Tesi sul tema "Culture in school geography"
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1
Martins, Marcos Antonio Pereira. "Currículo e cultura: uma proposta de (re) desenho curricular de geografia no ensino médio". Universidade Federal de Goiás, 2018. http://repositorio.bc.ufg.br/tede/handle/tede/8342.
Abstract (sommario):
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Outro
The present research sought to reflect on the (re) design of the curriculum of the Geography discipline, pointing to a more meaningful education based on cultural school reality. In this research the curriculum is seen from the perspective of the neoliberals transformations, especially in developing countries such as Brazil, and which there is a substantial impact in the teaching / learning process. This is notably observed in the Brazilian education system, singularly from the institution of the Law of Guidelines and Basis in Education (Law 9,394 / 1996), of the curricular restructuring through the National Curricular Parameters (NCPs), the National Curricular Guidelines for Secondary Education (DCNs), the National Pact for Strengthening Higher Education (PNFEM), the proposal to create a National Curricular Common Base, therecent provisional measures and the models of evaluation of the High School which can be noted through the National Higher Education Examination (ENEM), with the purpose of developing a new teaching / learning project in the Brazilian education system. The Qualitative research was carried out through bibliographical research and the process of data collection, using as observation procedures, questionnaires, interviews and documentary research, through which we seek to notice the curriculum of Geography of the current high school that is worked in the State Department Education, Culture and Sport of the State of Goiás, the educational methods of the Geography professors and discipline of the researched teaching unit, the relation of the pupils with the place in which they live, as well as the most relevant points of the pupils’ culture which appear in the redefinition of a new curricular proposal.
A presente pesquisa buscou refletir sobre o (re) desenho do currículo da disciplina de Geografia, apontando para uma educação mais significativa com base na realidade cultural escolar. Nessa pesquisa o currículo é visto sob a ótica das transformações neoliberais ocorridas, sobretudo nos países em desenvolvimento como o caso do Brasil, e, que impactam substancialmente o processo ensino/aprendizagem. Isso é notadamente observado no ensino brasileiro, singularmente a partir da instituição da Lei de Diretrizes e Bases na Educação (Lei nº 9.394/1996), da reestruturação curricular por meio dos Parâmetros Curriculares Nacionais (PCNs), das Diretrizes Curriculares Nacionais para o Ensino Médio (DCNs), do Pacto Nacional Pelo Fortalecimento do Ensino Médio (PNFEM), da proposta de criação de uma Base Nacional Comum Curricular, das recentes medidas provisórias e dos moldes de avaliação do Ensino Médio como se pode notar através do Exame Nacional do Ensino Médio (ENEM), com o intuito de desenvolver um novo projeto de ensino/aprendizagem na educação brasileira. A investigação de cunho qualitativo se realizou através de pesquisa bibliográfica e do processo de coleta de dados, utilizando como procedimentos a observação, questionários, entrevistas e pesquisa documental, por meio dos quais buscamos perceber o currículo de Geografia do ensino médio atual que é trabalhado na Secretaria Estadual de Educação, Cultura e Esporte do Estado de Goiás, a prática pedagógica dos professores da disciplina de Geografia da unidade de ensino pesquisada, a relação dos alunos com o lugar em que vivem, bem como os pontos mais relevantes da cultura dos alunos que constam na redefinição de uma nova proposta curricular.
2
Luken, Eleanor. "Children's power over play a cultural geography of playspaces in America /". Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1250614916.
Abstract (sommario):
Thesis (M.S.)--University of Cincinnati, 2009.Advisor: David Saile. Title from electronic thesis title page (viewed Dec. 15, 2009). Includes abstract. Keywords: children; vernacular architecture; playscapes; childhood; playground. Includes bibliographical references.
3
Weber, Eliane. "PERCEPÇÕES EM RELAÇÃO AO AMBIENTE DESENVOLVIDAS NOS 4º E 5º ANOS NA ESCOLA MUNICIPAL SÃO FRANCISCO, ASSENTAMENTO ALVORADA". Universidade Federal de Santa Maria, 2013. http://repositorio.ufsm.br/handle/1/9394.
Abstract (sommario):
Education has a key role in the formation of the human role, aimed at preparing participants and being committed to the transformation of society. It is even more true for the educator guide students to understanding, appreciation and positive action on the space - environmental context in which they live, identifying their problems and engaging in search of effective and sustainable solutions for the same, which is of specificity with regard to education in rural areas. In this context, environmental education needs to ally itself to the various areas of human knowledge and recognition of empirical knowledge in order to promote understanding, not disfigure the peasant culture. Based on these considerations , the proposed study has the objective : Understanding the perceptions of students of 4th and 5th years of E. M. San Francisco in relation to the environment in which they live and the interrelationship with the knowledge built in this school , and specific objectives : - To characterize the specifics of working with environmental education in school ; - Investigate the perceptions of students about the environment in which live ; - Develop and evaluate an experiment in environmental education that strives to articulate the reality of Geography settlement . The prime methodology was participatory research, obtaining necessary information by conducting activities with the students, which were analyzed with the theoretical framework, linking theory and practice. Completing the importance of educators know the reality where the student is inserted , in your community , working with the social context , their relationships and interactions in society , making the most significant education.A educação possui um papel fundamental para a formação do ser humano, visando à preparação de seres participantes e comprometidos com a transformação da sociedade. Faz-se ainda mais premente para o educador orientar os alunos para a compreensão, valorização e atuação positiva sobre o contexto espaço-ambiental em que vivem, identificando suas problemáticas e engajando-se na busca de soluções efetivas e sustentáveis para as mesmas, o que se reveste de especificidade no tocante à educação em meio rural. Neste contexto, a educação ambiental precisa aliar-se às diversas áreas do conhecimento humano e ao reconhecimento dos saberes empíricos, a fim de promover a compreensão, sem descaracterizar a cultura campesina. Com base nessas considerações, a presente proposta de estudo tem por objetivo geral: Compreender a percepção dos educandos do 4º e 5º anos da E. M. São Francisco em relação ao meio em que estão inseridos e a inter-relação com os conhecimentos construídos na referida escola; e como objetivos específicos: - Caracterizar as especificidades do trabalho com educação ambiental na escola; - Investigar as percepções dos educandos sobre o meio em que vivem; - Desenvolver e avaliar uma experiência em Educação Ambiental que busca articular a Geografia à realidade do assentamento. A metodologia privilegiada foi a pesquisa participante, obtendo informações necessárias através da realização de atividades com os alunos, que foram analisadas com o referencial teórico, relacionando a teoria e a prática. Concluindo a importância de o educador conhecer a realidade onde o aluno está inserido, na sua comunidade, trabalhar com o contexto social, suas relações e interações na sociedade, tornando o ensino mais significativo.
4
Silva, Carlos Augusto Gomes Cavalcanti da. "A diversidade cultural do nordeste brasileiro nos livros didáticos de geografia do ensino médio". Universidade Federal de Alagoas, 2008. http://repositorio.ufal.br/handle/riufal/318.
Abstract (sommario):
The subject theme this work is Northeast Brazilian s cultural diversity and the way how
this subject theme would be had been broached in High school on Brazil, within
discipline Geography, through books didactics. We know that Brazil is a country is
compound of diverse culture, where each of the five regions have their own cultural
diversity and which in interior this regions also to exist cultural diversity. The intention
will be examine if when the geography s books didactics treat broach of the Northeast s
cultural diversity, treat broach in the same way the PCNEM belives to have be broach
and the implication this for northeast cultural identity s. This work research shows like
the Northeast is analyses by EUSTÁQUIO, Sene de e MOREIRA, João Carlos on our
didactics books GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione, 1998 and the
book s VESENTINI, José Willian. GEOGRAFIA. SÉRIE BRASIL. ed. Ática, 2005.
The research will be make of the qualitative boarding, where will be make a analysis of
the content those didactics books, where this analysis will show like the Northeast
Brazilian s diversity is boarding those books.O tema deste trabaho é a diversidade cultural do Nordeste brasileiro, como esse tema tem sido tratado no ensino médio do país na disciplina Geografia, através dos livros didáticos. Sabemos que o Brasil é um país composto por diversas culturas, onde cada uma das cinco regiões tem suas próprias características culturais e que no interior dessas regiões também existem diversas culturas. A intensão será averiguar se, quando os livros didáticos de geografia tratam da diversidade cultural do Nordeste, tratam da forma como os PCNEM dizem que é para ser tratado e as implicações disto para a identidade cultural nordestina. Neste trabalho mostraremos como o Nordeste é visto pelos livros didáticos de Eustáquio SENE de. E MOREIRA, João Carlos. GEOGRAFIA GERAL E DO BRASIL. Ed. Scipione. 1998 e o livro de VESENTINI, José Willian. Geografia: Série Brasil. Ed. Ática. 2005. A pesquisa será feita em uma abordagem qualitativa, onde faremos uma análise de conteúdo desses livros didáticos, que são os mais utlizados nas escolas públicas e privadas, aonde essa análise mostrará como a diversidade do Nordeste brasileiro é abordado nesses livros.
5
Swann, Michelle. "Promoting the "classroom and playground of Europe": Swiss private school prospectuses and education-focused tourism guides, 1890-1945". Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/216.
Abstract (sommario):
Since the late nineteenth century, Switzerland, a self-professed “playground” and “classroom” of the world, has successfully promoted itself as a desirable destination for international study and tourism. The historically entangled private schooling and tourism industries have steadily communicated idealised images of educational tourism in Switzerland via advertising. Concentrating on the period 1890 -1945 – when promotional ties between tourism organisations and private schools solidified – this thesis investigates the social construction of educational tourist place in two different types of promotion aimed at English-speaking markets: private international school prospectuses and education-focused tourism brochures. An analysis of early prospectuses from three long-standing private international schools and of education-focused tourism guides written by municipal organisations, travel agencies, school boards and the Swiss government revealed highly visual, ideologically-charged textual representations of locations and markets simultaneously defined, idealised and commodified international education in Switzerland. Chapters provide close interpretation of documents and aim, through thick description, to understand specific place-making examples within a wider socio-historical context. Chapter One examines the earliest prospectuses of Le Rosey and Brillantmont, two of the world’s must exclusive Swiss schools (1890-1916). An examination of photo-essay style prospectuses reveals highly selective portrayals of “Château” architecture communicated capacity to deliver a “high-class” and gender appropriate Swiss finishing. Visual cues hallmarking literary and sporting preferences indicated texts catered to the gaze of social-climbing, Anglo-centric markets desirous a continental cosmopolitan education that was not overly “foreign.” Chapter Two analyses the social construction of towns in French-speaking Switzerland as attractive educational centres (1890-1914). It explores how guides promoting Geneva, Neuchâtel and Lausanne constructed an idealised study-abroad landscape through thematic testaments to the educative capacities of local human and natural landscapes. The remaining chapters explore interwar texts. Chapter Three examines a high-altitude institute’s use of the idealising skills of high-end tourism poster artists to manufacture a pleasant, school-like image for the mountain sanatoria-like campus of Beau Soleil. Chapter Four investigates two series of education-focused tourism guidebooks which promoted education in Switzerland. An examination of a Swiss National Tourist Office series reveals discourses of nationhood racialised the Swiss as natural-born pedagogues and constructed Switzerland as a safe, moral destination populated by cooperative, multi-lingual and foreign student-friendly folk. An analysis of R. Perrin Travel Agency’s series explores guidebooks which openly classified education as a tourism commodity. The final chapter examines Le Rosey and Brillantmont’s interwar prospectuses within the context of complex, transnational schooling and school advertising practices. An analysis of images of school sports at winter holiday resorts suggests prospectuses expressed the sense of freedom which accompanies upper-class identity more so than any sense of gender-driven restriction.
6
Tabulawa, Richard Tjombe. "A socio-cultural analysis of geography classroom practice in Botswana senior secondary schools". Thesis, University of Birmingham, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422406.
Abstract (sommario):
Africa is replete with examples of 'borrowed' curriculum innovations that have failed to be institutionalised. This failure has largely been rationalised in terms of technical problems associated with innovation delivery systems. By adopting a technicist stance toward problems of curriculum change curriculum developers in Developing Countries have paid scant attention to the fact that innovations are necessarily social constructions, and as such are not value-neutral. Their transfer from one socio-cultural context to another, therefore, is bound to be problematic. For a transferred innovation to be institutionalised in its host (new) environment values embedded in it need to be congruent with the values and past experiences of those who are expected to adopt it or else tissue rejection (Hoyle, 1970) will occur. In this thesis the above concern is addressed within the context of pedagogical proposals made in the report, Education for Kagisano (Social Harmony),(1977), mainly that teachers in Botswana public secondary schools should adopt a leamercentred pedagogy. Classroom research in Botswana, however, indicates that this has not happened. This thesis, therefore, is an attempt to explain why teachers appear to have rejected the proposed pedagogy. Rather than adopting a technicist stance in this endeavour, here we adopt a socio-cultural approach in which we recognise the social nature of pedagogical styles. From this premise we then argue that adopti~~., or rejection of pedagogical innovations is also a function of the sociocultural context in " which an attempt to implement the former is being made. Basically, the thesis has two facets; the theoretical and the empirical. At a theoretical level we argue that leamer-centred pedagogy is incongruent with Tswana social structure. In the context of Botswana, therefore, the former may be perceived as 'foreign' by teachers, students and parents. We illustrate this incongruence by analysing Tswana child-rearing practices, demonstrating that these promote in children a 'dependent' mode of thinking which they carry to the classroom as their cultural baggage. It is this mode of thinking that structures teachers' and students' classroom practices leading to authoritarian classroom relationships and teaching style. Analysis of the historical evolution of formal education in Botswana also demonstrates that it (education) has always been authoritarian in practice. Educational practice in Botswana, therefore, appears to be based on Freire's 'banking' theory of education. The latter characterises the 'immunological condition' of Botswana's public educational system and constitutes the teachers' and students' taken-for-granted classroom world. Analysis of the leamer-centred pedagogy, however, shows that it is epistemologically different from the banking theory ofeducation. For this reason the introduction of the former in Botswana public schools might constitute radical, de-stabilising and de-skilling, change. This may only be expected to lead to the teachers' and students' rejection of the proposed pedagogy. It is against this theoretical position that the empirical aspect of the study is carried out. By employing an interpretive approach (and through the medium of geography teaching) we attempt to map out the nature of teaching/learning patterns in two contrasting schools in Botswana, and to understand the meanings teachers and students attach to the observed patterns. The ultimate aim is to understand the implications these meanings and assumptions have for pedagogical change. The study'S findings reveal that geography classroom practices in the two schools differ markedly. Teachers' and students' classroom practical knowledge in the two schools appears to be informed by their utilitarian view of schooling, the view of the nature of knowledge they hold, teachers' perceptions of their students' social background, and the schools' organisational structures. These are aspects of the socio-cultural context which, in the case of public schooling in Botswana, appear as 'stabilised elements' or structures which lead to the production and reproduction of an authoritarian pedagogical style in schools. To break this reproductive cycle, therefore, demands more than just technical solutions. It also demands that educators and curriculum developers reassess and question their basic assumptions about knowledge and human nature. This would have important implications for teacher education. To facilitate the institutionalisation of a learner-centred pedagogy in the schools structural changes in the educational system are also essential. There is need to localise external examinations and empower teachers by democratising curriculum development and decision making. To facilitate this, decentralisation of the educational system is essential. Democratising educational practice in Botswana should be seen in the context of a country committed to democratic social and political values. The classroom has a role to play in this respect
7
Nascimento, Lisângela Kati do. "Identidade e territorialidade: os quilombos e a educação escolar no Vale do Ribeira". Universidade de São Paulo, 2006. http://www.teses.usp.br/teses/disponiveis/8/8135/tde-01122015-175909/.
Abstract (sommario):
A presente dissertação aborda o estudo da relação entre o ensino de geografia e a identidade cultural das comunidades remanescentes de quilombos, localizadas no Vale do Ribeira, Estado de São Paulo. A partir da análise das propostas didáticas para o ensino de geografia, desenvolvido nas escolas públicas dos municípios de Eldorado e Iporanga (Ensino Fundamental II) e também na escola estadual localizada no quilombo de Ivaporunduva (Ensino Fundamental I), este trabalho buscou identificar elementos que contribuem (ou não) para a (re) construção da identidade cultural quilombola. A região do Vale do Ribeira concentra as maiores manchas contínuas remanescentes de Mata Atlântica do Brasil e, também, apresenta os piores indicadores sócio-econômicos do Estado de São Paulo. Nesse contexto, a preservação ambiental e o desenvolvimento econômico se chocam. Dessa maneira, os projetos de construção de barragens para o rio Ribeira de Iguape ganham força interna e, com isso, grande parte das comunidades de quilombos, situada às margens do rio Ribeira, sofrem o risco de perder seus territórios. A identidade cultural das comunidades de quilombos no Brasil está relacionada com o território onde vivem. As comunidades do Vale do Ribeira, ameaçadas de expropriação territorial, lutam pelo direito à propriedade da terra (Artigo 68 da Constituição), forçando-os a se (re) pensarem como quilombolas em vários aspectos da vida social. E é nesse bojo, que a preocupação com uma escola que valorize sua identidade cultural adquire importância. A partir de entrevistas com lideranças quilombolas, professores e alunos, como também observação de aulas, pudemos constatar que, entre a escola que desejam e a que se apresenta no cotidiano há um longo caminho a ser trilhado. Ao pesquisar o papel do ensino de geografia identificamos importantes ações no sentido de valorizar o lugar de vivência do aluno. Encontramos ainda ações didáticas que reforçam a homogeneização, negando a pluralidade cultural existente na vida escolar.This dissertation approaches the subject of the relationship between the study of Geography and the cultural identity of remaining communities of quilombos in the Vale do Ribeira region, in the Brazilian state of São Paulo. From the analysis of methods proposed to teach Geography in public, municipality funded-schools in the towns of Eldorado and Iporanga (second grade) and in the state funded public school inside the Ivaporunduva Quilombo (first grade), this work tries to identify elements that help - or not - (re) create the cultural identity of the quilombo dweller. In the Vale do Ribeira region are the largest stretches of what remains of the Brazilian Mata Atlantica, formerly a forest complex that covered all of Brazil\'s coast and is known for its animal and plant diversity. The region also has the worst social and economic indicators in the state of São Paulo. In this context, environmental conservation collides with the need for economic development. Therefore, projects to build dams in the Ribeira do Iguape river naturally resonate among the local population. At the same time, however, a good deal of the quilombo communities, which are settled on Ribeira\'s riverbed, see their ancestral territories in jeopardy. The quilombo communities\' cultural identity is directly related to the place where they live. The Vale do Ribeira communities, under the prospect of losing their territory, fight for their right to their land (article 68 in the Brazilian constitution). That forces them to (re) think themselves as quilombolas - the name given to people who live in quilombos - in the various aspects of their social lives. It\'s within this frame that the concern about having a school that values their cultural identity becomes ever more important. From interviews with leaders of the quilombos, teachers and students, and from the observation of classes, it was clear that there still is a long way to be trailed before the ideal school for that purpose is achieved. In researching the role Geography classes play, we identified important actions that try to value the student\'s local space. We also saw actions that reinforce cultural homogeneization, instead of valuing the cultural diversity present in the schools.
8
Aiken, E. J. "Science, culture and the genealogy of scriptural geography". Thesis, Queen's University Belfast, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437906.
9
Hui, Kwai-yin. "Teachers' perceptions of curriculum continuity in secondary school geography". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18887211.
10
Housiaux, Kathryn Margaret Louise. "Re-conceptualising consumption : a geography of masculinity". Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.297871.
11
Baker, Anne. "Heartless immensity : literature, culture, and geography in antebellum America /". Ann Arbor : the University of Michigan press, 2006. http://catalogue.bnf.fr/ark:/12148/cb40206999n.
12
Himiyama, Yukio. "A comparative study of culture space in Japan and Britain". Tokyo : Taga Shuppan, 1986. http://catalog.hathitrust.org/api/volumes/oclc/20473975.html.
13
Borg, Axisa Glorianne. "Intercultural education through school geography in Malta". Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10041945/.
Abstract (sommario):
Population mobility and globalisation led to social, political and economic challenges globally, raising complex debates related to citizenship, human rights, democracy and education. Intercultural education is a response to the culturally heterogeneous societies. As understood in this study, it is a means to address the inequalities in education systems. It is a commitment to social justice by reducing achievement gaps. The challenge lies in translating this principle into practice within highly structured school systems. This research questions how school geography addresses the principles of intercultural education within the Maltese Islands. Both geography education and intercultural education are concerned to develop themes related to the changing global context. This study tracks if teachers of geography, in their role as ‘curriculum makers’, embrace the underlying principles of intercultural education and ‘powerful disciplinary knowledge’, to address social inequity. ‘Powerful knowledge’ as conceived by Michael Young considers subjects as a resource that enables teachers to take the students beyond their experience to higher forms of thought, to avoid perpetuating current inequalities. This research is a mixed methods case study. The data generation includes a questionnaire, several informal interviews and two focus group discussions with teachers of geography, a documentation review and a research journal. The scenario portrayed by the participating teachers is that of a heavy loaded exam oriented system that does not allow for flexibility, where often teachers cannot engage students with disciplinary knowledge and activities that allow them to think critically and reflect on alternatives. Most of the teachers seek to drive the students to reflect on their context and social equity, but not necessarily through disciplinary knowledge. This reflects teachers’ disposition but points out that unless they are aware of their ‘equity literacy’ and considers disciplinary knowledge as a teaching resource, they risk perpetuating education inequalities.
14
Riecken, Theodore John. "School improvement and the culture of the school". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29368.
Abstract (sommario):
This study was an investigation of one elementary school staffs experience with a school-based school improvement program. Using the conception of school "culture" as an analytic construct, the investigator examined the interaction of the culture of the school with a locally developed school improvement program. For the purposes of this investigation, culture was defined as a commonly held set of values and beliefs. Using interviews and participant-observation, the researcher collected data from the school setting over an eight month period. Observational and interview data along with data in the form of program documents and minutes of staff meetings were analyzed to obtain a) an understanding of the shared values and beliefs that constitute the culture of the school and, b) a picture of the developing relationship between the culture of the school and the school improvement program.
Data pertaining to the culture of the school was analyzed and categorized into seven broad themes that appeared to characterize the school's culture. As a further refinement of the construct of theme, five "key suppositions" were identified. These key suppositions consisted of shared values and beliefs about a particular topic, and were seen as the cultural nexus of the school. They included a set of commonly held values and beliefs about the importance of 1) active involvement of students in learning, 2) ongoing professional development, 3) a cooperative ethos among staff, 4) active administrative leadership, and 5) time as a valuable commodity in the school environment.
Using these key suppositions as a framework for analysis, the researcher examined the interaction of the school improvement program with the culture of the school. Analysis of the program's implementation in the school indicated that there was a reciprocal interaction between the program and the school's culture. There was evidence to indicate that three of the key suppositions had an influence on the way the program was implemented in the school. The key suppositions that had an influence on the program's implementation were 1) active involvement of students in learning, 2) active administrative leadership, and 3) time as a valuable commodity in the school environment. There was also evidence to indicate that the school improvement program acted to strengthen two of the key suppositions of the school's culture. The key suppositions that were strengthened were 1) a cooperative ethos, and 2) ongoing professional development.
An examination of teachers' perceptions of the school Improvement process indicated that, on occasion, the improvement process held the potential for conflict when staff engaged in debate about multiple interpretations of some of the program materials. The researcher has hypothesized that in such situations of potential conflict, the culture of the school acted as a stabilizing mechanism in that it provided staff with a common set of assumptions on which to focus their school improvement efforts.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
15
Puttick, Steven. "Geography teacher's subject knowledge : an ethnographic study of three secondary school geography departments". Thesis, University of Oxford, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.712039.
16
Das, Sharmistha. "School culture : exploring a concept". Thesis, University of Aberdeen, 2006. http://digitool.abdn.ac.uk/R?func=search-advanced-go&find_code1=WSN&request1=AAIU226257.
Abstract (sommario):
The study explored the concept of school culture and how it affects learning environments in schools. Following a review of previous research, the constituent factors of school culture were identified under the categories of historical, behavioural and organisational, the connotations of which depend on the values we impose upon them. These values not only influence our understanding of the factors but also determine how we deal with the constant shaping and re-shaping of processes of culture. Therefore, comprehending such a complex pattern becomes an essential and challenging task for the entire school community, including the pupils, teachers, non-teaching members of staff and school leaders. Using both quantitative and qualitative methods, the concept was further investigated in four primary schools in Scotland, with differing socio-economic backgrounds and sizes. Based within the constructivist paradigm, a 'grounded theory' approach was adopted to gathering data for these in-depth case studies. In particular, the following techniques were used: interviews -- with the members of staff; focus group activities -- for the pupils; observations -- in the classrooms; researcher's log; and school documents. Thus the concept of school culture was de-constructed from various theoretical perspectives, gradually leading to a process of re-construction through the course of empirical data analysis. Data were analysed at two levels: 'context specific' findings from individual case studies, and a cross-case data analysis.
17
Paynter, Felicity. "Suburbs, culture and regeneration : cultural strategies in three English suburban boroughs". Thesis, Queen Mary, University of London, 2010. http://qmro.qmul.ac.uk/xmlui/handle/123456789/513.
Abstract (sommario):
This research explores why and how suburban local authorities are attempting to invigorate their cultural provision for economic, environmental and social ends by investigating how culture is used in suburban places as part of regeneration. In response to the perceived neglect and degradation of England’s suburbs and the ongoing significance of cultural regeneration strategies, this thesis examines the contemporary conceptualisation of suburban development at the national scale and considers three case study areas - Bury, Croydon and Sandwell - in terms of their cultural development and regeneration at the local authority scale. I argue that the national scale policy-contributing discussion employs many urban regeneration discourses when considering the future development of suburbs, while also reinforcing rather than unsettling many suburban stereotypes. From my analysis of suburban local authority cultural policies, development practices and resulting cultural venues and spaces, I conclude that the mobilisation of culture for suburban regeneration has similar characteristics, aims and assumptions to strategies in urban areas. Each of the case study areas demonstrates different plans and expectations for cultural development, with a range of resulting practices, challenges and outcomes. This thesis concludes that place-specific cultural development and regeneration approaches that avoid replicating urban regeneration rhetoric and practice should be a focus for future suburban development.
18
Binnie, Jonathan Robert. "A geography of urban desires : sexual culture in the city". Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263257.
19
Rose, Gillian Cathryn. "Locality, politics and culture : Poplar in the 1920s". Thesis, Queen Mary, University of London, 1989. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1706.
Abstract (sommario):
The thesis begins with a discussion of the literature on local working-class politics, which includes the work of labour historians, political geographers and locality-study writers. The latter have been especially keen to acknowledge the unique causal powers of the social formations of specific localities and to explore the implications of these for local political behaviour. Nonetheless, locality studies share with other approaches to local politics an interest in class to exclusion of other bases of social action, and a structuralism which denies human agency. The history of Poplar in the 1920s denies such explanatory logic. The Labour Party came to power in the borough in 1919. Yet although the class and economic structure of Poplar was very similar to that of the rest of east London, Poplar Labour Party was unique in the degree of its militancy. In order to explain this radicalism, the thesis turns away from structural analysis and towards cultural interpretation, exploring Poplar's politics in terms of local culture and civil society, focussing on five themes: the politics of class and of gender, the discourses of citizenship, the morality of the neighbourhoods and the religious faiths. The influence of these cultural 'communal sensibilities' on Poplar Labour Party are traced in order to stress the complexity and contingency of the relationship between a locality and its politics. That contingency is further emphasised in the conclusion, which describes the shift in Poplar Labour Party away from a left-wing and participatory form of politics and towards a right-wing and elitist mode as the 1920s progressed. It is concluded that both types of politics were closely linked to Poplar's culture and that, although local culture in all its complexity is vital for the understanding of local politics, there is no necessary relationship between a culture and the form of political expression it may take.
20
Scott, Peter Terence. "Communication of school culture in an Anglican grammar school". Thesis, Australian Catholic University, 1998. https://acuresearchbank.acu.edu.au/download/6f70f4c533aee5a029abec18fa02833add0e6d0dff8e96f7d44bea5c5c6cd7f4/19219100/65077_downloaded_stream_302.pdf.
Abstract (sommario):
This study reports research employing a three-phase methodology to investigate the nature and communication of the school culture of the Anglican Church Grammar School Brisbane. A preliminary survey with open-ended questions was used to obtain general opinion on the nature of the school's culture, how it is communicated and the role of the school's organisation structure in communicating the school's culture.
21
Lebesa, Mabel Kgomotso. "Exploring the school culture in a township primary school". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50656.
Abstract (sommario):
Educational change in most South African public schools resulted in irregular school attendance by learners; poor performing schools; disputed authority relations between principals, teachers, learners and parents; low morale; general demotivation; conflicts and violence around the school. A negative school culture results in low academic achievement and a high number of disciplinary problems that can result in the malfunctioning of the school. Schools that exhibit a negative school culture experience learners that are unmotivated, unwilling to learn and who demonstrate disruptive behaviour. The study was directed by the following research question: How does school culture impact on the functioning of a township primary school? The attitudes, perceptions and beliefs of the principal, teachers, parents and learners towards the school culture were explored through interviews with the principal and four grade 7 teachers, a focus group discussion with the parents, class observations of one grade 7 class and learners' drawings of the school culture. The transcriptions were analysed using qualitative content analysis. The findings suggest that the learners seem to be the victims in the scenario of this particular school, while all the other stakeholders blame each other and in doing so, add to the negative school culture, rather than trying to improve the school culture in some or other way.Dissertation (MEd)--University of Pretoria, 2015.
tm2015
Humanities Education
MEd
Unrestricted
22
Smith, Fiona. "The geography of out-of-school childcare provision". Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.481700.
23
Butt, John Lindahl. "School improvement : implementation, evaluation and culture /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0030/MQ47441.pdf.
24
Goslin, Kimberly Gordon, e University of Lethbridge Faculty of Education. "Examining school culture in Southern Alberta". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1996, 1996. http://hdl.handle.net/10133/35.
Abstract (sommario):
Two hypothese were considered within the confines of this study. In reference to the first, it has been demonstrated that the strength of perceived school cultures, when defined by meta-orientations, can be measured using culturally related constructs. While respecting the notion that cultures are living entities
in a culturally related constructs. While respecting the notion that cultures are living entities in a continual state of change, the researcher found the perceived extant school culture of Southern Alberta during the course of the study appeared to be mainly transormational in nature. From this study, a cultural meta-orientation matrix has been proposed. Should this description have validity for schools in Southrn Alberta, and accepting the results of this study that the perceived working reality of school cultures is transformational in nature, both macro and sub-cultures wishing to work successfully with and within the extant school cultures would also be required to be transformational in order to achieve greater success.
Regarding the second hypothesis, this study measured perceived levels of acceptance or resistance to change through the use of an individual change index. This index suggest teachers and principals in Southern Alberta were somewhat resistive to change initiatives at the time this inquiry took place. It is the conclusion of this researcher that such resistance may be attributed to a "clash of cultures"; specifically, the Alberta Education transmissional culture causing conflict within the transformational school cultures.x, 114 leaves : ill. ; 28 cm.
25
Kay, Louise. "School readiness : a culture of compliance?" Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20433/.
Abstract (sommario):
'School readiness' is at the forefront of current Early Childhood Educational policy and is seen politically as a way of narrowing the attainment gap and breaking the cycle of poverty, and preparing children for the formal learning of Year One. However, there is no clear definition of what 'school readiness' means for teachers and children. Without this in place the phrase is left open to interpretation and contradictions, resulting in key divisions between policymakers and the Early Childhood community as to what being 'school ready' means. Furthermore, when 'school readiness' is positioned within policy as 'academic readiness', conflicts and tensions arise between traditional Early Childhood pedagogical practices and the realities of working within a framework where there is a clear emphasis on Mathematical and Literacy outcomes. Viewed through a socio-constructivist lens, 'readiness for school' is seen as a fluid construct, dependent on the beliefs of those working with children. The aim of this research was to explore the beliefs of two Reception teachers using Cultural-Historical Activity Theory (CHAT) that acknowledges teachers as being part of a collective activity system. Within this methodological framework, teachers are seen as thinkers and actors whose purposes, values and knowledge are displayed within the activity systems they inhabit. The ways in which 'school readiness' was constructed through pedagogical practices were identified, and the tensions and contradictions that emerged between these practices and the beliefs of the teachers were explored in depth. An Internet survey questionnaire was used as a way of providing a broader understanding of teacher perceptions around constructs of ‘school readiness’. Interviews with the two participants were carried out to illuminate specific beliefs about 'school readiness', and to identify how teachers conceptualised the construction of 'school readiness' in the classroom. The analysis of these interviews focused on 'manifestations of contradictions' (Engeström & Sannino, 2011) within the data that highlighted tensions between beliefs, pedagogical practices, and curricular and assessment policy frameworks. The findings from the research illustrate the complexities of 'school readiness' as a transitional concept, and the reductionist nature of using the Good Level of Development (GLD) as a measure of 'school readiness'. Using 'school readiness' as a performativity and accountability measure serves to subjugate both teachers and children, and further marginalises already marginalised groups of children if they fail to reach the GLD. This study reiterates the importance of providing a clear definition with regards to what 'school readiness' means, and whether it refers to the institutional transition into school, or the curricular transition from Reception into Year One. The research also furthers the debate around the outcomes children are expected to reach by the end of Reception as a measure of 'school readiness', particularly those focusing on more instrumental skills such as Mathematics and Literacy.
26
Colley, Kenna. "Coming to Know a School Culture". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.
Abstract (sommario):
The purpose of this study was to identify specific cultural elements within one elementary school to provide information about the school's identity and functioning. These elements included values, beliefs, play, rituals, ceremonies, and cultural objects. Schools are distinct and unique cultures. The culture of each school building drives the daily happenings. The culture either enhances or stifles growth. By creating an awareness of school culture, educators can better understand the meaning of their day to day activities and how their school evolves towards continuous improvement. The aim of interpreting a school culture is thus to understand meaning and symbols as they have been created by the members of the culture (Schultz, 1995).
This study uncovered evidence to demonstrate that the awareness of stakeholders of a school's culture influences how the culture works. Interviews, artifact collection, digital photographs, meeting analysis, and fieldnotes from observations comprise the data. The interviews were conducted with educators, staff, and parents to ascertain their perceptions of their culture. Artifacts include documents such as weekly bulletins and meeting agendas that reflect the cultural workings. These focus on personal and social aspects of the culture such a party invitation, which spoke of the members' personal and interpersonal connections. Digital photographs were taken of inanimate objects within the building that visually depicted the values of the culture. Meetings play a key role in cultivating and representing a culture's values and beliefs. Meeting analysis helped to emphasize how this culture made decisions and how the culture structured its daily rhythm. Fieldnotes based on direct observations of meetings an - 3 -d of key events within specific locations in and around the school building were taken. Data sources were analyzed across interconnected themes. These themes explain how the culture worked and why its members did the things they did. This study isolated specific cultural elements, specified the internal relationships among those elements, and then characterized the whole culture based on the current knowledge of the culture.Ed. D.
27
Gruenert, Stephen W. "Development of a school culture survey /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9901237.
28
Mabusela, Mapula Rebecca. "How women principals negotiate school culture". Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
29
Chi, Heng-Chang. "Transnational food geography and culinary culture in Thai restaurants of Taiwan". Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531199.
30
Hyndman, Robert Murray. "Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school". The University of Waikato, 2007. http://hdl.handle.net/10289/2322.
Abstract (sommario):
Abstract Boys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences. The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed. The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies. The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.
31
Scott, Peter Terence, e res cand@acu edu au. "The Communication of School Culture in an Anglican Grammar School". Australian Catholic University. School of Education, 1998. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp215.03092009.
Abstract (sommario):
This study reports research employing a three-phase methodology to investigate the nature and communication of the school culture of the Anglican Church Grammar School Brisbane. A preliminary survey with open-ended questions was used to obtain general opinion on the nature of the school's culture, how it is communicated and the role of the school's organisation structure in communicating the school's culture. From the results of this preliminary survey, a set of ratings was developed and given to randomly selected samples of ex-students, parents, staff and senior students. A descriptive statistical analysis of this main survey was used in providing answers to the research questions concerning the nature of the school's culture, the influence of the school's organisational structure on it, and how the culture is communicated within the school and to the general public. Data from the main survey were used to develop a set of scales, the Communication of School Culture Instrument, which was used to give comparisons of the perceptions of school culture by the four population sub-groups (viz. ex-students, parents, staff & students) of the school. Statistical findings from the surveys and the CSCI were complemented by a series of in-depth interviews of representatives of the school population sub-groups. Analysis of data suggested that, whilst the school's sub-groups generally shared perceptions about the nature of the school's culture, there were significant differences of opinion about how this culture was communicated and influenced by the school's organisational structure. There was also a significant difference of perspective between the adult males and females of the total school population. An analysis of perspective of ex-students from different time periods of attending the school from the 1920s to present, did not show any significant differences in perspective, suggesting a constancy of the school's culture over time. Several other areas of investigation which would be worthy of further attention are the role of mothers and female members of staff in a boys' school, and the impact of boarding students as a sub-culture would be worthy of further study in this school.
32
Clute, Jacob L. "Middle School, School Culture, Parental Involvement, and the Academic Index". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.
Abstract (sommario):
This research examines two possible influences of student achievement at the middle school level: school culture and parental involvement. The study investigates Kentucky Scholastic Audits of 90 middle schools from 2001 through 2005. The purpose of the study is to identify whether school culture and parental involvement affect student performance. The results of this study suggest that demographic variables account for most of the variance in the Academic Index. Controlling for demographics, parental involvement does not affect the school Academic Index, while school culture does add significantly to the variance explained.
33
Britton, Evelyn M. "Influence of School Principals on Teachers' Perceptions of School Culture". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5169.
Abstract (sommario):
Teachers' perceptions of leadership are often based on the leaders' behavior, and what leaders model daily. The problem in this case study was that teachers' perceptions of school leadership were not well enough understood to leverage as a tool for school improvement. The purpose of this study was to explore how teachers' perceptions of school principal's leadership style, and behavior affect school culture. The conceptual framework was based on literature of 3 key dynamics: leadership styles, and approaches, school culture, and influences of leadership on teachers' perceptions of school culture. The primary research question explored how teachers' perceptions of school leadership style, and behavior influenced the culture, and work of the school. Purposeful sampling was used to recruit 15 elementary, middle, and high school teachers from across the United States who taught during the 2014-2015 school year. Data were collected using email interviews, and surveys. Data were coded using computer assisted data analysis and analyzed for themes using an inductive process. Emergent themes for school culture were identified as collaboration, teacher support, and professionalism. Leadership themes included equity and fairness, communication, and trustworthiness. Results suggest that teachers' perceptions of school principals influenced school culture and affected teacher's work. As a result, training is recommended for school leaders in the areas of ethics, professionalism, and school culture. Implications for social change are that leadership staff may become more knowledgeable and influence the teachers' perceptions of school leadership, thereby promoting school culture, resulting in improved student achievement, profiting both the community, and society.
34
Kunda, Gideon 1952. "Engineering culture : culture and control in a high-tech organization". Thesis, Massachusetts Institute of Technology, 1986. http://hdl.handle.net/1721.1/45688.
Abstract (sommario):
Thesis (Ph. D.)--Massachusetts Institute of Technology, Sloan School of Management, 1987.MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY.
Bibliography: leaves 267-272.
by Gideon Kunda.
Ph.D.
35
Hopwood, Nicholas. "Pupils' conceptions of school geography : a classroom based investigation". Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439767.
36
Hui, Kwai-yin, e 許桂賢. "Teachers' perceptions of curriculum continuity in secondary school geography". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959416.
37
Morgan, John William. "The implications of postmodernism for school geography : a discussion". Thesis, University College London (University of London), 1998. http://discovery.ucl.ac.uk/10019116/.
Abstract (sommario):
This thesis considers the proposition that postmodernism holds important implications for geography education. Whilst the 'postmodern turn' is well established in geography, and there is a growing literature that discusses the relationship between postmodernism and education, there have been few discussions of the implications of postmodernism for school geography. The Introduction positions the study within a tradition of 'critical geography education' and provides an outline of the thesis. Chapter 1 discusses the various ways in which 'place' is used in recent debates within geographical and social theory and points to the implications for geography education. It is argued that geography educators should understand place as a shifting, unstable, polysemous concept. Chapter 2 argues that the school geography curriculum can be read as a 'curriculum of erasure', and that the potential exists to incorporate other knowledges, other geographies into the curriculum. Chapter 3 points the need for geography educators to recognise that consumer and media culture enact a cultural pedagogy, and calls for the development of pedagogical approaches that build upon these informal knowledges. The chapter argues for the development of a critical media literacy within geography education. Finally, in Chapter 4, some of the arguments of the thesis are used to consider how curriculum planning can reflect the concerns of postmodernism. A brief Conclusion is provided, which suggests that geography educators can use the opportunities provided by the postmodern turn in geography and education to develop challenging forms of school geography.
38
Mardesic, Andrew P. "The effects of neighborhood characteristics on school crime and academic achievement". Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1586870.
Abstract (sommario):
Many studies of the relationship among neighborhood demographics, school crime, and academic performance rely on broad categories of crime, such as a generalized number of crime incidents or suspensions. This study investigates these relationships by using specific crime categories not explored previously. The primary assumption, often made in studies of school-level phenomena, being challenged is that substance possession should be categorized with other types of school crime. This assumption is not supported by studies of adolescents and substance use. The current study found that most categories of school crime are associated with poor academic performance, single-parent homes, and low economic status while substance use and possession are not. Regression models found that family structure is a more important factor than poverty in driving school crime. Strong within-school associations among reports of robbery, battery, and assault with a deadly weapon were also found.
39
Chan, Suk-ying Eva. "Teachers' conceptions of geography teaching and learning". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752194.
40
Davis, Nathan E. "Looking more deeply into the Link between Art and Place within the Salish Tribal Culture of Northwest Montana". The University of Montana, 2008. http://etd.lib.umt.edu/theses/available/etd-05302008-172318/.
Abstract (sommario):
In northwest Montana, there exists a rich tribal culture and vibrant physical environment. The Salish tribal culture that exists in this environment holds an immense knowledge of the landscape that surrounds it, and the Salish people are intimately tied to this place. They have unique and fascinating culturally informed ways of looking at and interpreting the landscape. It is evident in their artistic traditions and expressions, both in the past and in the present. This research examines the importance of local knowledge in indigenous communities. The intent of this research is to identify links between Salish art and sense of place. The purpose of this research is to develop a curriculum guide that addresses the role art plays in establishing and expressing a sense of authentic human attachment and true belonging in a special or unique place. The curriculum guide will focus upon the artistic traditions and expressions of the interior Salish tribes of northwestern Montanas Flathead Indian Reservation. This study will take a particular interest in exploring how art has changed and how Native artists creatively re-imagine themselves in order to reclaim traditional strength and voice. There will be a focus on the Indian Education for All Laws and Policies, giving teachers an understanding of the policies and laws that affect all people in Montana. The basic research question being asked is: What is the relationship between Salish artistic expressions and sense of place? To answer this question we must develop a good understanding of art, sense of place, and the relationship between art and sense of place. Art and place both have a past, present, and future. The recognition of beauty is found not only in art but also in sense of place. Place is a center of meaning and the same can be said of art. Place and art are both different things to different people. Art and place can be animated, but both express only what their animators enable them to say. Both place and art can only give back to one equally as much as the amount of thought, feeling, and attention which one has devoted to them. Art, as well as place, is animated by the people who attend to it. So, even in total stillness, places or works of art can speak to one. People have relationships with places. These relationships are expressed in numerous ways. Some are expressed through political ritual, religious ceremonies, myth, prayer, music, dance, and architecture. Art can be the place where the tangible and the mythical become the same. Through artistic traditions and expressions conducted daily, monthly, seasonally, or annually, places and their meanings are continually rewoven into the fabric of our life. Art and place both change, while at the same time stay the same.
41
Tam, Wan Ting (Winnie). "Discipline and research data in geography". Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/26997.
Abstract (sommario):
Research data is essential to scholarship. The value of research data and its management has been increasingly recognized by policy makers and higher education institutions. A deep understanding of disciplinary practices is vital to develop culturally-sensitive policy, tools and services for successful data management. Previous research has shown that data practices vary across sub-fields and disciplines. However, much less is known about how disciplinary cultures shape data practices. There is a need to theorise research data practices based on empirical evidence in order to inform policy, tools and services. The aim of the thesis is to examine the interrelation between data practices and disciplinary cultures within geography. Geography is well-established and multidisciplinary, consisting of elements from the sciences, social sciences and humanities. By examining a single discipline this thesis develops a theoretical understanding of research data practices at a finer level of granularity than would be achieved by looking at broad disciplinary groupings such as the physical and social sciences. Data collection and analysis consisted of two phases. Phase one was exploratory, including an analysis of geography department websites and researcher web profiles and a bibliometric study of collaboration patterns based on co-authorship. Phase one aimed to understand the disciplinary characteristics of geography in preparation for Phase two. The second phase consisted of a series of 23 semi-structured interviews with researchers in geography, which aimed to understand researchers data practices and their attitudes toward data sharing within the context of the sub-discipline(s) they inhabited. The findings of the thesis show that there are contrasting intellectual, social and data differences between physical and human geography. For example, intellectually, these two branches of geography differ in terms of their research objects and methods; socially, they differ in terms of the scale of their collaborative activities and the motivations to collaborate; furthermore, the nature of data, how data is collected and data sharing practices are also different between physical and human geography. The thesis concludes that differences in the notion of data and data sharing practices are grounded in disciplinary characteristics. The thesis develops a new three-dimensional framework to better understand the notion of data from a disciplinary perspective. The three dimensions are (1) physical form, (2) intellectual content and (3) social construction. Furthermore, Becher and Trowler s (2001) disciplinary taxonomy i.e. hard-soft/pure-applied, and the concepts urban-rural ways of life and convergent-divergent communities, is shown to be useful to explain the diverse data sharing practices of geographers. The thesis demonstrates the usefulness of applying disciplinary theories to the sphere of research data management.
42
Treby, Emma Jane. "Frames of influence : embracing culture-centric perspectives on public and institutional participation in coastal zone management". Thesis, University of Southampton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313198.
43
Bayliss, Darrin. "Council cottages and community in inter-war Britain : a study of class, culture, politics and place". Thesis, Queen Mary, University of London, 1998. http://qmro.qmul.ac.uk/xmlui/handle/123456789/1384.
Abstract (sommario):
This thesis makes a contribution to the debates surrounding the idea of community on the cottage council estates of inter-war Britain. It questions the conventional wisdom that community was lacking upon these estates. Recognising the problematic nature of the notion of community, this thesis overcomes the confusion inherent in the term when it is used to describe social structures by viewing community instead as a structure of meaning, as a discursive rather than material reality. This guides my examination of community on the estates. Rather than there being no community, it is argued that there were at least three different discourses of community, and what is important is the relationships between them. Chapter One discusses the contexts in which these estates were built, and then sets out the ways in which community is understood in this thesis. Chapter Two explains the methodology that was used, a combination of archival and oral histoiy. In Chapter Three Roehampton and Watling - the two estates this research focuses upon - are described in order to provide the contextual setting for my interpretation of the discourses of community that were present there. Chapter Four is concerned with community from the viewpoint of the residents who lived on the estates. Chapter Five considers discourses of community from the point of view of the tenants' and residents' associations that developed upon Roehampton and Watling. Chapter Six explores the discourse of community that was promoted on the estates by the Community Association movement. Overall the thesis argues that the discourses of community on inter-war housing estates have to be understood in terms of the occupational structures, cultures and politics of these estates.
44
Price, Steinbrecher Barry Ellen. "The Geography of Heritage: Comparing Archaeological Culture Areas and Contemporary Cultural Landscapes". Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/560836.
Abstract (sommario):
This thesis compares archaeological culture areas and contemporary cultural landscapes of the Hopi and Zuni tribes as an evaluation of the scale in which stakeholders consider heritage resources. Archaeological culture areas provide a heuristic for interpretations of past regional patterns. However, contemporary Hopi and Zuni people describe historical and spiritual ties to vast cultural landscapes, stretching well beyond archaeological culture areas in the American Southwest. Cultural landscapes are emic delineations of space that are formed through multiple dimensions of interaction with the land and environment. Concepts of time and space and the role of memory, connectivity, and place are explored to help to delineate the scale of Hopi and Zuni cultural landscapes. For both Hopis and Zunis, the contemporary cultural landscape is founded upon the relationships between places and between past and present cultural practices. Cultural landscapes provide a framework, for anthropological research and historic preservation alike, to contextualize the smaller, nested scales of social identity and practice that they incorporate.
45
Chow, Wai-yee. "How do school leaders shape school culture? a multi-dimensional perspective /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35344222.
46
Chow, Wai-yee, e 鄒慧儀. "How do school leaders shape school culture?: a multi-dimensional perspective". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35344222.
47
O'Connor, Colleen. "Building school culture through reform in a successful urban public school". Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10241312.
Abstract (sommario):
The following research highlights the impact of building a strong school culture in one successful urban Turnaround school. From changes to the environment to increased professional development, from the impact on student and parent engagement to the changes in professional expectations for staff, it seems there was no area of the school that wasn’t positively impacted by focusing on improving the school’s culture. It highlights a school that moved from being arguably the lowest performing elementary school in the state to a school that had measurable and steady improvements in student achievement over a four year span. This research presents a success story told through the lens of the culture-building that the seasoned leader prioritized and insisted was most critical to their Turnaround efforts. Despite massive reform and the pressures of accountability, the leader’s insistence on shaping the culture in every aspect of the school paid off. The staff too experienced this improved culture as critical to their Turnaround and sustained success. Given the fact that this school generated steady success in one of the poorest neighborhoods in the state, this local story has much to teach like and unlike settings. Additionally, this Principal’s ability to strengthen her school culture through the implementation of massive reform provides district and school-based leaders ways to couple culture-building and reform in effective ways. This research identifies and extrapolates the key findings that are replicable and urgently relevant to public schools everywhere that are struggling to find a balance between answering the call of heavy reform while creating school cultures that meet the needs of students and staff, and create lasting and sustainable school-wide improvement. Finally, this research provides an example of a successful leader who invested in the culture, despite pressures to focus on other urgent matters perceived to be more directly related to student achievement. This research provides an invitation to leaders who wish to build school cultures that will prove foundational to substantial and lasting success.
48
Van, Der Steen Niek. "School improvement in Tanzania : school culture and the management of change". Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10021666/.
Abstract (sommario):
From a critical humanist perspective I explore why and how under adverse material and social conditions some Tanzanian state primary schools manage to improve their educational provision. I focus specifically on the influence of staff attitudes and behaviours on the change management process, as school culture is thought to affect school improvement success, and change is prerequisite to improvement. Fieldwork took place in Dodoma from August 2003 to May 2005 in two urban primary schools, considered locally to be improving. I combined two methodological approaches: action research in the context of case study. Collection of mainly qualitative data focussed on the societal and systemic influences that shaped the schools' organisational cultures, and on the reciprocal relationship between these cultures and the way staff managed self-instigated and externally imposed improvement initiatives. Action research enabled my involvement in the change processes, contributing to concrete improvements, generating process knowledge, and supporting staff. Achievable school improvement depended crucially on limited available space for change, the core of which was insufficient staff motivation and capabilities. Under hierarchical conditions and in accordance with local perceptions of relevance, successful management of change required a combination of dependable leadership, cooperation, communication and close staff supervision. However, the improvements remained limited to incidents of enhanced effectiveness, compatible with, if not consolidating, the existing school cultures. No space was created for more comprehensive transformations, requiring fundamental organisational and attitudinal change. The quality of school management and pedagogy therefore remained severely under-developed. Even though systemic endorsement of school autonomy and enrichment of school conditions are unlikely to happen soon, committed school managers can expand existing space for change through concentrating on their school's cultures. They can challenge existing pedagogical and managerial values and practices, and entrust collaborating staff with genuine freedom and responsibility to enhance the school's quality.
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Ramey, Rachel A. "Designing School Community: Changing Inner-City Middle School Culture Through Interiors". VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5474.
Abstract (sommario):
While the knowledge of disrepair in inner-city schools is fairly common, the impact that school facilities are having on students and faculty is not as widely known. More recently, the closing of inner city schools has greatly increased across the United States; Reduction in public school enrollment from 2006-2013: Detroit -63%, Cleveland -32%, Indianapolis -27%, D.C. -23%, L.A. -23%,etc. (Journey For Justice Alliance,2014).
Due to budget cuts, threat of school closings from poor facility conditions, large class size, and pressure to raise test scores, inner city schools struggle to keep teachers (Journey For Justice Alliance,2014). Poor teacher retention along with a lack in care for educational facilities has created a toxic environment for inner-city students.
Although there are many reasons that inner-city schools suffer, negativity within school culture seems to be a common denominator within many of these problems. With larger population percentages of minority, economically disadvantaged and disabled students, difficulties arise in communicating student-to-student and teacher-to-student (Bellwether Education Partner, 2016). The question becomes, how does one design a space to provide comfort, safety and communication in order to foster healthy relationships?
This research will inform the design of a middle school that focuses on community and communication. The goal will be to design a school where flexibility and team work is made easier through furniture and layout solutions in order to foster growth and respect for students and teachers.
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Bond, Elizabeth Grace. "Leadership and culture in school-initiated change". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0004/NQ35394.pdf.