Journal articles on the topic 'School: School of Social and Cultural Studies'
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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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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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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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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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Nurochim, Nurochim, and Siti Ngaisah Nurochim. "KOMPLEKSITAS MODEL SEKOLAH ADAPTIF DI MASA PANDEMI DALAM MENGELOLA PEMBIAYAAN." Manajemen Pendidikan 16, no. 1 (June 4, 2021): 28–37. http://dx.doi.org/10.23917/jmp.v16i1.11201.
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The pandemic is a challenge for school organizations. One of challenge is financial management. The purpose of this study is to describe the innovations in school management in a pandemic. This study uses literature review to obtain an overview of school institutions to adapt. Data was collected through previous studies that discussed schools, funding, school components, external conditions of schools, and pandemics. The results show that schools are institutionally composed of people who have different goals, skills, cultural capital, but schools have a goal of achieving educational goals. During this pandemic, schools have challenges in managing funding, many parents as sources of funding cannot pay school fees. However, schools adapt to existing conditions, but also schools as complex institutions. Innovations made by school managers by analyzing elements such as formation, adjustment, complex social systems, and actors.
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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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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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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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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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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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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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Andriyanti, Erna. "Social Meanings in School Linguistic Landscape: A Geosemiotic Approach." KEMANUSIAAN The Asian Journal of Humanities 28, no. 2 (October 29, 2021): 105–34. http://dx.doi.org/10.21315/kajh2021.28.2.5.
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As an approach to multilingualism, the study of linguistic landscape (LL) in educational settings is still underexplored. LL study is significant to disclose various aspects of language existence and use. In the school context, it might reveal what and how languages are used among school members and their relevance to education. This article aims to examine the emerging themes of signs’ messages in school LL and the contribution of multimodal social semiotic elements to the signage social meanings. It studied 890 signs from five senior high schools in Yogyakarta, Indonesia and used a geosemiotic approach to analyse the verbal and visual texts. The findings reveal eight major themes of messages: (1) location or place direction, (2) morality and religion, (3) environment and energy, (4) school identity and information, (5) activities, (6) how to comport oneself, (7) science and knowledge and (8) rules, regulations and acts. The three main modes (language, image and colour) in the school LL serve the functions to communicate and to represent the schools’ social reality relevant to the emerging themes through iconic and symbolic semiotic systems. The school LL is a multifaceted social construct that also reveals the relationship between the sign makers and the addressees.
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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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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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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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Evans-Winters, Venus E. "Flipping the Script: The Dangerous Bodies of Girls of Color." Cultural Studies ↔ Critical Methodologies 17, no. 5 (January 9, 2017): 415–23. http://dx.doi.org/10.1177/1532708616684867.
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Girls of color have been left out of discussions on youth participatory action research (YPAR) as well as gender- and race-based scholarship related to school marginalization. How Black girls and other girls of color experience girlhood is undertheorized. In this particular discussion, high school girls themselves expose the ways in which girls are punished in schools. Using participatory action research (PAR), high school students unveil girls of color experiences in schools as “dangerous bodies.” The author asseverates that Black girls and other girls of color “flip the script” by becoming conscientious and active agents in social change through the research process.
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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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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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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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Bloyd-Peshkin, Sharon. "School Age." Journal of Magazine Media 22, no. 1-2 (September 2021): 27–28. http://dx.doi.org/10.1353/jmm.2021.0012.
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Morrison, Marlene. "Sharing Food at Home and School: Perspectives on Commensality." Sociological Review 44, no. 4 (August 1996): 648–74. http://dx.doi.org/10.1111/j.1467-954x.1996.tb00441.x.
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Sharing meals together, both in terms of their social construction and the social rules which govern behaviour, is thought to be the essence of our sociality. Teaching and Learning about Food and Nutrition in Schools (reported by Burgess and Morrison in 1995) is an ESRC funded project, which, as part of the Nation's Diet Programme: The Social Science of Food Choice investigated food use and eating in schools. Prior to the project social scientists had seldom focused upon the social and educational contexts in which children and young people learned about food as classroom activity, as routinised eating in schools, or at the interface between home and school. It is at the meeting point of such interests that this paper on the social significance of eating together is framed. Interview and diary data from parents, ‘dinner ladies’ and pupils, in combination with research observations, are used to explore familial perspectives on the changing relationship between eating at home and school in two primary school case studies. The discussion of school eating arrangements highlights the complex issues underpinning the advocacy of school meals, not only in terms of nutritional impact but also in relation to the cross-cutting effects of institutional practice, socio-economic advantage and disadvantage, and cultural preference. The alleged decline of the ‘proper’ shared meal is also contested. Rather, the data show commensality being produced and reproduced in different forms.
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Reynolds, Andrew D., and Rachel Bacon. "Interventions Supporting the Social Integration of Refugee Children and Youth in School Communities: A Review of the Literature." Advances in Social Work 18, no. 3 (September 18, 2018): 745–66. http://dx.doi.org/10.18060/21664.
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Schools function as a primary driver of integration and as a link to resources and assets that promote healthy development. Nevertheless, most research studies on school-based programs are conducted on mainstream students, and school professionals looking to deliver interventions serving refugee students are forced to choose between evidence-based programs designed for the mainstream and developing new programs in the cultural framework of their students. The purpose of this literature review is to provide a summary of recent research on successful, evidence-based programs as well as promising interventions and practice recommendations in five core practice areas in schools: school leadership and culture, teaching, mental health, after-school programming, and school-parent-community partnerships. These findings are presented drawing from theoretical frameworks of ecological systems, social capital, segmented assimilation, resilience, and trauma, and describe how such theories may be used to inform programs serving refugee children and youth. Additionally, this review describes the core components of successful programs across these practice areas to inform researchers and practitioners as they select and develop programs in their own school communities. Finally, this review concludes with a discussion of human rights in the education of refugee children and youth.
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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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McInerney, Dennis M., and Kenneth E. Sinclair. "Dimensions of School Motivation." Journal of Cross-Cultural Psychology 23, no. 3 (September 1992): 389–406. http://dx.doi.org/10.1177/0022022192233009.
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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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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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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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Othman, Azam, and Norbaiduri Ruslan. "Intercultural communication experiences among students and teachers: implication to in-service teacher professional development." Journal for Multicultural Education 14, no. 3/4 (September 28, 2020): 223–38. http://dx.doi.org/10.1108/jme-04-2020-0024.
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Purpose This paper aims to present the qualitative findings on students’ and teachers’ experiences in communicating and interacting with students and teachers from different ethnic backgrounds in the Malaysian vision schools initiative. Design/methodology/approach Face-to-face interviews were conducted involving 15 informants comprising of three headteachers, three teachers and nine students. The interviews centred on the informants’ experiences and views living and experiencing the reality of the vision schools which is comprising three major races; Malays, Chinese and Indians; which is represented by the three school types which are a national school, Chinese vernacular and Indian vernacular schools. Findings The interview data revealed that the intercultural communication in the vision schools had triggered intercultural understanding and awareness of cultural diversity in the schools. However, the interview data with experienced teachers showed some drawbacks of the intercultural dynamics at the school complex. Among the weaknesses were the absence of structured and formal training on intercultural and multicultural education, lack of trust and poor social skills which may have hindered effective intercultural communication from taking place. Originality/value This study presents the informants’ experiences and views on the reality of intercultural interaction among students and teachers in the context of the Malaysian vision school initiative.
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Kula, Ewa. "Wychowankowie Uniwersytetu Warszawskiego uczący w szkołach średnich Królestwa Polskiego po reformie Aleksandra Wielopolskiego." Kwartalnik Pedagogiczny 62 (October 16, 2017): 56–74. http://dx.doi.org/10.5604/01.3001.0010.5299.
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The article presents graduates of the Royal University of Warsaw, which existed between 1816 and 1831, (closed as a result of the November Uprising downfall) and alumni of the Main School in Warsaw, functioning in 1862–1869, that is till the failed January Uprising, after which the school was transformed into the Russian Imperial University of Warsaw. The total number of graduates of the above-mentioned schools amounted to 57. What is more, there were 29 graduates of the Royal University of Warsaw and they began to work in schools in the period between the uprisings, whereas 27 graduates of the Main School in Warsaw only took jobs in teaching in secondary schools in the Kingdom of Poland after the education system reform of Aleksander Wielopolski. The article presents fields of studies of those teachers, their religious beliefs and social background, work experience as well as examples of their active involvement in social, political and cultural life of the Kingdom of Poland.
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Sayed, Linda. "Education and Reconfiguring Lebanese Shiʿi Muslims into the Nation-State during the French Mandate, 1920-43." Die Welt des Islams 59, no. 3-4 (September 11, 2019): 282–312. http://dx.doi.org/10.1163/15700607-05934p02.
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AbstractThis article explores how educational reform became a primary concern for Shiʿi scholars and religious leaders as a means of integrating the Shiʿa of Lebanon into the broader national project during the French Mandate (1920-43). According to these Shiʿi writers, the lack of education contributed to their political and social marginalization as a community. This was the impetus for the development of the ʿĀmiliyya school in Beirut and the Jaʿfariyya school in Tyre. Based on archives from the ʿĀmiliyya and the Jaʿfariyya schools, this paper reflects on the pedagogical approaches taken by both schools to educate and “modernize” Shiʿi children during the French Mandate and early independence periods. Although each school had differing, and at times contrasting, objectives, their calls for educational advancement demonstrate Shiʿi efforts of inclusion into the new “modern” Lebanese nation-state. The establishment of the ʿĀmiliyya and the Jaʿfariyya schools demonstrates the growing sectarian and national underpinnings of the period.
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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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Boterman, Willem, Sako Musterd, Carolina Pacchi, and Costanzo Ranci. "School segregation in contemporary cities: Socio-spatial dynamics, institutional context and urban outcomes." Urban Studies 56, no. 15 (September 24, 2019): 3055–73. http://dx.doi.org/10.1177/0042098019868377.
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Social and social-spatial inequality are on the rise in the Global North. This has resulted in increasing segmentation between population groups with different social and ethnic backgrounds, and in differentiated access to cultural and material assets. With these changes, the relation between segregation in the educational sphere and segregation in the residential sphere has become crucial for understanding social reproduction and intergenerational social mobility. However, knowledge about this relation is still limited. We argue that the institutional and spatial contexts are key dimensions to consider if we want to expand this knowledge. The institutional context regards the extent of public funding, the degree to which parental choice and/or geographical proximity drive school selection, the role and status of private schools and the religious and pedagogical pluralism of the educational system. The spatial context refers to the geographies of education: the ethnic and social composition of school populations and their reputations; the underlying levels and trends of residential segregation; and the spatial distribution of schools in urban space. In this introduction to the special issue we will address these interrelated dimensions, with reference to theoretical and empirical contributions from the existing body of literature; and with reference to the contributions in this special issue. School segregation emerges from the studies included in this special issue as a relevant issue, differently framed according to the institutional and spatial contexts. A comparative typology will be proposed to illustrate how school segregation is peculiarly shaped in different national and local contexts.
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Weiss, Christopher C., and E. Christine Baker-Smith. "Eighth-Grade School Form and Resilience in the Transition to High School: A Comparison of Middle Schools and K-8 Schools." Journal of Research on Adolescence 20, no. 4 (November 15, 2010): 825–39. http://dx.doi.org/10.1111/j.1532-7795.2010.00664.x.
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Sri Ariyani, Luh Putu, A. A. Ngurah Anom Kumbara, Nengah Bawa Atmadja, and Ida Bagus Gde Pujaastawa. "“DADI-DADI DOGEN”AS IDEOLOGY IN THE DEVELOPMENT OF ELEMENTARY SCHOOL LIBRARY IN THE CITY OF SINGARAJA, BULELENG, BALI." E-Journal of Cultural Studies 14, no. 4 (November 30, 2021): 1. http://dx.doi.org/10.24843/cs.2021.v14.i04.p01.
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The Law of the Republic of Indonesia Number 43 Year 2007 concerning Libraries states that schools are required to have school libraries based on the National Standards of Library (SNP). This condition forces every school to develop a library, even though the conditions are still far from the standard set. To realize the existence of library, each school uses various resources in its school to establish a school library. This study aims to explore the efforts of primary schools in Singaraja City to fulfill their obligations in providing library space. This study uses a qualitative approach based on critical social theory commonly used in the Cultural Studies approach. The data collection was carried out by in-depth interviews, involved observation and document study. Data analysis in this study follows Peter Berger's model with the following steps: conceptualization, conceptualization results, verification, and objectivation. The results show that the obligation to have a school library at the primary school level is not easy due to various obstacles. This gave rise to the ideology of permissivism or in Balinese it is called dadi dadi dogen. This ideology allows schools to use various types of spaces to become libraries, for example classrooms, teacher rooms, warehouses, UKS, and so on.
Keywords: elementary school libraries, dadi dadi dogen, permissivism, ideology
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Rubtsov, V. V., and I. M. Ulanovskaya. "Development of Social Competencies of Primary School Children in Schools with Different Ways of Organizing Educational Interactions." Cultural-Historical Psychology 17, no. 2 (2021): 50–58. http://dx.doi.org/10.17759/chp.2021170205.
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The article focuses on the results of the study on the development of social competencies in primary school students studying in schools with different ways of organizing educational interactions. Two types of schools are analyzed: a school that implements a system of developmental learning (the method of D.B. Elkonin — V.V. Davydov), and a school based on traditional teaching methods. The research is based on the principle of activity theory, according to which the development of social competencies in the learning activity is mediated by the ways of organizing learning interactions and forms of communication between children and adults, aimed at a joint search for a common way to solve a certain class of problems. The study involved fourth graders from Moscow schools (258 students). The author's method "The conflict" was used. It allows to study the students' search for a way to solve the visual-logical problem of identifying a system of features and multiplying them. The article discusses statistically significant differences in the results demonstrated by fourth graders from different types of schools. It is shown that the school of developmental learning creates favorable conditions for students to master productive forms of group interaction, which increases the effectiveness of joint problem solving, and ultimately contributes to the development of social competencies in primary school children. In students, studying in traditional schools, the phenomenon of "loss of content" in communicative competencies was revealed: children united in a group to solve a problem lost their focus on analyzing the content of the problem, replacing the process of finding a joint solution by demonstrating the learned rules of interaction.
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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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Evans, Linnea A., Arline T. Geronimus, and Cleopatra Howard Caldwell. "SYSTEMATICALLY SHORTCHANGED, YET CARRYING ON." Du Bois Review: Social Science Research on Race 16, no. 2 (2019): 357–83. http://dx.doi.org/10.1017/s1742058x19000316.
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AbstractSchool reform policies, such as the closure of “low-performing” schools and the competitive introduction of school choice and charters, were presented to communities of color as the fix to educational inequities and the lifeline needed for urban Black students to have a chance at a quality education and social mobility. The ways in which reforms have under-delivered on this promise, and in some cases exacerbated negative academic outcomes, particularly for Black boys, are documented. Yet, research on the experience of Black adolescent girls is sparse. We explore ways that policies aimed at delivering a school choice environment have affected daily life for Black adolescent girls. We examine this issue in the context of the Detroit metropolitan area with Black adolescent girls, reflecting on their high school education experiences that spanned a time-period of rapid transitions in the schooling environment (2014–2016) prompted by a series of school reforms in Michigan. Through in-depth interviews we found that girls sought to invest in their high school education as a path to college; yet the very reforms advanced as ways to clear this path hindered their ability to spend time on the human and social capital activities believed to be important to their academic success and social mobility. Our findings suggest advantages for those students with proximal access to high quality neighborhood schools cannot be replicated in a choice environment. There may also be health consequences of the coping strategies girls are compelled to employ to carry on under adverse educational circumstances.
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OSWALD, Dr RUDAHIGWA. "FACTORS AFFECTING JOB SATISFACTION AMONG SECONDARY SCHOOL TEACHERS IN RWANDA." International Journal of Social Sciences and Management Review 05, no. 04 (2022): 26–46. http://dx.doi.org/10.37602/ijssmr.2022.5403.
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The purpose of this study was to determine the factors affecting the job satisfaction of teachers in secondary schools in Rwanda. The selected demographic factor, monetary incentives, and non-monetary incentives as independent variables were studied to if they influence the job satisfaction of secondary school teachers as the dependent variables. Statistical findings revealed a significant correlation at the level of 0.01of the relationship between the demographic factors and job satisfaction among secondary school teachers with various variables such as age, gender, and qualification fully involved in job satisfaction among secondary school teachers with a coefficient of 0.837. Monetary incentives were ranked as an important factor towards job satisfaction, the results indicated that there was a number of significance strong positive correlation between variables where factors like salary, taking up more responsibilities and boosting their social status, Bonuses, Contests, Profit Sharing, with coefficient 0.868, 0.854, 0.849, 0.835 respectively. Lastly, the study finds that non-monetary incentives play a significant role in the perception of the employee regarding the reward climate in the workplace and job satisfaction indicated by the nature of the job, interpersonal relationships, and additional life insurance with a coefficient of 0.868, 0.854, and 0.849 respectively. It is concluded that in the secondary school context of Rwanda; demographic factors, monetary incentives, and non-monetary incentives are much necessary for high employee engagement and have a positive impact on job satisfaction among secondary school teachers. The study recommended that School managers need to create a working environment with good interpersonal relationships and provide secondary school teachers with workshops, training, positive relationships with the principal, students and parents need to be nurtured and improved, and seminars on how to improve on their profession. Teachers’ salaries should be reviewed to enhance teachers’ job satisfaction.
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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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Anderson, Machele, Ronald B. Cox, Zachary Giano, and Karina M. Shreffler. "Latino Parent-Child English Language Fluency: Implications for Maternal School Involvement." Hispanic Journal of Behavioral Sciences 42, no. 4 (September 18, 2020): 547–62. http://dx.doi.org/10.1177/0739986320956912.
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Latino parents have lower levels of school involvement compared to other ethnic groups, which is often attributed—though not tested—to low English language proficiency. Using a population-based sample of 637 7th grade Latino youth attending an urban school district, we find no significant difference in maternal school involvement when mothers and students are either both fluent in English or both non-fluent. When students are more fluent than their mothers, however, maternal school involvement is significantly lower, suggesting that schools may need to take additional steps to encourage parental involvement when there is language dissonance between parents and their children.
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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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Davison, Kevin. "Boys' Bodies in School: Physical Education." Journal of Men's Studies 8, no. 2 (January 1, 2000): 255–66. http://dx.doi.org/10.3149/jms.0802.255.
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Ramachandran, Vimala. "Evaluating Gender and Equity in Elementary Education: Reflections on Methodologies, Processes and Outcomes." Indian Journal of Gender Studies 19, no. 2 (June 2012): 233–58. http://dx.doi.org/10.1177/097152151201900204.
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This article traces the path taken in India towards more rigorous and nuanced analyses of gender and equity issues in elementary education. It argues for the need to go beyond counting numbers of girls and boys enrolled or completing school and delve into the in-school, family and community issues that facilitate or impede successful school completion. Based on research studies and evaluations the article argues for a nuanced and textured analysis of gender and social equity issues that influence educational outcomes as well as frame educational opportunities available to girls and to children from socially disadvantaged groups. The article explores methodologies to capture overt and subtle forms of discrimination and exclusion in schools. The unique feature of this article is that it explores the systemic factors that have inhibited access and learning and explores research methodology adopted to capture the voices of children in schools and those who are out of school.
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UZOKIFE, Georgina Chinelo and OBAJE, Alex Friday. "CURRICULUM IMPLEMENTATION STRATEGIES AT THE JUNIOR SECONDARY SCHOOL: SOCIAL STUDIES PERSPECTIVES." EPRA International Journal of Multidisciplinary Research (IJMR), May 18, 2022, 87–93. http://dx.doi.org/10.36713/epra10219.
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Development of curriculum is one of the major debates in the developing countries with particular reference to Nigeria but the detail of how the curriculum will be implemented at school level are often neglected. This paper examined curriculum implementation strategies at the junior secondary school level. The study adopted a descriptive survey design which focused on investigating curriculum implementation strategies at the junior secondary school. The target population for the study comprised all the junior secondary schools in Ankpa Local Government Area, Kogi State and the sample for the study consisted of 120 junior secondary school teachers drawn using purposive sampling technique from the selected junior secondary schools in Ankpa Local Government Area, Kogi State. Researchers’ constructed questionnaire titled Curriculum Implementation Strategies at the Junior Secondary School Questionnaire (CISJSSQ) was used to measure teachers’ opinion on curriculum implementation strategies at the junior secondary school. The instrument has 15 items on a four-point Likert-scale of strongly agree (SA), Agree (A), Disagree (D) and strongly disagree (SD). This instrument was validated by three experts in the departments of Social Science Education, and Educational Psychology, Guidance and Counselling Nnamdi Azikiwe University. The researchers distributed and collected the copies of the questionnaire with the help of eight research assistants from the junior secondary schools. The data collected were analyzed using the weighted mean of 2.50 computed as 4+3+2+1=10/4=2.5. Any mean score that is equal to or above 2.50 was considered significant and therefore, accepted while the one that is less than 2.50 was rejected. Findings showed that teachers of social studies are not effective in implementing various curriculum strategies during teaching and learning in junior secondary school, teachers of social studies do not teach appropriate contents in the social studies curriculum during classes and teachers of Social Studies do not employ proper method of teaching social studies and the objectives are not achieved. Based on this, it was recommended that the federal and state ministry of education should encourage the teachers through training and re-training to employ better implementation strategies for social studies curriculum among others. KEYWORDS: Curriculum implementation, strategies, junior secondary school, social studies and Perspectives
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Potterton, Amanda. "Different Choices: A Public School Community’s Responses to School Choice Reforms." Qualitative Report, August 19, 2018. http://dx.doi.org/10.46743/2160-3715/2018.3317.
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In the United States, state and federal reforms increasingly encourage the expansion of school choice policies. Debates about school choice contrast various concepts of freedom and equality with concerns about equity, justice, achievement, democratic accountability, profiting management organizations, and racial and class segregation. Arizona’s “market”-based school choice programs include over 600 charter schools, and the state’s open enrollment practices, public and private school tax credit allowances, and Empowerment Scholarships, (closely related to vouchers), flourish. This qualitative analysis explores one district-run public school and its surrounding community, and I discuss socio-political and cultural tensions related to school choice reforms that exist within the larger community. This community experienced school changes, including demographic shifts, lowered test scores, failed overrides, and the opening of high-profile charter school organizations near the school.
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Knudson, Paul. "How Institutional Context Shapes the Accounts of School Choice and Boundary-Making Among Middle Class Parents in an Urban School District." Qualitative Report, March 1, 2021. http://dx.doi.org/10.46743/2160-3715/2021.4641.
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This paper explores how urban middle-class parents with children at the elementary school level construct accounts about school choice in comparison to parents with children at the middle and high school levels. Previous studies have largely focused on the former. Data for this study come from in-depth interviews with 44 parents who enrolled their children in an urban school district. Findings suggest that parents’ choices and narratives concerning schools are affected by the school district’s institutional context. Parents with children at the elementary school level largely avoided their neighborhood-designated schools and secured spots in the city’s more desirable magnet schools. The group distinctions created at this level were “bad schools” and “bad parents” versus “good schools” and “good parents.” Parents with children in the middle and high school years similarly avoided the district’s general programs and secured the desirable slots in those schools’ academically segregated honors, AP, and IB programs. Distinctions created here were between “good students” and “bad students” and parents employed highly individualistic notions of educational success. The findings suggest that even parents with progressive social values rely on school and academic segregation to secure valued resources for their children. Districts that value integration therefore must develop robust programs to counter the self-segregation of middle-class families.
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Duman, John, Hasan Aydin, and Burhan Ozfidan. "Parents’ Involvement in their Children’s Education: The Value of Parental Perceptions in Public Education." Qualitative Report, August 5, 2018. http://dx.doi.org/10.46743/2160-3715/2018.3216.
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The purpose of this study was to gather data from public school parents that would contribute to the understanding of parental involvement with school choice for their children and of parental involvement with educational organizations. We employed a case study approach as the methodological basis for eliciting 22 multi-racial parents perceptions’ about school climate and their child’s school choice. Our comprehensive in-depth semi-structured interviews, field notes, observations, and documents data collection process incorporated feedback from potential respondents from the outset of the design process to enhance data quality. Verbatim transcripts and documents were analyzed using a content and thematic analysis approach. Four over-arching themes were identified; (i) factors that parents value in schools, (ii) concerns about other school choices, (iii) the features and programs that appeal to parents, and (iv) parental perceptions of the chosen school. The findings of this study revealed that parents choose schools for their children for the following reasons. The children were better served, the programs and features offered by schools appealed to most participants, the schools had strong academic programs, a proper school climate and culture were present, the setting embraced diversity and multicultural atmospheres, a safe and secure place was present, and instruction was focused on a small and caring environment.
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Hammad, Waheed. "Decision Domains and Teacher Participation: A Qualitative Investigation of Decision-Making in Egyptian Schools." Qualitative Report, September 25, 2017. http://dx.doi.org/10.46743/2160-3715/2017.2904.
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The purpose of this paper is to explore the gap between actual and desired decision domains as a potential factor affecting teacher participation in decision-making in Egyptian schools. In order to explore this gap, the study sets out to answer three questions: (1) what would a typology of school decisions look like in Egypt’s secondary schools? (2) How do Egyptian teachers perceive actual decisions made in their schools? (3) What decision domains are most desired by Egyptian teachers? The study employed a qualitative, descriptive research approach based on individual, semi-structured interviews with a sample of 85 school teachers and senior and middle management members in nine general secondary schools in Damietta County, Egypt. School documents were also collected and analyzed. These included minutes of meetings of school boards and Boards of Trustees (BOTs). A typology of school decisions was developed which revealed the absence of significant decisions related to curriculum. Teachers’ responses showed that they regarded school decisions as insignificant and irrelevant to their concerns, and that significant decisions are retained by central administrators. Desired decision areas were identified which included curriculum and student discipline policy. As this study is consistent with the current interest in decentralization and increased participation in Egypt’s schools, it is hoped that the findings will be useful to educational policy makers as well as practitioners as they implement decentralization initiatives in Egypt. The findings may also have relevance and applicability to comparable secondary schools in other parts of the world.
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Orange, Amy. "What They Left Behind: A Case Study of Teachers' Experiences with School Improvement at Evergreen Elementary School." Qualitative Report, October 13, 2014. http://dx.doi.org/10.46743/2160-3715/2014.1010.
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With the enactment of the No Child Left Behind Act, an unprecedented amount of pressure has been placed upon schools to increase student achievement. During the 2009-2010 school year, Evergreen Elementary School was in Year Four of school improvement for failing to make Annual Yearly Progress (AYP) in both reading and math. Drawing on observational and interview data from upper elementary school teachers, this paper will explore how striving to make AYP impacted teachers including increased workloads and stress, and how these factors led to teachers leaving the school, with a focus on a single teacher’s experiences.