper’s value lies in the comprehensive and systematic review of research on school leadership.

School leadership and local learning contexts in South Africa

2018 ◽  
Vol 48 (3) ◽  
pp. 459-477 ◽  
Author(s):  
Tia Linda Zuze ◽  
Andrea Juan
Keyword(s):  
Academic Achievement ◽  
School Leadership ◽  
South African ◽  
Teaching And Learning ◽  
Management Practices ◽  
Economic Status ◽  
School Setting ◽  
Leadership And Management ◽  
The Relationship

International research has shown that the quality of school leadership and management (SLM) is important for teaching and learning, particularly in schools where there is acute resource deprivation. This article explores the relationship between leadership and academic achievement in South African secondary schools with varying socio-economic conditions. The study is based on data from 12,154 South African Grade 9 learners, 334 mathematics teachers and 292 principals who participated in the 2015 Trends in International Mathematics and Science Study (TIMSS). Using indicators that represent different aspects of school leadership, this article examines whether the type of leadership and management practices depend on the school setting and whether better school leadership and management supports academic achievement. The analysis revealed distinct relationships between school leadership and management and academic achievement based on the socio-economic status of learner bodies. Potential policy responses are discussed.

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

¿Razonamos en función de nuestro conocimiento general? Un estudio de las interacciones entre el procesamiento de la información y la inferencia lógica

2015 ◽  
pp. 33
Author(s):  
Miguel López Astorga
Keyword(s):  
Information Processing ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Formal Logic ◽  
Conditional Reasoning ◽  
General Knowledge

RESUMENEn este trabajo, analizamos un experimento sobre el razonamiento condicional de Staller, Sloman y Ben-Zeev (2000). En dicho experimento, los sujetos parecen manifestar un comportamiento contrario a las prescripciones de la lógica formal. Nosotros lo revisamosy descubrimos todas las variables que es preciso atender en los procesos de enseñanza y aprendizaje, variables que no siempre son consideradas por los docentes.Palabras clave: condicional, conocimiento general, inferencia, procesamiento de la información, representación mental.DO WE REASON ACCORDING TO OUR GENERALKNOWLEDGE? A STUDY ABOUT INTERACTIONSBETWEEN INFORMATION PROCESSING AND LOGICALINFERENCEABSTRACTIn this paper, I analyze an experiment about conditional reasoning presented by Staller,Sloman and Ben-Zeev (2000). In that experiment, the subjects’ behavior seems contradictory to prescriptions of formal logic. I check it and I discover all the variables that we need to deal with them in teaching and learning processes, despite that such variables are notalways checked by the teachers.Keywords: conditional, general knowledge, inference, information processing, mentalrepresentation.

SCHOOL CULTURE AND CLIMATE, FACTORS FOR AN EFFECTIVE SCHOOL

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.

SCHOOL CULTURE: INSTRUMEN UNTUK MEMBENTUK KARAKTER PESERTA DIDIK

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Khozin .
Keyword(s):  
School Culture ◽  
Development Strategy ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualified Teachers ◽  
Life Challenges ◽  
The Development Strategy ◽  
Culture Concept

SCHOOL CULTURE:INSTRUMEN UNTUK MEMBENTUK KARAKTERPESERTA DIDIKOleh :Khozin *)Fakultas Agama Islam UMMABSTRACTThe study described school culture as students’ character shaping instrument. It emphasized on thethree aspects of characters: integrity, discipline, and struggle of life in facing life challenges. Apartfrom teaching and learning process in the class, conducive school culture greatly influencedstudents’ character. Hence, development strategy of school culture also played an important role inencouraging student’s integrity, discipline, and struggle of life. In addition, the study suggestedthree aspects of the development strategy: strong leadership, qualified teachers and staff, andcomprehensive school culture concept as the school’s commitment.Keywords: School culture, instrument,shaping character, students

School leadership in Indonesia: A systematic literature review

2021 ◽  
pp. 174114322110108
Author(s):  
Nasib Tua Lumban Gaol
Keyword(s):  
School Leadership ◽  
Asia Pacific ◽  
Principal Selection ◽  
Selection Procedures ◽  
Leadership And Management ◽  
Sustainable Solutions ◽  
Selection Processes ◽  
High Quality Journal ◽  
School Leadership Practices ◽  
Social Sciences Citation Index

This paper reviews systematically literature on school leadership in the context of Indonesian education from 2004 to 2019. Its purpose is to investigate major issues which exist in the school leadership practices in Indonesia and propose some sustainable solutions so that educational policymakers, stakeholders and scholars can improve their awareness and knowledge of school leadership. Eight core international EDLM (educational leadership and management) journals were used as the source of the literature. Additionally, a high-quality journal with the indexation of Scopus and Social Sciences Citation Index, Asia Pacific Journal of Education (APJE), was included. The literature search yielded 16 articles that were reviewed. This study reports several crucial issues that need to have serious attention paid to them, including a lack of capacity to lead and manage schools, insufficiency of published studies, and the inappropriateness of principal selection processes. The suggested solutions for these problems consist of developing principal training centres in all the provinces of Indonesia, conducting more collaboration with overseas scholars, and improving principal selection procedures. Contributions for theory, practices and further study are provided.

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