Gotowe bibliografie tematyczne / School culture

Gotowa bibliografia na temat „School culture”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 21 lutego 2023

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Artykuły w czasopismach na temat "School culture"

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Bustos, Ruth Claire, i Emily B. Tan. "REVISITING SCHOOL CULTURE". International Journal for Innovation Education and Research 9, nr 6 (1.06.2021): 120–30. http://dx.doi.org/10.31686/ijier.vol9.iss6.3153.

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Since the abrupt change in learning mode last March 2020, schools’ administrators have been looking for ways to somehow alleviate the stress and anxiety the children have to face using the online study mode. One of the things the school management tries to address is the development of Social-Emotional Skills in children amidst the COVID-19 pandemic. This paper seeks to analyze and bridge the gap on the roles of the schools in nurturing the Socio-Emotional Development of Children during the outbreak of the disease. Using Literature Review Method, this study is going to highlight key roles of the school leaders and educators in their tasks to help children strengthen their coping mechanism. It shall also discuss the importance of nourishing the socio-emotional skills of the children now that schools are adopting the Distance Learning. Moreover, it will present possible strategies to foster a school culture geared toward the safety and improvement of the child’s socio-emotional skills.
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Emihovich, Catherine, i Walter Wager. "Media Culture/School Culture". Education and Urban Society 24, nr 4 (sierpień 1992): 435–39. http://dx.doi.org/10.1177/0013124592024004001.

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Stoll, Louise. "School culture". Set: Research Information for Teachers, nr 3 (1.11.2000): 9–14. http://dx.doi.org/10.18296/set.0805.

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Poore, Paul. "School culture". Journal of Research in International Education 4, nr 3 (grudzień 2005): 351–61. http://dx.doi.org/10.1177/1475240905057815.

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Ali, Niaz, Sailesh Sharma i Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN". Malaysian Online Journal of Educational Management 4, nr 4 (30.09.2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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Manaf, Abdul, i Che Mohd Zulkifli Che Omar. "NILAI BUDAYA SEKOLAH DALAM PELAKSANAAN KURIKULUM PENDIDIKAN DI SMK BEKASI". Tarbawi: Jurnal Keilmuan Manajemen Pendidikan 4, nr 01 (30.06.2018): 101. http://dx.doi.org/10.32678/tarbawi.v4i01.1951.

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This study aims to determine and analyze the school culture values ​​associated with the implementation of the curriculum in the learning process at school. The study was conducted on teachers at SMK in Bekasi. The research used quantitative method with correlation analysis and regression analysis. Data were collected by using instruments on the variables used in the study, ie school culture and educational curriculum. This study found that the school culture aspect has a relationship with the educational curriculum, both academic, socio-cultural and democratic cultures have a positive influence on the school curriculum, so it can be said that the curriculum used in schools will be done well if it has a school culture it is also good that curriculum development in schools requires attention and focus on school culture factors as a way to improve the quality of education curriculum in schools. Keywords. Value of School Culture, Education Curriculum, School, Quality
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Hussain, Sajida, i Sikandar Hayat. "EFFECTIVENESS OF LEADERSHIP STYLES AND SCHOOL CULTURE AT THE SECONDARY SCHOOL LEVEL IN PAKISTAN". Pakistan Journal of Social Research 04, nr 04 (31.12.2022): 106–15. http://dx.doi.org/10.52567/pjsr.v4i04.792.

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Leadership in schools is a flexible and ever-changing concept. School headteachers' leadership styles are complicated, and they play a significant role in shaping a school's culture. The current study explores the school's effectiveness concerning headteachers' leadership style and school culture. It had three research objectives; 1) to compare headteachers' and secondary school teachers' perceptions regarding the indicators of school cultures, 2) to investigate the difference between secondary school teachers' perceptions regarding the indicators of school effectiveness, and 3) to find the relationship between headteachers' leadership styles and school culture. The nature of the current investigation was quantitative, and the researchers opted descriptive survey research design. The study sample comprised 1014 respondents consisting of headteachers (342) and secondary school teachers (672) from two districts of Punjab. The data were collected by using two different questionnaires, and it was analysed using inferential statistics. The investigation showed that school leaders had a somewhat better understanding of the characteristics of school culture than teachers in secondary schools. Principals gave indicators of school culture greater weight and attention than the relevant teachers. A significant relationship was found between headteachers' leadership styles (democratic and authoritative) and the school culture. The current paper suggests school leaders deploy the democratic and authoritative styles in the students' best interest to develop a student's centerd school culture. Furthermore, secondary school teachers had a less established awareness of school culture and effectiveness than school leaders. Therefore, the research recommends expanding teacher education to raise educators' understanding of school culture and effectivenss issues. Keywords: Leadership styles, school culture, school effectiveness, democratic styles, authoritative style
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Saleng, Adam Zulkarnain, Noor Insyiraah Abu Bakar, Amir Hasan Dawi i Azhar Harun. "ROLE OF THE SCHOOL IN CULTIVATION OF THE READING CULTURE AMONG PRIMARY SCHOOL STUDENTS IN SUBURB AREA". International Journal of Modern Trends in Social Sciences 5, nr 22 (15.12.2022): 01–11. http://dx.doi.org/10.35631/ijmtss.522001.

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This study aims to identify the role of the school in cultivation of the reading culture among students in primary school. The objective of this study is to identify the role of schools in cultivate the reading culture of primary school students and to identify factors that hinder the development of the reading culture among primary school students. A qualitative approach was chosen by using a case study as a research methodology. The observation method was used in this study. The findings of this study show that the role of schools in cultivating a reading culture among students can still be improved to make reading culture one of the school cultures. The lack of attention to the aspect of interest in reading will cause school institutions unable to develop reading culture among students. The school needs to look in various angles to forming a reading culture in the school. Students' reading habits require change through various approaches including continuous reading programs, provide reading material collections, teacher efforts and better information access facilities.
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Haiyan, Qian, Allan Walker i Yang Xiaowei. "Building and leading a learning culture among teachers". Educational Management Administration & Leadership 45, nr 1 (9.07.2016): 101–22. http://dx.doi.org/10.1177/1741143215623785.

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A positive teacher learning culture is important to effect meaningful changes in schools. Literature has established that successful school leaders can build and nurture learning cultures among teachers. However, less is known about how school leaders can shape the culture and make learning conditions happen at the schools in the Chinese education context. This paper reports an in-depth qualitative case study of a primary school in Shanghai. Using data collected from the principal, vice principal, mid-level leaders and teachers, the study attempts to answer these two questions: how do the school leaders build and nurture a positive teacher learning culture, and how does this culture affect teachers’ working lives?
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Santana López, Alejandra. "CULTURA JUVENIL Y CULTURA ESCOLAR. APROXIMACIÓN A UNA RELACIÓN COMPLEJA: TENSIONES Y DESAFÍOS". Foro Educacional, nr 17 (20.05.2015): 15. http://dx.doi.org/10.29344/07180772.17.641.

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RESUMEN:El presente artículo está enfocado en analizar la relación entre cultura juvenil y cultura escolar desde el contexto escolar, para esto se desarrolla una revisión bibliográfica preliminar, que permite comprender las lógicas de ambas culturas. Para terminar identificando tensiones y desafíos que esta relación plantea especialmente para quienes se desempeñan profesionalmente en contextos escolares.Se finaliza con un conjunto de conclusiones, en que se pretende sugerir algunas estrategias de acción con los jóvenes – escolares.Palabras clave: cultura juvenil, cultura escolar, escuela, intervenciones socioeducativas.YOUTH CULTURE AND SCHOOL CULTURE. ANAPPROACH TO A COMPLEX RELATIONSHIP: TENSIONSAND CHALLENGESABSTRACT:This article focuses on analyzing the relationship between youth culture and school culture from the school context, for it develops a preliminary literature review, which allows us to understand the logic of both cultures. Finally identifying tensions and challenges this relationship poses especially for those working professionally in school settings.It concludes with a set of conclusions, which are intended to suggest some strategies for action with young people - school.Keywords: youth culture, school culture, school, social and educational interventions.
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Rozprawy doktorskie na temat "School culture"

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Scott, Peter Terence, i 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.

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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.
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Caesar, Chryselda. "School Culture : comparative analysis of organizational culture in two primary schools in St. Lucia". Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9538.

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This study explores school culture in two rural primary schools in St. Lucia Blossom and Peabright. The evidence suggests that the cultures of the two schools were distinctly different. Case study research used an interpretative paradigm to draw on data from interviews, observations and documents. The data was analysed to examine the schools' vision mission and goals, teachers' and principals' beliefs and expectations, and to assess the structure and practices, processes and strategies to understand how the two schools worked. This research revealed that the values captured in the vision and mission statements, the consensus on definite goals, and the shared beliefs and expectations at Peabright appear to function as the depository of what was held sacred 'high student achievement and performance' at the school. This guiding philosophy was the explicit covenant that seems to guide the collective practices, processes and strategies at Peabright. Blossom was guided by unwritten rules and shared beliefs and expectations but no explicit vision and mission statements, or goals. The shared beliefs and expectation of sport though not articulated as a guiding philosophy, provided a common identity and played an important role in the success that Blossom enjoyed through sports. Blossom was led by a principal who employed a mix of different styles in an environment plagued with an array of individualistic beliefs and varied practices except on students' innate athletic ability for sport, moral development of students, discipline and physical environment. The absence of community and parental support except for sporting events, the dissident teacher sub-cultures, perceived differences in political beliefs and affiliations between the principal and community were some of the contributory features of the school culture. Peabright was led clearly, by a forceful and focused leader who engaged a repertoire of leadership styles to keep the focus on a common purpose that underpinned the behavioural norms, which shaped the emergent school culture. Some of the features of that culture were high expectations, setting high standards, rigid social structure, emotional support system, dedicated and committed teachers and protection of the school environment. This study reflects on leadership styles and practices, teacher productivity and internal school culture. In addition, it draws attention to the way schools work within small rural communities in a developing world context.
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Holmes, Michael Todd. "Creating a Positive School Culture in Newly Opened Schools". NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05122009-150844/.

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The purpose of this study was to determine the most effective practices by school administrators when creating school culture in newly opened schools. Using semi-structured interviews, four principals who opened a new school were interviewed individually and in a focus group. The constant comparative method was used to analyze the data. Two themes emerged from the data. First, principals at new schools should spend a significant amount of time ensuring quality staff members are hired. Additionally, once hired, principals are responsible for providing appropriate professional development activities to better prepare staff members to meet the challenges of opening a new school. Second, principals must find a balance between their role as principal of the school and their personal and family lives. This balance takes three forms: 1) Shared Responsibility, 2) Manager vs. Instructional Leader, and 3) Personal and Family Responsibilities. Limitations to the study included generalization to other studies, personal biases and objectivity on the part of the researcher, small sample size and lack of a high school participant. By applying what has worked, and avoiding what was not successful, administrators are in a better position to ensure a smooth opening, a satisfied school community, and, most importantly, successful students, all which are reflective of the schoolâs culture.
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Riecken, Theodore John. "School improvement and the culture of the school". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/29368.

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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
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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.

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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.
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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.

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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.
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Lebesa, Mabel Kgomotso. "Exploring the school culture in a township primary school". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50656.

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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
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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.

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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.
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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.

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Goslin, Kimberly Gordon, i 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.

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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.
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Książki na temat "School culture"

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Deal, Terrence E., i Kent D. Peterson. Shaping School Culture. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119210214.

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Gonder, Peggy. Improving school climate & culture. Arlington, VA: American Association of School Administrators, 1994.

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Hans-G, Rolff, i Kleekamp Bab, red. Changing the school culture. London: Cassel, 1993.

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Invisible forces: School reform versus school culture. Bloomington, Ind: Phi Delta Kappa's Center on Evaluation, Development, and Research, 1989.

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School art in American culture. Cincinnati, Ohio: Interwood Press, 1997.

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E, Deal Terrence, i Deal Terrence E, red. The shaping school culture fieldbook. San Francisco: Jossey-Bass, 2002.

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E, Deal Terrence, red. The shaping school culture fieldbook. Wyd. 2. San Francisco: Jossey-Bass, 2009.

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Sheila, Eller, red. Creative strategies to transform school culture. Thousand Oaks, Calif: Corwin Press, 2009.

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Ma'arif, Syamsul. School culture di madrasah dan sekolah. Semarang: IAIN Walisongo, 2012.

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Joyce, Bruce. Changing school culture through staff development. Alexandria, Va: Association for Supervision and Curriculum Development, 1990.

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Części książek na temat "School culture"

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Teng, Antonia K. W., i Yenming Zhang. "School Culture". W Springer Texts in Education, 169–82. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-74746-0_10.

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McKoy, Constance L., i Vicki R. Lind. "School Culture". W Culturally Responsive Teaching in Music Education, 118–36. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003208136-9.

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Johnson, Bruce, Barry Down, Rosie Le Cornu, Judy Peters, Anna Sullivan, Jane Pearce i Janet Hunter. "School Culture". W Early Career Teachers, 55–78. Singapore: Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-173-2_4.

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Williamson, Ronald, i Barbara R. Blackburn. "Culture". W Rigor in Your School, 39–60. Second edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315619972-3.

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Quinzio-Zafran, Anna M., i Elizabeth A. Wilkins. "Professionalism/School Culture". W The New Teacher's Guide to Overcoming Common Challenges, 111–31. New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003105008-7.

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Dongjiao, Zhang. "School Culture Assessment". W School Culture Improvement, 103–60. New York: River Publishers, 2022. http://dx.doi.org/10.1201/9781003339359-3.

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Roy, Debarshi. "Empathic School Culture". W Empathy-Driven School Systems, 150–72. London: Routledge India, 2022. http://dx.doi.org/10.4324/9781003262268-11.

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Oakes, Jeannie, Martin Lipton, Lauren Anderson i Jamy Stillman. "The School Culture". W Teaching to Change the World, 315–57. Fifth edition, revised and updated. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351263443-12.

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Griffiths, John. "School Drill". W Empire and Popular Culture, 251–52. London: Routledge, 2021. http://dx.doi.org/10.4324/9781351024822-31.

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Unsworth, Sara, Megan Bang i Douglas Medin. "Culture". W Encyclopedia of Cross-Cultural School Psychology, 347–54. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_120.

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Streszczenia konferencji na temat "School culture"

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Bulgaru, Ionut. "School organizational culture". W 2016 8th International Conference on Electronics, Computers and Artificial Intelligence (ECAI). IEEE, 2016. http://dx.doi.org/10.1109/ecai.2016.7861142.

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Lonto, Apeles. "School Organization Culture". W Proceedings of the International Conference on Social Science 2019 (ICSS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icss-19.2019.74.

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Afandi, Rifki. "School Culture Shaping through School-Based Management: School Culture as the Basis of Character Building". W 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icigr-17.2018.63.

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Alonso-Monasterio, Pau, i Laura Uixera Cotano. "Community School Museums as a tool for education". W HERITAGE2022 International Conference on Vernacular Heritage: Culture, People and Sustainability. Valencia: Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/heritage2022.2022.15054.

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Community Schools Museums (COSMUS) is an initiative that has been developing an approach to school education from a perspective of multi-dimensional diversity, creativity and community involvement under the Erasmus+ programme in six different countries (Portugal, Greece, Italy, Romania, Poland and Turkey) and in different kinds of schools (arts, music, primary school, high school, VET).This initiative, relies on different educational and multicultural principles, such as the European Youth Charter on Inclusion and Diversity in Education or the European Education Area, and uses a combination of three dimensions that compose the new concept of Community School Museum.The first dimension refers to the local community in which each of the schools is located. This not only enhances concepts such as local traditions, society, or sense of belonging, but also connects with them and involves them in the school activity and curricula content.The second dimension is the school, where education curricula and physical space interact to support those types of knowledge that are essential to sustaining human development, using critical thinking, using creativity or cooperation to promote multicultural meanings.The third dimension is the museum, understood as a flexible tool acting as a communication channel (bi-directional), with elements that act as significance bearers. It uses the approach of learning by doing in order to learn to be, one of the four pillars of learning. It also employs the recommendations of the International Committee for Education and Cultural Action and applies the seven areas of the UNESCO Creative Cities Network.Results of the Community School Museum projects show a sound diversity of approaches, which points to the success of the methodology, given that diverse educational, social and cultural contexts give rise to diverse museum contents and designs. One of these results focuses on vernacular heritage.
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Meškauskienė, Asta. "SCHOOL CULTURE, AS AN ORGANISATIONAL CULTURE: THE VALUE ASPECT". W International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end046.

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Kupriyanov, Roman B. "A Recommendation System For Building School Teachers’ Multidisciplinary Skills". W Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.128.

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Galimullin, Rustem Nurfatovich, i Kamilla Bakhramovna Sabitova. "HEALTHLESS CULTURE IN BOARDING SCHOOL CONDITIONS". W Воспитание как стратегический национальный приоритет. Екатеринбург: Уральский государственный педагогический университет, 2021. http://dx.doi.org/10.26170/kvnp-2021-01-66.

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Nurazizah, Nurazizah, i Cicih Sutarsih. "Implementation Character Education through School Culture". W Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.20.

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Ridho, Mohammad, Mr Murtadlo i I. Budayasa. "Principal Leadership in Developing School Culture". W Social Sciences, Humanities and Economics Conference (SoSHEC 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/soshec-17.2018.6.

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Avdeeva, V. S. "Actor of collective representations in the comparative history of philosophy". W VIII Information school of a young scientist. Central Scientific Library of the Urals Branch of the Russian Academy of Sciences, 2020. http://dx.doi.org/10.32460/ishmu-2020-8-0035.

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The article discusses the problem of the actor of collective representations in the comparative history of philosophy. It is proposed to emphasize the status of a researcher in comparative methodology and, thus, move from a dialogue of cultures (within the framework of the philosophy of culture) to an interdisciplinary dialogue (within the framework of the history of philosophy and historiography). Along with that historian of philosophy is considered as an actor of collective representations, transforming meanings and concepts based on the attitudes of national culture.
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Raporty organizacyjne na temat "School culture"

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Smith, Emil, David Reimer, Ida Gran Andersen i Bent Sortkær. Exploring School Culture: Technical report for data collection. Aarhus University Library, 2021. http://dx.doi.org/10.7146/aul.403.

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This report describes the process of selecting and recruiting schools, classes and teachers to take part in the Exploring School Culture (ESCU) survey. The ESCU survey was part of the “Exploring School Culture” research project, funded by the Velux foundation. The survey was conducted among Danish 6th and 9th grade students and their respective teachers in the subjects mathematics and Danish during spring 2019.
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Stanley, Louise, i Inke Näthke. School of Life Sciences Culture Strategy 2022-2025. University of Dundee, lipiec 2022. http://dx.doi.org/10.20933/100001258.

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We expect performance at the highest standard for everything we do. This must be supported by an excellent culture where contributions from everyone in our community are valued and recognised: academics with responsibilities in research, learning and teaching, and professional support. For staff and their work to flourish, everyone needs to feel part of a creative, open, equitable, and inclusive environment where we actively help and support each other to succeed and reach our full potential. A positive culture in our school is the foundation for our high­ performance community. It sustains our ambitious goals to train and educate the future generation of scientists and perform world-leading research with a positive impact on the world. We expect everyone in our community to work to the highest standard of integrity, not only in how we conduct our teaching and research, but also how we work together, treat each other and how we interact with other stakeholders. This document outlines our strategy for culture in the School.
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McDanel de García, Mary Anne. THE REST OF THE SCHOOL. Mission, Climate, Culture, and Leadership. Institución Universitaria Colombo Americana, 2018. http://dx.doi.org/10.26817/paper.03.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati i Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), listopad 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Ray, Maureen. School Culture and the Affective Learning Needs of Latino Long-term English Learners. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.2206.

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Coakley, Paul. Shaping School Culture: To Support Moving from a Targeted-Assistance to Schoolwide Title I Program. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1067.

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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Bano, Masooda. Beating the ‘Anti-Work’ Culture: Lessons from a Successful Attemptto Improve Performance in State Schools in Pakistan. Research on Improving Systems of Education (RISE)r, sierpień 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/105.

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What local-level factors, or horizontal pressures, can improve learning outcomes in government schools in developing countries, when the political elites and education bureaucracy are not exerting enough vertical pressure on principals and teachers to ensure improvement in learning outcomes? Existing research suggests the role of principals, investment in teacher training or improving financial incentives, and increased community participation as possible ways to enhance performance of teachers and principals. Assessing a 25-year state-school improvement programme run by CARE, a prominent education foundation in Pakistan, which has demonstrated visible success in improving student enrolment and performance in national matriculation exams and transition to college and university education, this paper shows that while principals can play a critical role in improving school performance, the real challenge is to suppress the ‘anti-work’ culture that prevails in state schools in countries where appointments of teachers as well as principals remain a source of political patronage. The paper shows that in such contexts NGOs, if given the contractual authority to monitor performance, can act as effective third-party enforcers to help shift the balance in favour of ‘pro-work’ teachers. However, for systematic long-term improvement in school performance, this support needs to come via the district-level education authorities—and this, as we shall see, is often also missing in such contexts. The findings from this study thus support growing evidence on the challenges confronting efforts to strengthen the short route of accountability in countries where the long route of accountability is weak. In such a political-economy context, even committed principals are unlikely to be able to shift school culture in favour of a ‘pro-work’ ethic unless there are wide-ranging reforms in the wider political and bureaucratic culture.
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Siebert, Rudolf J., i Michael R. Ott. Catholicism and the Frankfurt School. Association Inter-University Centre Dubrovnik, grudzień 2020. http://dx.doi.org/10.53099/ntkd4301.

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The paper traces the development from the medieval, traditional union, through the modern disunion, toward a possible post-modern reunion of the sacred and the profane. It concentrates on the modern disunion and conflict between the religious and the secular, revelation and enlightenment, faith and autonomous reason in the Western world and beyond. It deals specifically with Christianity and the modern age, particularly liberalism, socialism and fascism of the 2Oth and the 21st centuries. The problematic inclination of Western Catholicism toward fascism, motivated by the fear of and hate against socialism and communism in the 20th century, and toward exclusive, authoritarian, and totalitarian populism and identitarianism in the 21st. century, is analyzed, compared and critiqued. Solutions to the problem are suggested on the basis of the Critical Theory of Religion and Society, derived from the Critical Theory of Society of the Frankfurt School. The critical theory and praxis should help to reconcile the culture wars which are continually produced by the modern antagonism between the religious and the secular, and to prepare the way toward post-modern, alternative Future III - the freedom of All on the basis of the collective appropriation of collective surplus value. Distribution and recognition problems are equally taken seriously.
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Warnock, Linda. Changing Values: A Study of the Shift in Cultural Values and Perceptions of U.S. High School Students Following Orientation and Exposure to Russian Culture. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6758.

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