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Journal articles on the topic 'School of Social and Cultural Studies'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

Muzis, Ivars. "THE IMPACT OF SOCIAL AND CULTURAL FACTORS ON A TEACHER." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 1 (March 5, 2009): 57–63. http://dx.doi.org/10.48127/spvk-epmq/09.1.57.

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Introduction. This paper outlines socio – cultural factors which may impact teachers’ decisions and prac-tices regarding instruction. Goal. To examine and assess the working behavior of teachers aiming at iden-tifying the key school cultural factors that influence the effective working behavior. Materials and methods. Theoretical method: studies and analysis of literature sources, empirical method: questionnaire. Results. The four dimensions of school culture collectively exert a strong influence over teacher behavior in a num-ber of ways. Conclusions. Based on what teachers report about their school culture, this study of school culture leads to a better understanding of the people working behaviors towards improving the schools performance. Key words: socio-cultural factors, school culture, professional orientation.

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Yar, Hasan. "An Invisible School: Social-Cultural Work of the Mosque Organizations." Religions 14, no. 1 (December 30, 2022): 62. http://dx.doi.org/10.3390/rel14010062.

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There is a knowledge gap in the contribution of socio-cultural work in Islamic organisations to the participants’ learning and development. This article focuses on the role of the socio-cultural work of Islamic organizations as a form of non-formal education. Education is the internal process of a person which leads to a better understanding of themself and their situation, a critical appreciation of their situation and a conscious and targeted use of the possibilities in their social situation. Therefore, what volunteers learn when they participate in socio-cultural work in mosque organizations will be investigated. The research is based on the case study of a Turkish faith-based organization Milli Görüş Amsterdam-West (MGAW) and its volunteers. The method of the research is ethnographic field research. The research focuses on a specific group of participants, namely, the volunteers who are active at the MGAW. One of the results of the research is that the participants who follow the social-cultural activities of MGAW for a certain period develop a cohesive worldview whereby volunteering becomes a virtue.

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Kafadar, Tuğba. "Cultural Heritage in Social Studies Curriculum and Cultural Heritage Awareness of Middle School Students." International Journal of Progressive Education 17, no. 2 (April 7, 2021): 260–74. http://dx.doi.org/10.29329/ijpe.2021.332.16.

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Dekker, Karien, and Margje Kamerling. "Social skills scores." Journal for Multicultural Education 11, no. 4 (November 13, 2017): 275–86. http://dx.doi.org/10.1108/jme-09-2016-0048.

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Purpose The paper aims to examine to what extent and why parental involvement as well as characteristics of ethnic school population influence social skills scores (social position, behavioural skills) of students. Design/methodology/approach The study used the COOL5-18 database (2010) that included 553 Dutch primary schools and nearly 38,000 students in Grades two, five and eight (aged approximately 5, 8, 11, respectively). Multilevel regression analyses were used for analysis. Findings The findings indicate that parental involvement has a positive impact on the social skills scores of the students; behavioural skill scores are higher in ethnically homogeneous schools and lower in schools with a high share of non-Western ethnic minority students. There is no impact of characteristics of school population composition on social position scores. Research limitations/implications A possible disadvantage is the way in which social skills and parental involvement were measured. These measurements are possibly negatively influenced by the teacher’s judgement of the language skills of the parents. Originality/value Existing research focuses on the impact of parental involvement and the composition of ethnic school population on cognitive skills. This study shows that parental involvement has a positive impact on social skills. This study also shows that in schools with a homogeneous ethnic composition or a high share of native Dutch children, behavioural skills scores are higher, but social position scores are not impacted.

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Purgason, Lucy L., Robyn Honer, and Ian Gaul. "Capitalizing on Cultural Assets: Community Cultural Wealth and Immigrant-Origin Students." Professional School Counseling 24, no. 1 (January 1, 2020): 2156759X2097365. http://dx.doi.org/10.1177/2156759x20973651.

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Nearly one of four students enrolled in public school in the United States is of immigrant origin. School counselors are poised to support immigrant-origin students with academic, college and career, and social/emotional needs. This article introduces how community cultural wealth (CCW), a social capital concept focusing on the strengths of immigrant-origin students, brings a culturally responsive lens to multitiered system of supports interventions identified in the school counseling literature. We present case studies highlighting the implementation of CCW and discuss implications and future directions for school counseling practice.

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Zhivov (†), Viktor. "Conceptual History, Cultural History, Social History." ВИВЛIОθИКА: E-Journal of Eighteenth-Century Russian Studies 2 (November 1, 2014): 1–14. http://dx.doi.org/10.21900/j.vivliofika.v2.746.

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V. M. Zhivov’s introduction to Studies in Historical Semantics of the Russian Language in the Early Modern Period (2009), translated here for the first time, offers a critical survey of the historiography on Begriffsgeschichte, the German school of conceptual history associated with the work of Reinhart Koselleck, as well as of its application to the study of Russian culture. By situating Begriffsgeschichte in the context of late-nineteenth and early twentieth-century European philosophy, particularly hermeneutics and phenomenology, the author points out the important, and as yet unacknowledged, role that Russian linguists have played in the development of a native school of conceptual history. In the process of outlining this alternative history of the discipline, Zhivov provides some specific examples of the way in which the study of “historical semantics” can be used to analyze the development of Russian modernity.

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Gao, Jing. "Asian American Students’ Perceptions of Social Studies." International Journal of Multicultural Education 22, no. 3 (December 31, 2020): 76. http://dx.doi.org/10.18251/ijme.v22i3.2515.

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This qualitative study explores Asian American high school students’ perceptions of social studies. The study finds that students affirm the value and significance of learning social studies. Their different interpretations of social studies further reveal that their social studies learning experiences have been influenced by their teachers’ beliefs and practices on social studies curriculum and instruction, and the interplay with students’ complex and multi-faceted identities. The findings of this study suggest a comprehensive and diversified curriculum and culturally relevant teaching in social studies.

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Carter, Prudence L. "Race and Cultural Flexibility among Students in Different Multiracial Schools." Teachers College Record: The Voice of Scholarship in Education 112, no. 6 (June 2010): 1529–74. http://dx.doi.org/10.1177/016146811011200605.

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Background/Context One of the most critical functions of a well-integrated school is the development of “culturally flexible” students who, over the course of their social development, effectively navigate diverse social environs such as the workplace, communities, and neighborhoods. Most studies, albeit with some exceptions, have investigated the impact of desegregation on short- and long-term gains in achievement and attainment, as opposed to its impact on intergroup relations. Mixed-race schools are vital not only for bolstering achievement outcomes of previously disadvantaged students but also for promoting social cohesion in a diverse society. Purpose/Objective/Research Question/Focus of Study Specifically, this article examines the difference in cultural flexibility between black and white students enrolled in schools with different racial and ethnic compositions. Cultural flexibility is defined as the propensity to value and move across different cultural and social peer groups and environments. Furthermore, this article provides some insight into how students in different mixed-race and desegregated educational contexts experience their school's social organization and cultural environments, which influence their interactions and academic behaviors. Setting The study was conducted over a 6-month period in four high schools: a majority-minority school and a majority-white school located in a northeastern city, and a majority-minority school and a majority-white school located in a southern city. Research Design Survey data were gathered from a randomly stratified sample of 471 Black and White students attending. In addition, ethnographic notes from weeks of school observations and transcribed interview data from 57 group interviews conducted in the four schools with students in Grades 9–12 complemented the survey research. Data Collection and Analysis Findings reveal significant associations among self-esteem, academic and extracurricular placement, and cultural flexibility for black students. Also, black students in majority-minority schools scored significantly higher on the cultural flexibility scale than those in majority-white schools. Among white students, regional location and academic placement showed statistically significant associations with cultural flexibility. The ethnographic and interview data further explicate why these patterns occurred and illuminate how certain school contextual factors are likely linked to students’ cultural flexibility. Overall, this study's findings highlight some connections between student and school behaviors as they pertain to both students’ and educators’ willingness and ability to realize the visions of racial and ethnic integration wholly.

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Jančič, Polona, and Vlasta Hus. "Treatment of Cultural Heritage Content in the Subject Social Studies in Primary School." Creative Education 09, no. 05 (2018): 702–12. http://dx.doi.org/10.4236/ce.2018.95052.

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Reay, Diane, and Helen Lucey. "Stigmatised choices: social class, social exclusion and secondary school markets in the inner city." Pedagogy, Culture & Society 12, no. 1 (March 2004): 35–51. http://dx.doi.org/10.1080/14681360400200188.

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Ray, Rashawn, Dana R. Fisher, and Carley Fisher-Maltese. "SCHOOL GARDENS IN THE CITY." Du Bois Review: Social Science Research on Race 13, no. 2 (2016): 379–95. http://dx.doi.org/10.1017/s1742058x16000229.

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AbstractW. E. B. Du Bois’s perspective on education was that the social and physical environments outside of schools matter to the learning that takes place inside schools. Existing research shows that due to environmental disparities in school and neighborhood contexts, Black and low-income children spend less time in activities that promote physical, cognitive, and social capabilities. These outside environmental factors influence the academic achievement gap. School gardens are noted as resources that capture the fluid environments between schools and neighborhoods. Little research, however, has quantitatively examined whether school gardens actually help to attenuate race and class inequality in academic achievement. We aim to determine how school gardens serve as gateways to help close the achievement gap. We analyze quantitative data on fifth graders’ math, reading, and science standardized test scores in Washington, DC with two main aims: (1) To compare differences between traditional schools and garden-based learning schools to determine whether students who have a school garden perform academically better than their counterparts; and (2) to examine whether the presence of a school garden plays a role in reducing race and social class disparities in academic achievement. We find that the presence of a school garden is associated with higher test scores and persists even when controlling for the race and class composition of students for reading and science. We conclude by discussing how school gardens can be used as a policy tool to create more environmental equity in urban areas.

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Marcucci, Olivia. "Parental Involvement and the Black–White Discipline Gap: The Role of Parental Social and Cultural Capital in American Schools." Education and Urban Society 52, no. 1 (May 5, 2019): 143–68. http://dx.doi.org/10.1177/0013124519846283.

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Discipline disproportionality is the overuse of exclusionary discipline, such as suspension and expulsion, on Black students in American schools. This study adds to the literature by examining how parental involvement affects racial disparities in disciplinary outcomes in in-school suspension and by theoretically analyzing how parents’ social and cultural capital affect student disciplinary outcomes. The study uses Hayes’s dimensions of parental involvement as potential moderators between race and exclusionary discipline: achievement values, home-based involvement, and school-based involvement. Using base year data from the Educational Longitudinal Study of 2002 ( n = 15,362), a logistic regression model examines the three parental involvement dimensions as moderators of race and suspension. Two of the three dimensions significantly moderate the relationship between race and suspension. Both moderators are associated with a higher rate of discipline disproportionality. The analysis suggests that even while Black parents act as “adept managers” of capital, schools are still marginalizing the nondominant forms of capital that Black parents have.

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Stewart, Marjorie H. "The social construction of persons within the school and society." Reviews in Anthropology 20, no. 4 (April 1992): 235–44. http://dx.doi.org/10.1080/00988157.1992.9978008.

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Vidales-Bolaños, María-José, and Charo Sádaba-Chalezquer. "Connected teens: Measuring the impact of mobile phones on social relationships through social capital." Comunicar 25, no. 53 (October 1, 2017): 19–28. http://dx.doi.org/10.3916/c53-2017-02.

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Over the past twenty years, the high penetration of mobile phones as a means of interpersonal communication, especially among adolescents, has facilitated access to broader social environments outside their own family. Through the extension of their social environment, teenagers are able to establish new and more extensive relationships, while facing risks that may negatively affect their socialization process. The aim of this article was to find out how computer-mediated communication helps or obstructs the creation of social capital between teenagers, and what are the consequences of its use for this age group. To achieve this, an index of social capital was developed in the study, designed to determine the positive or negative impact of certain components of mobile mediated communication in the creation of this intangible resource. Questionnaires were distributed among Spanish adolescents of secondary and high school age, from different public and private schools of Navarre. Furthermore, the study considered the adolescents’ own perceptions about the incidence of the use of mobile phones in their social relationships. As reflected in the results, to identify the components of mediated communication that significantly affect social capital it is necessary to conduct an objective measurement of this resource. La alta penetración del teléfono móvil entre los adolescentes y su uso como medio de comunicación inter-personal ha facilitado para este público el acceso, durante los últimos veinte años, a entornos más amplios, distintos al familiar. A través de la extensión de su ámbito social, estos son capaces de establecer nuevos vínculos y relaciones más extensas, al tiempo que se enfrentan a riesgos que afectan de manera negativa a su proceso de socialización. El objetivo de este trabajo fue conocer de qué manera la comunicación mediada por la tecnología favorece o no la creación de capital social entre las comunidades de adolescentes, y cuáles son las consecuencias que pueden resultar de su uso para este grupo de edad. Para ello se propuso un índice de capital social, que permitiera conocer el impacto positivo o negativo que tienen determinados componentes de la comunicación mediada por el móvil en la creación de este recurso. Se repartieron cuestionarios entre jóvenes españoles de la ESO y Bachillerato, en colegios públicos y privados de la Comunidad Foral de Navarra. Además, se tuvo en cuenta la propia percepción de los adolescentes, sobre la incidencia del uso de este dispositivo en sus relaciones sociales. Tal como reflejan los resultados, solo a través de una medición objetiva del capital social es posible identificar aquellos componentes de la comunicación mediada que afectan de manera significativa a este recurso.

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이현지. "Confucianism and Primary Society and Multi-cultural Education in Elementary School Social Studies Education." 한국학논집 ll, no. 71 (June 2018): 367–88. http://dx.doi.org/10.18399/actako.2018..71.013.

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홍원표. "Geographic borders, cultural imaginations and school curriculum: Asia in two American social studies classrooms." Journal of Anthropology of Education 12, no. 1 (January 2009): 145–72. http://dx.doi.org/10.17318/jae.2009.12.1.005.

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Krzychała, Sławomir, and Beata Zamorska. "Collective Patterns of Teachers’ Action: A Documentary Interpretation of the Construction of Habitual Knowledge." Qualitative Sociology Review 10, no. 4 (October 31, 2014): 68–86. http://dx.doi.org/10.18778/1733-8077.10.4.04.

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This article presents a research project carried out by academic researchers and practicing teachers who made an attempt to reconstruct the complexity of school reality and understand the cultural activity of the teams of teachers and students. We gained entirely different pictures of schools, filled with a unique language and symbols, specific organizational culture, exceptional sensitivity, methods of expressing understanding or disapproval of particular ways of perceiving in the school reality. A particular asset of our method of cultural studies is sensitivity to varieties of local determinants, focusing attention on conjunctive action patterns and cooperation with social actors.

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Bauto, Laode Monto. "SOCIO-CULTURAL VALUES AS COMMUNITY LOCAL WISDOM KATOBA MUNA IN THE DEVELOPMENT OF LEARNING MATERIALS SOCIAL STUDIES AND HISTORY." Historia: Jurnal Pendidik dan Peneliti Sejarah 14, no. 2 (April 7, 2016): 195. http://dx.doi.org/10.17509/historia.v14i2.2027.

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Katoba culture as one form of local wisdom Muna society contains many positive values that need to be preserved and developed. The positive values include the religious, social, political, economic, and historical values. This study addressed the relating socio-cultural values learning with appropriate conceptual of Social Science for Elementary school curriculum. Because one of the goals of this study is to develop learning materials Social Science- Elementary school to enhance the knowledge, attitudes and skill students against local culture (Katoba) in effort to mastery the subject matter of Social Science- Elementary school. Therefore, in the development learning materials will be integrated with relevant local cultural values. The relevant local cultural values (Katoba) curriculum of Social Science- Elementary school is the social values, culture, economics, politics/history and art/creativity and religion. In addition, the integration of social values in learning katoba cultural, Social Science through cooperative approaches with clarification in terms of the value of learning according to permendiknas No. 41/2007-th model is relevant to theories of learning and the learning model is selected. Through the stages of Social Science learning model development that are expected to improve the results of the study (koginitif), strengthen the appreciation and attitude of the students towards the local culture (katoba). This emphasis on the process of the learners how to learn through reconstruction, find, acquire knowledge and develop social values of cultural katoba, that is believed or understood and served as a pattern of behaviour guidelines in social life. The learning process is in line with the emphasis on the ideal character education of self-reliance human (moral autonomy) in a neighbourhood, community, nation, and state.

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Bartleet, Brydie-Leigh. "Building vibrant school–community music collaborations: three case studies from Australia." British Journal of Music Education 29, no. 1 (February 21, 2012): 45–63. http://dx.doi.org/10.1017/s0265051711000350.

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This paper explores the relationship between school music and community music in Australia. While many Australian schools and community music activities tend to exist in relative isolation from one another, a range of unique school–community collaborations can be found throughout the country. Drawing on insights from Sound Links, one of Australia's largest studies into community music, this paper explores three case studies of these unique school–community collaborations. These collaborations include a community-initiated collaboration, a school-initiated collaboration and a mutual collaboration. The author brings these collaborations to life for the reader through the words and experiences of their participants, and explores their structures, relationships, benefits, and educational and social outcomes. These descriptions feature important concepts, which could be transferred to a range of other cultural and educational settings in order to foster more vibrant school–community collaborations.

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Cefai, Carmel, Valeria Cavioni, Paul Bartolo, Celeste Simoes, Renata Miljevic-Ridicki, Dejana Bouilet, Tea Pavin Ivanec, et al. "Social inclusion and social justice." Journal for Multicultural Education 9, no. 3 (August 10, 2015): 122–39. http://dx.doi.org/10.1108/jme-01-2015-0002.

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Purpose – The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries. Design/methodology/approach – The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students. Findings – The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback. Originality/value – This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.

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Belova, D. A., and Y. E. Petrochenko. "SOCIAL AND CULTURAL SIGNIFICANCE OF CULTURAL AND EDUCATIONAL ENVIRONMENT IN KRASNOYARSK." Vestnik Tomskogo gosudarstvennogo arkhitekturno-stroitel'nogo universiteta. JOURNAL of Construction and Architecture, no. 3 (June 27, 2019): 120–32. http://dx.doi.org/10.31675/1607-1859-2019-21-3-120-132.

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The aim of this work is to review and analyze the needs of citizens and the city, concerning the cultural, spiritual and intellectual development, for the subsequent creation of comfortable, diverse cultural and educational space in each area of the city. The paper studies the creation of the cultural and educational environment and examines the socio-cultural situation in the city. Design/methodology/approach: The theoretical approach is based on works of sociologists and philosophers, cultural studies, and a few studies of architects. In fact, there is no systematic approach to design of cultural and educational spaces in Russian cities. As a result, in practice a lack of understanding is identified for the role of the city environment as a social and economic system. There is also a shortage of such studies concerning Krasnoyarsk. As a result, the paper poses problems of designing a system of cultural space and complexes that currently develop in Krasnoyarsk. The role of culture for the city life along with the historical influence of cultural centers on the city development are considered. Research findings: Analyzing the location of cultural objects on the city map one can observe a stereotype that is established in the minds of people: the center is a cultural point, and the absence of cultural sites on the periphery or a sharp decrease of their quantity in non-central districts is supposedly normal. In most cities of Russia the phenomenon of cultural monocentricity is observed. It implies the concentration of the cultural function in the city center and its deficit on the periphery can be noticed. The analysis of needs of citizens is made for the potential subsequent creation of models of cultural and educational spaces in each city area. Practical implications: Based on the results, current trends and algorithms of the implementation of proposed scheme are suggested. Recommendations for approaches to the architectural design of cultural and educational complexes and spaces are made. Cultural and educational complexes seem not as vital for surviving as, for example, schools, universities, hospitals, etc. However, it is necessary to support the desire of citizens to visit cultural places, progress, learn independently (outside school or university), engage in creativity and create all possible conditions for their implementation. Originality/value: Taking into account the existing theoretical studies, a sociological survey is compiled for residents of the city. Using various theories, the needs for cultural development and social recognition are investigated. Based on the survey, a problem was formulated, and suggestions were made about the need for further research. It is found that the presence or absence of cultural spaces significantly influence the life of people in a particular district or city: the lack of alternatives for self-expression and leisure provokes the rise of internet, television and other forms of destructive activities, slowing down the cultural development of the city. The study provides the complex strategic solution for the problem.

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Bloome, David. "The Social Construction of Intertextuality and the Boundaries of School Literacy." Changing English 1, no. 1 (January 1994): 168–78. http://dx.doi.org/10.1080/1358684940010113.

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Loveth, Chukwu, Chinyere, Mezieobi, Dan I., Uguwanyi, Benedict Ejiofor, and Okpoebo, Casmir Chukwudi. "Monitoring and Evaluation on Effective Delivery of Social Studies for Improved Academic Performance." Review of European Studies 11, no. 1 (February 20, 2019): 175. http://dx.doi.org/10.5539/res.v11n1p175.

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Monitoring and evaluation is very crucial in attaining targeted goals, especially in social studies. Social studies teacher mode of service delivery rub-off on the level of academic performance of students. It is very imperative that monitoring and evaluation mechanism be put in place to check how social studies lecturers in institutions of higher learning execute their lecture. In primary and secondary levels of education, the Ministry of education, from time to time send inspectors to schools to supervise the teaching and learning processes going on in schools. School heads are also mandated to supervise teaching and learning processes in their schools, this mechanism goes a long way to checkmate teachers’ excesses but this is lacking in institutions of higher learning, and appears to be responsible for the lackadaisical attitude to work by some lecturers. Such attitudes include absent from lecture, late coming to lecture among others. This paper therefore looked at the importance of monitoring and evaluation of teaching processes of social studies in higher institutions of learning, uses of monitoring and evaluation, among others and conclude that internal monitoring and evaluation team be established in higher institutions, to ensure adequate monitoring and evaluation of teaching and learning of social studies in institutions of higher learning for effective implementation of social studies contents among others.

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Block, Karen, Lisa Gibbs, Susie Macfarlane, and Mardie Townsend. "Promoting appreciation of cultural diversity and inclusion with the Stephanie Alexander Kitchen Garden Program." Journal for Multicultural Education 9, no. 1 (April 13, 2015): 2–9. http://dx.doi.org/10.1108/jme-01-2014-0007.

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Purpose – The purpose of this paper is to present emergent findings from an evaluation of the Stephanie Alexander Kitchen Garden (SAKG) Program showing that the program promoted appreciation of cultural diversity and inclusion of culturally diverse groups. Design/methodology/approach – The findings reported here are from the qualitative component of a mixed-method, nonrandomized, pre- and post-comparison evaluation study. Focus groups and interviews were held with school principals, teachers, program specialist staff, parents, volunteers and children at the program schools. Findings – In a culturally diverse school, the program enhanced the school’s capacity to engage and include children and families from migrant backgrounds. In less diverse settings, the program provided opportunities for schools to teach children about cultural diversity. Research limitations/implications – Assessing the program’s impact on multicultural education was not a specific objective of this study, rather these findings emerged as an unanticipated outcome during interviews and focus groups that explored participants’ views on important changes to schools associated with the program. Thus, the quantitative component of the evaluation did not assess the extent of this program impact and further research is recommended. Practical implications – The program may have particular value in culturally diverse schools, providing benefits in terms of engagement of children and families and potentially, in the longer term, associated improvements in learning outcomes. Social implications – These findings suggest that the program can help to promote social equity and inclusion for culturally diverse groups. Originality/value – This paper highlights critical equity implications associated with school-based programs’ capacity to include culturally and linguistically diverse groups.

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VELYKZHANINA, Daria. "Preparation of future social educators for the implementation of modern social education’s tasks of primary school students." Humanities science current issues 1, no. 37 (2021): 210–17. http://dx.doi.org/10.24919/2308-4863/37-1-33.

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Forsey, Martin. "Producing cosmos? The explanatory power of social drama for school reform." Ethnography and Education 1, no. 3 (September 2006): 285–300. http://dx.doi.org/10.1080/17457820600836905.

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Narwana, Kamlesh, and Sharmila Rathee. "Gender Dynamics in Schooling: A Comparative Study of Co-educational Practices in Two Socio-cultural Milieux." Indian Journal of Gender Studies 26, no. 3 (October 2019): 288–308. http://dx.doi.org/10.1177/0971521519861161.

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Different forms of schooling, single sex or co-educational, have been discussed in educational academia from the perspective of their impact on gender equality. The debate revolves around the question: which form of schooling (single or co-educational) will be effective in combating prevalent gender stereotypes? With the contradictory evidence, this discussion remains inconclusive. With the help of inferences from evidence both factual and anecdotal, the paper attempts to delineate the need to consider socio-cultural dimensions for developing a deeper understanding of gender dynamics in schools. Understanding the role of the social context called for a comparative analysis of two co-educational schools from different socio-cultural contexts: a rural government school in a state characterised by traditional gender norms and an elite private school in a metropolitan city. By drawing linkages between socio-cultural aspects and schooling practices, it endeavours to analyse parental concerns, the role of the school as an agency, the interface of caste, culture and tradition and their impact on peer behaviour in both the schools. The study has led to the conclusion that a combination of factors retards or promotes the accomplishment of education policies in individual schools.

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Reimer, Joseph. "Between parents and principal: social drama in a synagogue school." Contemporary Jewry 13, no. 1 (December 1992): 60–73. http://dx.doi.org/10.1007/bf02967973.

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Yasin, Achmad. "The Social Aspect of Culture Novels Pulang for Literary Studies." Wanastra : Jurnal Bahasa dan Sastra 14, no. 1 (March 30, 2022): 09–13. http://dx.doi.org/10.31294/wanastra.v14i1.11187.

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This study aims to find out the socio-cultural setting of the novel Pulang by Tere Liye. This research is library research so that it is not bound by the place. This research method uses a qualitative descriptive method with analytical techniques. The object of the research used is the novel Pulang by Tere Liye. This research is focused on socio-cultural background research that includes language systems, socio-cultural systems, living livelihood systems, religious systems. The technique of collecting data is done by the way researchers read, understand, determine each intrinsic and extrinsic elements of the novel. The results of this study can be concluded that there are 81 statements are stating a socio-cultural background divided into 10 language systems, 50 socio-cultural systems, 17 living livelihood systems, 4 religious systems. Study the socio-cultural system dominates, this has been proven by the number of statements that refer to the system. The socio-cultural system in this novel refers to the attitudes and behavior of each group of people whose life is governed by customs and rules regarding various kinds of unity in an environment where they live and interact day by day. The relevance between the novel Pulang and the present life is the low interest in learning, so it is hoped that this novel can be used as a material for studying literature in high school because the contents of the novel that show learning are very important for the future.

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Mohamed Sultan, Fazal Mohamed, and Kamarull Fahhmi Norazhar. "Language Politeness on Social Networks among Upper Secondary Students: An Analysis of Politeness Principles." Jurnal Bahasa 22, no. 22 (June 2, 2022): 129–48. http://dx.doi.org/10.37052/jb22(1)no6.

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Linguistic politeness can be translated through the choice of a good word and the way it is spoken in a particular situation based on its purpose, such as greeting, asking, directing, or influencing. This study analyses language politeness on social media sites among upper secondary school students using Leech's (1983) Politeness Principle. The research instruments were derived from social media sites, such as Whatsapp and Facebook. The study also used qualitative methods, namely observation and questionnaires, to obtain data. During the field study, interviews and the distribution of questionnaires to respondents online were conducted to obtain the primary data. The study involved 60 male and female upper secondary school students from SMK Senawang and SMK Seri Pagi, located in Seremban, Negeri Sembilan, as respondents. The findings showed that in social media conversations, upper secondary school students most often showed a maximum use of politeness at 33.13%, a maximum use of agreement at 24.23% and a maximum use of humility at 42.64%. The strategic use of linguistic politeness in face-to-face and online conversations is based on the six maxims (maxim of politeness, maxim of kindness, maxim of support, maxim of agreement, maxim of humility and maxim of sympathy) found in Leech's Politeness Principle (1983). This Principle is found to help identify language politeness strategies in speakers who are upper secondary school students.

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Hatcher, Richard. "Social Justice and the Politics of School Effectiveness and Improvement." Race Ethnicity and Education 1, no. 2 (October 1998): 267–89. http://dx.doi.org/10.1080/1361332980010208.

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Arjanggi, Ruseno. "SELF-EFFICACY AND SOCIAL SUPPORT OF PARENTS AS PREDICTORS OF CAREER DECISION MAKING IN SENIOR HIGH SCHOOL." MOTIVA: JURNAL PSIKOLOGI 4, no. 2 (November 23, 2021): 50. http://dx.doi.org/10.31293/mv.v4i2.5261.

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This research aimed to test the role of self-efficacy and parent social support to career decision making in senior high school. This research used a quantitative method. The samples analysis were 416 students of senior high school in Semarang. Sampling methods using cluster random sampling Instruments used in this research consist of three scales. Career decision scale (CDS) consisted 19 items statement with corrected item-total correlation coefficient range 0,325-0,597; internal consistency Alpha 0,887. Self efficacy scale consisted 28 items statement, with corrected item-total correlation coefficient range 0,335-0,428; internal consistency Alpha 0,851, and social support scale consisted of 40 items, with corrected item-total correlation coefficient range 0,335-0,428 and internal consistency Alpha 0,941. Data analysis using multiple regression analysis. The result showed a significant relationship between self-efficacy and social support of parents with career decision making in senior high school students with R = 0,664 and F = 163,172 with significant = 0,000 (p<0,01). The correlation between self-efficacy and career decision making obtained rx1y0,555, p = 0,000 (p<0,01), which means there is a significant correlation between self-efficacy with career decision making in senior high school students. Result of correlation between social support of parents with career decision making obtained rx2y = 0,572 p = 0,000 (p<0,01). The results showed a significant correlation between social support of parents and career decision making. Effective contribution of self-efficacy and social support of parents in this research was 44,1%. Keywords: career decision, self-efficacy and social support

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Sánchez-Alcaraz, Bernardino J., Borja Ocaña-Salas, Alberto Gómez-Mármol, and Alfonso Valero-Valenzuela. "Relationship between School Violence, Sportspersonship and Personal and Social Responsibility in Students." Apunts Educación Física y Deportes, no. 139 (January 1, 2020): 65–72. http://dx.doi.org/10.5672/apunts.2014-0983.es.(2020/1).139.09.

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Chen, Yangbin. "Boarding School for Uyghur Students: Speaking Uyghur as a Bonding Social Capital." Diaspora, Indigenous, and Minority Education 4, no. 1 (January 15, 2010): 4–16. http://dx.doi.org/10.1080/15595690903442231.

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Tarkowska, Elżbieta. "Collective Memory, Social Time and Culture: The Polish Tradition in Memory Studies." Kultura i Społeczeństwo 60, no. 4 (December 21, 2016): 143–60. http://dx.doi.org/10.35757/kis.2016.60.4.9.

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In Poland, research into collective memory has a long tradition and clear cultural perspective. The author’s aim is to show that this research tradition, which is deeply associated with the legacy of the Durkheimian school, was very strong in Poland in both the prewar and postwar periods, especially in the work of Stefan Czarnowski, the only Polish member of the school. In this perspective, social memory is closely connected with culture and time. In the first part of the paper, the author explains why the relations between social memory, culture, and social time are important for evaluating the Polish research tradition. The second part is dedicated to the works of Stefan Czarnowski, who started the cultural stream in Polish memory studies many years ago. The third part presents the idea of social time, and the relations between the sociology of time and memory studies in Polish sociology. The specificity of Polish studies on collective memory is little known today, especially to foreign researchers, but the tradition is worth remembering.

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Seters, John Van, and Raymond F. Person. "The Deuteronomic School: History, Social Setting, and Literature." Journal of the American Oriental Society 123, no. 2 (April 2003): 388. http://dx.doi.org/10.2307/3217693.

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Knapp, Gerhard P., Judith Marcus, and Zoltan Tar. "Foundations of the Frankfurt School of Social Research." German Studies Review 8, no. 3 (October 1985): 578. http://dx.doi.org/10.2307/1429419.

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Sweet, Leonard I. "The Female Seminary Movement and Woman's Mission in Antebellum America." Church History 54, no. 1 (March 1985): 41–55. http://dx.doi.org/10.2307/3165749.

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The years 1820–1850 were characterized by a remarkable transition in American education. A decisive shift occurred in the philosophy and patterns of educating American women which would have marked social, economic, and political ramifications in antebellum America. In the late eighteenth and early nineteenth centuries, females were seen as weaker intellectually than males; they were denied the right to an equal education with males; and they were educated haphazardly, with few formal opportunities beyond a district school education for any but the rich. Even the “advanced” education at dame schools, boarding schools, and female academies sought only to further domestic skills, social polish, and parlor savvy.

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Eklou, Kpossi, and Zbigniew Formella. "La lettura del disagio scolastico alla luce del modello bioecologico di Bronfenbrenner. Una ricerca nelle scuole secondarie di Cara in Togo." Seminare. Poszukiwania naukowe 2021(42), no. 3 (September 30, 2021): 61–76. http://dx.doi.org/10.21852/sem.2021.3.05.

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This paper addresses the issue of selected behavioural problems connected with attitudes of secondary school students in the light of the Bronfenbrenner's bioecological model of human de- velopment (PPCT). The empirical research was carried out among 931 students (including 47.5% girls) of the average age of 18.69 from secondary schools in the city of Kara in Togo. The research focused on the students' specific cultural context and problems experienced at school, which may, in a synergistic effect, lead to the emergence and deepening of school discomfort. The study of school discomfort should always take into account the cultural, personal and historical context of students. This is extremely important for the validity of scientific research and its social relevance.

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Avant, Deneca Winfrey. "Using response to intervention/multi-tiered systems of supports to promote social justice in schools." Journal for Multicultural Education 10, no. 4 (November 14, 2016): 507–20. http://dx.doi.org/10.1108/jme-06-2015-0019.

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Purpose The purpose of this study was to explore the use of response to intervention/multi-tiered systems of supports (RtI/MTSS) in promoting social justice in schools. Design/methodology/approach This study used survey research, using a 32-item questionnaire, and presented results of approximately 200 school social workers (SSWs). Findings Findings suggest that RtI/MTSS encourages a sense of fairness for students by providing a greater understanding of culturally diverse approaches although some room for improvement does exist. Practical implications Implications for addressing educational interventions with explicit cultural responsiveness are discussed. Originality/value As more diverse students are entering the school system, different backgrounds and learning styles must be taken into consideration. Unfortunately, many schools today continue a legacy of deficit thinking and marginalization (Shields et al., 2005). An expansion of school programs and services are needed to better serve changing student demographics. SSWs lead the way in this paradigm shift by intervening in the educational process at multiple levels. In fact, social workers’ commitment to change is evident from how they promote social and economic equality among people who are marginalized and excluded from social and economic processes.

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Liarsky, Alexander. "A Machine for Developing a World View." Antropologicheskij forum 16, no. 45 (2020): 26–49. http://dx.doi.org/10.31250/1815-8870-2020-16-45-26-49.

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This article examines hand written school press publications of the beginning of the 20th century. It is based on a text collection of school manuscript journals and newspapers from two St Petersburg schools: the VyborgEight-yearCommercialSchool and Vvedenskaya Boys’ ClassicalSecondary School. In this article the texts are considered as a social act, i.e. as one of the mechanisms of this kind of socialization, and not only as an indicator of latter. According to the schoolchildren themselves, one of the goals of the school press was to form a world view. This article conducts a short review of how the idea of a world view has developed in Russia during the 19th century. Furthermore, the article examines the practices which have been used by the school press in order to form a world view. The article also examines those conditions which have been created in the school press: the active students struggling against an inert mass, censure and also self-censure in the school press. The findings provide a new source for microhistorical research that investigates the peculiar features of socialization typical of the Russian intelligentsia at the turn of the 19th–20th centuries. In the conclusion, the author attempts to widen our understanding of the beginning of the 20th century.

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Ambler, Charles. "“A School in the Interior” African Studies: Engagement and Interdisciplinary." African Studies Review 54, no. 1 (April 2011): 1–17. http://dx.doi.org/10.1353/arw.2011.0015.

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Abstract:This article explores the intellectual traditions of African studies, focusing on the central principles of interdisciplinarity and commitment to social and racial justice. Tracing the origins of the field to late nineteenth- and early twentieth-century African is t intellectuals such as Edward Blyden, it investigates these traditions historically and in the context of contemporary practice. Against the backdrop of concerns for the future of area studies, the author finds a vibrant field—both inside and beyond its traditional boundaries.

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DeMatthews, David E., and Elena Izquierdo. "Supporting Mexican American Immigrant Students on the Border: A Case Study of Culturally Responsive Leadership in a Dual Language Elementary School." Urban Education 55, no. 3 (February 15, 2018): 362–93. http://dx.doi.org/10.1177/0042085918756715.

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Mexican American students constitute the largest group of Latina/os in the United States and have been subjected to a number of educational and social injustices, particularly with relation to how their cultural and linguistic assets are viewed within public schools. This qualitative case study considers culturally responsive leadership in a Mexican American immigrant community and examines two primary research questions: (a) What principal actions support creating a culturally responsive school partly through dual language education; and (b) What leadership challenges arise in the development of a more culturally responsive school?

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Malmberg, Lars-Erik, Brigitte Wanner, Suleman Sumra, and Todd D. Little. "Action-Control Beliefs and School Experiences of Tanzanian Primary School Students." Journal of Cross-Cultural Psychology 32, no. 5 (September 2001): 577–96. http://dx.doi.org/10.1177/0022022101032005004.

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Pérez-Gualdrón, Leyla, and Janet E. Helms. "A Longitudinal Model of School Climate, Social Justice Orientation, and Academic Outcomes among Latina/o Students." Teachers College Record: The Voice of Scholarship in Education 119, no. 10 (October 2017): 1–38. http://dx.doi.org/10.1177/016146811711901001.

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Background Social justice orientation (SJO) is the motivation to promote justice and equity among all in society. Researchers argue that students of Color with high SJO can resist structural racism in their schools/society and have positive academic outcomes. Purpose In the present study, a longitudinal model of cultural and environmental predictors (i.e., school relational climate, school language climate, Spanish language background, and English proficiency) and civic/educational outcomes (i.e., community engagement, grades, school engagement, school dropout) of SJO among Latina/o youths was developed and tested. Participants The study was conducted with a subsample of Latinas/os taken from the National Education Longitudinal Study of 1988. Participants were enrolled in eighth grade (N = 1,472), sampled from different schools and regions in the U.S., and followed through three waves of data collection from 8th through 12th grade. Research Design A longitudinal, correlational design was used to explore the association among the constructs studied. Data Collection and Analysis Secondary data analyses were conducted. Structural equation modeling techniques were used to analyze the data. Results Early school relational climate (8th grade) was a positive predictor of SJO, which in turn predicted more community and school engagement, higher grades, and decreased likelihood of dropping out of school (12th grade) via personal agency. In addition, school language climate and language skills predicted a greater sense of personal agency, which in turn predicted higher grades and a decreased likelihood of dropping out. Conclusions The results of the present study underscore the importance of strengths-based and cultural approaches in education in a sample of Latina/o students. Specifically, close attention should be paid to school cultural climate variables in which positive relational climates and cultural language climates are addressed in schools. The integration of sociopolitical context, critical consciousness, and SJO may be key factors in improving the educational and counseling experiences of Latina/o youths.

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Ming Ming Chiu and Bonnie Wing Yin Chow. "Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences." Journal of Cross-Cultural Psychology 42, no. 3 (January 17, 2011): 516–33. http://dx.doi.org/10.1177/0022022110381115.

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Laing, Tony. "Black Masculinities Expressed Through, and Constrained by, Brotherhood." Journal of Men’s Studies 25, no. 2 (August 5, 2016): 168–97. http://dx.doi.org/10.1177/1060826516661186.

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Black males face pressures to adopt dominant social roles in relationships based on expectations from family, peers, and teachers. Many stereotypes define their perceived masculinities in coeducational schools, such as different definitions of masculinity received from peers and adults. Enrollment in all-male, majority-Black schools changes nothing. This article discusses how Black males who attend the Pebbles School—an urban all-male public combined middle and high school—constructed, perceived, and negotiated their masculine identities and perceptions of brotherhood. The relationship between masculinity and brotherhood and the intersection of gender and ethnic studies draw upon studies in Progressive Black Masculinity to challenge restrictive definitions of masculinity constructions shared among some Black males, who tend to view masculinity exclusively through a heterosexual lens, which limits discussions of diversity in brotherhood and sexual orientation.

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Stokvis, Ruud. "Social functions of high school athletics in the United States: a historical and comparative analysis." Sport in Society 12, no. 9 (November 2009): 1236–49. http://dx.doi.org/10.1080/17430430903137936.

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Iner, Derya. "Faith-Inspired Muslim Parents’ School Choices and Attitudes in the Cultural West and Australia." Religions 12, no. 9 (September 10, 2021): 746. http://dx.doi.org/10.3390/rel12090746.

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All parents want the best accessible, available and affordable school for their children. Yet, the literature highlights that school choice for middle-class parents in the cultural West is a deliberate decision and a reflection of their salient identities. For racialised middle-class Western parents, school choice is an instrumental investment to secure social upward mobility and minimise the harms of racism for their children. Research focusing on Western middle-class Muslim parents highlights that accommodation of Muslim identities and ethno-religious values is pivotal in parental school choice. This is expected due to the rise of Islamophobia in the cultural West since 9/11. The semi-structured interviews with faith-inspired middle-class Muslim parents in Australia bring a new dimension to the parental school choice literature. Regardless of carrying more or less similar concerns for their children in an Islamophobic climate, middle-class Muslim parents’ school choices vary based on their childhood schooling experiences in the Australian context, diverse parenting styles and mentalities and their children’s varying personalities demanding a particular type of school setting. This article demonstrates there is no one size fits all Muslim parent in terms of deciding which school is the best for their children in an Islamophobic climate.

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Light, R., and D. Kirk. "Australian Cultural Capital - Rugby's Social Meaning: Physical Assets, Social Advantage and Independent Schools." Culture, Sport, Society 4, no. 3 (September 2001): 81–98. http://dx.doi.org/10.1080/713999839.

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