Dissertations / Theses on the topic 'School culture'
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Scott, Peter Terence, and res cand@acu edu au. "The Communication of School Culture in an Anglican Grammar School." Australian Catholic University. School of Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp215.03092009.
Full textCaesar, Chryselda. "School Culture : comparative analysis of organizational culture in two primary schools in St. Lucia." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9538.
Full textHolmes, Michael Todd. "Creating a Positive School Culture in Newly Opened Schools." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05122009-150844/.
Full textRiecken, Theodore John. "School improvement and the culture of the school." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29368.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
Das, Sharmistha. "School culture : exploring a concept." Thesis, University of Aberdeen, 2006. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU226257.
Full textScott, Peter Terence. "Communication of school culture in an Anglican grammar school." Thesis, Australian Catholic University, 1998. https://acuresearchbank.acu.edu.au/download/6f70f4c533aee5a029abec18fa02833add0e6d0dff8e96f7d44bea5c5c6cd7f4/19219100/65077_downloaded_stream_302.pdf.
Full textLebesa, Mabel Kgomotso. "Exploring the school culture in a township primary school." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50656.
Full textDissertation (MEd)--University of Pretoria, 2015.
tm2015
Humanities Education
MEd
Unrestricted
Kunda, Gideon 1952. "Engineering culture : culture and control in a high-tech organization." Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/45688.
Full textMICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 267-272.
by Gideon Kunda.
Ph.D.
Butt, John Lindahl. "School improvement : implementation, evaluation and culture /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47441.pdf.
Full textGoslin, Kimberly Gordon, and University of Lethbridge Faculty of Education. "Examining school culture in Southern Alberta." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/35.
Full textx, 114 leaves : ill. ; 28 cm.
Kay, Louise. "School readiness : a culture of compliance?" Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20433/.
Full textColley, Kenna. "Coming to Know a School Culture." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.
Full textEd. D.
Gruenert, Stephen W. "Development of a school culture survey /." free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901237.
Full textMabusela, Mapula Rebecca. "How women principals negotiate school culture." Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
Full textHyndman, Robert Murray. "Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2322.
Full textClute, Jacob L. "Middle School, School Culture, Parental Involvement, and the Academic Index." TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.
Full textBritton, Evelyn M. "Influence of School Principals on Teachers' Perceptions of School Culture." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5169.
Full textVislocky, Karen. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MIDDLE SCHOOLS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3835.
Full textEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
James, Shondell B. R. "Discipline In Charter Schools| Investigating How School Design Shapes Disciplinary Culture." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974935.
Full textBackground: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.
Bass, Ruth N. "The impact of school culture on school safety: An analysis of elementary schools in a Southwestern metropolitan school district." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290104.
Full textLee, John 1957 Dec 10. "Effective global teams : impact of organizational culture change and national culture differences." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9200.
Full textAlso available online on DSpace at MIT.
Includes bibliographical references (leaves 54-55).
The concept of dispersed teams is widely applied in industry today. This thesis explores the experience of one remotely located team of a U.S. based multinational in the automotive industry based in Japan. It begins by reviewing the literature on the subject, followed by a general discussion of the concept of organizational culture change and the impact of national culture differences in working globally dispersed. The automotive team that is the basis for this study is successful in the marketplace but sometimes faces conflicts working with the Headquarter and other business units in its efforts to meet the specific requirements of the Japanese market. The differences in priorities and business practices often serve to cause the members in the Japan based remote team to feel isolated and misunderstood in their role as the "front-line" soldiers" with a defined mission of growing the Japanese market. What emerges from the study is the fact that a major culture change in the home organization coupled with diverse cultural differences between Japan and the U.S. makes it difficult for the entire organization to move in sync with the shared visions of the senior management as quickly as necessary in the fast changing marketplace. Although the directions are clear and the future path seem rational, entrenched ways of doing business caused by old habits and existing systems seem to get in the way. There also appears to be no fast and clear-cut solutions to this dilemma. It takes more time to build trust, develop a shared vision and mitigate the cultural gulfs that are inevitable. For management, it means greater efforts to communicate about where the organization needs to move and resolving differences in perceptions between the remote team and the home organizations.
by John Lee.
M.B.A.
Echeverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School." OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.
Full textBond, Elizabeth Grace. "Leadership and culture in school-initiated change." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ35394.pdf.
Full textBean, Wendy. "Relationship between teacher learning and school culture." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20031124.152409/index.html.
Full textLopes, Daniel Alisson Feitosa. "Culture, institutions and school achievement in Brazil." Universidade Cat??lica de Bras??lia, 2017. https://bdtd.ucb.br:8443/jspui/handle/tede/2325.
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This paper estimates the impact of culture on the academic performance of Brazilian students in standardized tests. Based on data with student identification, we apply an algorithm of surname classification that assigns the student, based on the surnames of his/her parents, to one of the following ancestry groups: Iberian, Japanese, Italian, Germanic, Eastern European and Syrian-Lebanese. We show that students with non-Iberian European or Japanese ancestry obtain statistically and substantively higher scores on 3rd and 5th grade standard Math tests, even with a large set of individual, family and municipal controls. We also tested the hypothesis of persistence of local institutions, established during the era of mass immigration to Brazil in the 19th and 20th centuries, and we showed that the mechanisms of family transmission of culture remain robust for students with Japanese and Italian ancestry.
Este trabalho estima o impacto da cultura no desempenho acad??mico de estudantes brasileiros em testes padronizados. A partir de dados com identifica????o por aluno, aplicamos um algoritmo de classifica????o de ancestralidade que atribui ao aluno, com base nos sobrenomes dos pais, um dos seguintes grupos: ib??ricos, japoneses, italianos, germ??nicos, europeus do leste e s??rio-libaneses. Mostramos que os alunos com ancestralidade europeia n??o-ib??rica e japonesa obt??m notas, na prova de Matem??tica da Avalia????o Nacional da Alfabetiza????o e na Prova Brasil, estat??stica e substantivamente mais elevadas, mesmo com um amplo conjunto de controles individuais, familiares e municipais. Testamos ainda, por meio de proxies, a hip??tese de persist??ncia das institui????es locais, influenciadas pela imigra????o em massa no Brasil no s??culo XIX e XX, e mostramos que os mecanismos de transmiss??o familiar da cultura permanecem robustos para os alunos com ancestralidades japonesa ou italiana.
Blackwood, Jo Lambert. "Culture of empowerment in a restructured school." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40150.
Full textPniewski, Luke Eugene. "Administrator and Teacher Perception of School Culture." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1971.
Full textChow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.
Full textChow, Wai-yee, and 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
Full textO'Connor, Colleen. "Building school culture through reform in a successful urban public school." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241312.
Full textThe following research highlights the impact of building a strong school culture in one successful urban Turnaround school. From changes to the environment to increased professional development, from the impact on student and parent engagement to the changes in professional expectations for staff, it seems there was no area of the school that wasn’t positively impacted by focusing on improving the school’s culture. It highlights a school that moved from being arguably the lowest performing elementary school in the state to a school that had measurable and steady improvements in student achievement over a four year span. This research presents a success story told through the lens of the culture-building that the seasoned leader prioritized and insisted was most critical to their Turnaround efforts. Despite massive reform and the pressures of accountability, the leader’s insistence on shaping the culture in every aspect of the school paid off. The staff too experienced this improved culture as critical to their Turnaround and sustained success. Given the fact that this school generated steady success in one of the poorest neighborhoods in the state, this local story has much to teach like and unlike settings. Additionally, this Principal’s ability to strengthen her school culture through the implementation of massive reform provides district and school-based leaders ways to couple culture-building and reform in effective ways. This research identifies and extrapolates the key findings that are replicable and urgently relevant to public schools everywhere that are struggling to find a balance between answering the call of heavy reform while creating school cultures that meet the needs of students and staff, and create lasting and sustainable school-wide improvement. Finally, this research provides an example of a successful leader who invested in the culture, despite pressures to focus on other urgent matters perceived to be more directly related to student achievement. This research provides an invitation to leaders who wish to build school cultures that will prove foundational to substantial and lasting success.
Van, Der Steen Niek. "School improvement in Tanzania : school culture and the management of change." Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10021666/.
Full textRamey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.
Full textRamovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
Full textENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
Montaño, Elizabeth. "Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice." Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/237.
Full textDowling, Maureen F. "Chapman Friends School: A Study of the Creation of Culture." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26407.
Full textEd. D.
Floyd, David Graham. "An examination of the links between the pedagogical culture of primary schools, school effectiveness and school improvement." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006625/.
Full textKeskinen, Katri Ilona Maria. "Culture and Masculinity in American School Shootings: Reviewing Evidence from Multi-Victim School Shootings." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24263.
Full textFan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.
Full textMees, Gregory W. "The relationship among principal leadership, school culture, and student achievement in Missouri middle schools." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5540.
Full textThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.
Caixeiro, Cristina Maria Bicho Alpalhão. "A(s) cultura(s) organizacionalais) de um grupamento vertical de escolas." Master's thesis, Universidade de Évora, 2008. http://hdl.handle.net/10174/18315.
Full textSimmons, Patricia. "'Reading a School' : Adult and Pupil Researchers' Perceptions of a School Culture." Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515076.
Full textFernandes, Cinthia Votto. "Eu gosto de brincar com os do meu tamanho!: culturas infantis e cultura escolar - entrelaçamentos para o pertencimento etário na instituição escolar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15690.
Full textThis study consists in a qualitative research whose proposal was to investigate how children, in their interactions, give meanings in relation to their belonging to an age group and to other age groups, in school institution, intending to highlight what children think and how are their relationships in a school graded by ages as well how are relationships among groups of children. The following methodological strategies were used: participant observations and collective interviews. Participated of the research 29 (twenty-nine) children between 5 (five) and 9 (nine) years old from CS (Child School) and from BE (Basic Education) of the same school institution, located in Porto Alegre City. The study was made with these two levels of the knowledge process since they present different expectations and educational ends. It can occur dissimilarities between the ways how children of both groups live in school, through the following categories: the time and the school space, the adult centered practices, the rituals and the social meanings in relation to the age, the playing, and the possibilities of relationship among the groups, the age differentiations among children, their protagonisms and the age group while a sub generation. The meaning created by children are presented considering the age belonging, the different practices of the groups determined by the space-time of school as well the statutes they receive in every level of teaching, the protagonisms children perform to guarantee, in school, the child cultures and the problematization of the age as the factor that forms a sub generation.
Stevens, Douglas M. "Relational Culture among Staff in an Emerging Urban STEM High School." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932.
Full textSpycher, Ellen A. Lenski Susan Davis. "Culture as a way of knowing." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106764.
Full textTitle from title page screen, viewed October 12, 2005. Dissertation Committee: Susan Lenski (chair), Kathleen M. Crawford, Thomas P. Crumpler, Corsandra Stallworth. Includes bibliographical references (leaves 106-113) and abstract. Also available in print.
Erculj, Justina. "School culture in Slovene primary schools : aspects of the local and the global." Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271528.
Full textLiu, Cheng-Bau. "The relationship between school culture and student achievement in Arizona elementary public schools." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280558.
Full textWang, Mufan. "The Chinese school enterprise, an organizational culture study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41527.pdf.
Full textShum, Ho-ma Ada, and 岑賀美. "Perceptions of school culture: NETS vis-à-visstudents." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962543.
Full textVon, Zielonka Beverley. "The relationship between teacher evaluation and school culture." Thesis, Boston University, 2003. https://hdl.handle.net/2144/33585.
Full textPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study was based upon the understanding that as important and essential as the technical and management dimensions of teacher evaluation are, efforts to address these dimensions alone are not enough to create effective teacher evaluation systems. Rather, the research and literature suggest that a third and critical dimension - school culture- and its relationship to the technical and management dimensions must be investigated and resolved to create an effective evaluation system. This study investigated this recent line of inquiry, describing and explaining the relationship between teacher evaluation and school culture. The procedures included a review of teacher evaluation documents, interviews with administrators, surveying 43 teachers, and focus group interviews with non-tenured and tenured teacher groups at an independent school in central Ohio. Interviews with the school's administration provided an explanation of the schools teacher evaluation documents. Data from the questionnaire provided information for how teachers' describe and explain 4 subcategories: (1) purposes and use of teacher evaluation information; (2) foundations and criteria used in evaluation; (3) procedures of evaluation; and (4) school culture. Focus group interviews provided further description and explanation of teacher evaluation and the culture of the school. Analysis of frequency distributions indicated the number of times each Likert-type response was obtained for the sample, non-tenured, and tenured teacher groups. Paired Sample T -tests determined the level of significance of resulting differences between non-tenured and tenured teachers for each questionnaire item. Pairwise correlation tests provided the measure of relationship between teacher evaluation and school culture for the sample, non-tenured, and tenured teacher responses. Pairwise Total Means of teacher evaluation and school culture subcategories provided an overall measure of the relationship between teacher evaluation and school culture. The results of the statistical tests support the conclusion that there is a relationship between teacher evaluation and school culture. The results also support the conclusion that, overall, the non-tenured and tenured teachers describe the relationship teacher evaluation and school culture similarly.
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Sowid, Sarah. "The Connection Between School Culture and Academic Performance." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.
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