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1
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.
2
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.
3
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.
4
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
5
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.
6
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.
7
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
8
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.
9
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.
11
Kay, Louise. "School readiness : a culture of compliance?" Thesis, University of Sheffield, 2018. http://etheses.whiterose.ac.uk/20433/.
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'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.
12
Colley, Kenna. "Coming to Know a School Culture". Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.
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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.
13
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.
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Mabusela, Mapula Rebecca. "How women principals negotiate school culture". Pretoria : [s.n.], 2010. http://upetd.up.ac.za/thesis/available/etd-04062010-142407.
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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.
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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.
16
Clute, Jacob L. "Middle School, School Culture, Parental Involvement, and the Academic Index". TopSCHOLAR®, 2014. http://digitalcommons.wku.edu/theses/1432.
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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.
17
Britton, Evelyn M. "Influence of School Principals on Teachers' Perceptions of School Culture". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5169.
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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.
18
Vislocky, Karen. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MIDDLE SCHOOLS". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3835.
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This study was developed to produce data about the cultures of selected Florida middle schools. The research was intended to contribute to the existing body of knowledge on collaboration, collegiality, and self-determination/efficacy as related to student achievement. The focus for this study was provided through three research questions: (a) to determine to what extent middle schools scoring in the top half and the bottom half on the modified version of Wagner and Masden-Copas' School Culture Triage Survey differed on various demographic elements; (b) to determine what differences, if any, existed between the cultures of the selected Florida middle schools and student achievement as measured by the percentage of middle school students scoring at level 3 and above on the 2004-2005 Florida Comprehensive Assessment Test (FCAT) reading portion; and (c) to determine what relationships, if any, existed among the three key areas of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement. The population of this study was comprised of instructional personnel employed at one of the six participating middle schools in Osceola County School District, Florida during the 2004-2005 school year. One middle school chose not to participate in the study. Data were generated from the six middle schools using a self-administered survey. Based on an extensive review of literature and the research findings, it was concluded that sixth, seventh, and eighth grade students that attended schools with higher culture scores produced higher FCAT reading scores. The reverse was also true: sixth, seventh, and eighth grade students that attended schools with lower culture scores produced lower FCAT reading scores. There was a relationship between the three key areas of school culture (collaboration, collegiality, and self-determination/efficacy) and the reading achievement of sixth, seventh, and eighth grade students.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
19
James, Shondell B. R. "Discipline In Charter Schools| Investigating How School Design Shapes Disciplinary Culture". Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974935.
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Background: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.
20
Bass, Ruth N. "The impact of school culture on school safety: An analysis of elementary schools in a Southwestern metropolitan school district". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290104.
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Purpose of the study. The purpose of this study was to identify the relationship that exists between school culture and school safety. The principle school culture subscales measure (1) Collaborative Leadership, (2) Teacher Collaboration, (3) Professional Development, (4) Collegial Support, (5) Unity of Purpose, and (6) Learning Partnerships. The safety subscales utilized were (1) Valuing Influence of Teachers and Staff, (2) Feelings of Fear and Lack of Safety, (3) Stressors and Daily Discomforts, and (4) Positive Attitude Toward School Environment and Community. This relationship was surveyed using the School Culture Survey (Gruenert & Valentine, 1997) and the Inviting School Safety Survey (Lehr & Purkey, 1997) among seven metropolitan elementary schools in one Southwestern section of the United States. Procedures. The study included seven elementary schools. Teachers in each school were surveyed on numerous aspects of culture and safety. Teacher data were collected through surveys. Two hypotheses were tested using Pearson-Product Moment Correlation to determine if any of the six subscales of culture from the School Culture Survey correlate with the four safety subscales of the Inviting School Safety Survey. Ordinary Least Squared Regression was used to identify school culture factors that predict school safety factors. The six subscales of culture from the School Culture Survey were used as predictor variable for each of the four Inviting School Safety Scales. Findings. A high level of correlation was found between teachers' perceptions of school culture subscales with School Safety subscales when controlling for the variables of SES, percent of special education students, mobility rate, and number of students. A statistically significant predictive relationship was found for the School Culture subscales with each of the School Safety subscales. Low correlation and low predictive relationships was found for the six School Culture subscales with the School Safety subscale of Feelings of Fear and Lack of Safety. If schools are to be safe for all students, school leaders must change the culture of their schools.
21
Lee, John 1957 Dec 10. "Effective global teams : impact of organizational culture change and national culture differences". Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9200.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Also available online on DSpace at MIT.
Includes bibliographical references (leaves 54-55).
The concept of dispersed teams is widely applied in industry today. This thesis explores the experience of one remotely located team of a U.S. based multinational in the automotive industry based in Japan. It begins by reviewing the literature on the subject, followed by a general discussion of the concept of organizational culture change and the impact of national culture differences in working globally dispersed. The automotive team that is the basis for this study is successful in the marketplace but sometimes faces conflicts working with the Headquarter and other business units in its efforts to meet the specific requirements of the Japanese market. The differences in priorities and business practices often serve to cause the members in the Japan based remote team to feel isolated and misunderstood in their role as the "front-line" soldiers" with a defined mission of growing the Japanese market. What emerges from the study is the fact that a major culture change in the home organization coupled with diverse cultural differences between Japan and the U.S. makes it difficult for the entire organization to move in sync with the shared visions of the senior management as quickly as necessary in the fast changing marketplace. Although the directions are clear and the future path seem rational, entrenched ways of doing business caused by old habits and existing systems seem to get in the way. There also appears to be no fast and clear-cut solutions to this dilemma. It takes more time to build trust, develop a shared vision and mitigate the cultural gulfs that are inevitable. For management, it means greater efforts to communicate about where the organization needs to move and resolving differences in perceptions between the remote team and the home organizations.
by John Lee.
M.B.A.
22
Echeverri-Sucerquia, Paula Andrea. "Parent Engagement and Cultural Capital: Negotiating Culture in a Multilingual/Multiethnic School". OpenSIUC, 2010. https://opensiuc.lib.siu.edu/dissertations/217.
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This study explored how a multicultural/multilingual school negotiated culture with limited English proficient (LEP) students' families, particularly in the context of parent involvement activities. In order to understand how such negotiation of culture occurred, the researcher focused on the perspectives that school administrators, teachers and parents of students in an English as a Second Language (ESL) program had on the education of LEP students and their parents' involvement in school-organized activities. It also focused on the participants' understandings of cultural capital and the extent to which the school builds on immigrant /sojourner families' knowledge and culture to support their children's education. In this ethnographical study, the researcher used a variety of data collection procedures: a questionnaire for teachers and parents, document analysis, interviews, and participant observation. While results from the questionnaires show that teachers and parents had similar views of LEP student education and parent involvement, more detailed information gathered through interviews and observations show that school personnel and immigrant/sojourner parents held different perspectives and expectations. Moreover, the results revealed that cultural capital, social class, and parents' educational attainment level influence the way parents understand the academic and social expectations of the school's dominant culture and their interactions with school personnel. Likewise, cultural biases influence school administrators and teachers' perceptions and interactions with parents from ethnic/linguistic minority groups.
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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.
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Bean, Wendy. "Relationship between teacher learning and school culture". Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20031124.152409/index.html.
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Lopes, Daniel Alisson Feitosa. "Culture, institutions and school achievement in Brazil". Universidade Cat??lica de Bras??lia, 2017. https://bdtd.ucb.br:8443/jspui/handle/tede/2325.
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This paper estimates the impact of culture on the academic performance of Brazilian students in standardized tests. Based on data with student identification, we apply an algorithm of surname classification that assigns the student, based on the surnames of his/her parents, to one of the following ancestry groups: Iberian, Japanese, Italian, Germanic, Eastern European and Syrian-Lebanese. We show that students with non-Iberian European or Japanese ancestry obtain statistically and substantively higher scores on 3rd and 5th grade standard Math tests, even with a large set of individual, family and municipal controls. We also tested the hypothesis of persistence of local institutions, established during the era of mass immigration to Brazil in the 19th and 20th centuries, and we showed that the mechanisms of family transmission of culture remain robust for students with Japanese and Italian ancestry.
Este trabalho estima o impacto da cultura no desempenho acad??mico de estudantes brasileiros em testes padronizados. A partir de dados com identifica????o por aluno, aplicamos um algoritmo de classifica????o de ancestralidade que atribui ao aluno, com base nos sobrenomes dos pais, um dos seguintes grupos: ib??ricos, japoneses, italianos, germ??nicos, europeus do leste e s??rio-libaneses. Mostramos que os alunos com ancestralidade europeia n??o-ib??rica e japonesa obt??m notas, na prova de Matem??tica da Avalia????o Nacional da Alfabetiza????o e na Prova Brasil, estat??stica e substantivamente mais elevadas, mesmo com um amplo conjunto de controles individuais, familiares e municipais. Testamos ainda, por meio de proxies, a hip??tese de persist??ncia das institui????es locais, influenciadas pela imigra????o em massa no Brasil no s??culo XIX e XX, e mostramos que os mecanismos de transmiss??o familiar da cultura permanecem robustos para os alunos com ancestralidades japonesa ou italiana.
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Blackwood, Jo Lambert. "Culture of empowerment in a restructured school". Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40150.
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Pniewski, Luke Eugene. "Administrator and Teacher Perception of School Culture". TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1971.
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This study measured the culture of Barren County High School using the School Culture Triage Survey. The survey was administered to the teachers and administrators separately to assess the difference of the perception of the school culture within that school. The research suggests that improving a schools culture will increase teacher moral, teacher and administrator cohesiveness, and increase students’ achievement. The results of this research show that the overall school culture is perceived very similarly between the two subgroups (teachers and leadership) but there are areas of the schools culture that are perceived differently, and if improved, can lead to significant gains for teachers and student learning and achievement.
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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.
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Chow, Wai-yee, i 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.
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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.
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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.
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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/.
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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.
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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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Ramovha, Ndivhuwo M. "Leadership and productive school culture at selected secondary schools in Limpopo province". Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/2010.
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Thesis (MPhil (Education Policy Studies))--University of Stellenbosch,2009.ENGLISH ABSTRACT: This study explores leadership and productive school culture, and focuses on school leadership at selected schools in the Nzhelele West Circuit in the Limpopo Province. Leadership plays a pivotal role in the functioning of any organisation, be it in business or in education, and the concept of leadership has become more prominent over the last decade, and there are various debates around its meaning and what it entails. In order to develop a better understanding of leadership, a literature review is conducted. This review highlights the differences between leadership and management, and explores different leadership styles. With regards to productive school culture, this study indicates that schools may look alike in terms of their physical structure, composition of staff members and purpose of their existence, but may differ drastically on how they operate. This kind of culture represents the common shared values, rituals, ceremonies, stories and an internal cultural network that values heroes, such as an extraordinary teacher. I conclude that school culture and school leadership are inseparable issues because cultural management remains the responsibility of the school leadership This study finds that leadership is of vital importance in all organisations, and that the meanings of the concept of leadership have changed over years. Further, administering schools in a democratic fashion still pose tremendous challenges to the school leadership as a whole. It seems as if the schools which are part of this investigation still struggle to adjust to a democratic dispensation. This research therefore concludes that school leaders need to ensure that they are both good managers and effective leaders. They must also ensure that the culture at their schools is conducive for teaching and learning. Keywords: leadership, management, schools, leadership styles, productive school culture.
AFRIKAANSE OPSOMMING: Die studie behels leierskap en produktiewe skool kultuur, en ondersoek skool leierskap by verskeie skole in die Nzhehele-Wes kring in die Limpopo Provinsie. Leierskap speel „n belangrike rol in die funksionering van enige organisasie, en die konsep het meer prominent geword oor die afgelope dekade. Daar is ook verskeie debate rondom die betekenis van die konsep. Met die doel om „n beter begrip van leierskap te verkry, is „n literatuur studie voltooi. Die literatuur studie dui op die verskille tussen leierskap en bestuur, en verskeie leierskap style word ondersoek. Met betrekking tot produktiewe skool kultuur toon die navorsing dat skole dieselfde mag lyk ten opsigte van hul fisiese struktuur, personeel samestelling, en die doel van hul bestaan, maar mag drasties verskil in hulle funkionering. Dié tipe kultuur verwys na gemeenskaplike waardes, rituele, seremonies, stories en „n interne netwerk wat helde, soos buitengewone leiers, vereer. My gevolgtrekking is dat skool kultuur en skool leierskap onskeibaar is omdat die kulturele bestuur nog steeds the verantwoordelikheid van die skool leierskap is. Die studie bevind dat leierskap van kardinale belang in alle organisasies is, en dat die betekenis van die konsep “leierskap” oor jare baie verander het. Verder bied demokratiese skool administrasie nog steeds baie uitdagings aan skool leiers. Dit wil voorkom asof skole in die ondersoek ook probleme ondervind om aan te pas by „n demokratiese bedeling. Hierdie ondersoek kom tot die gevolgtrekking dat skool leiers moet poog om beide goeie bestuurders en effektiewe leiers te wees. Hulle moet ook verseker dat die kultuur by hul skole leer en onderrig ondersteun. Sleutelwoorde: leierskap, bestuur, skole, leierskap style, skool kultuur.
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Montaño, Elizabeth. "Becoming Unionized in a Charter School: How Charter School Teachers Navigate the Culture of Choice". Digital Commons at Loyola Marymount University and Loyola Law School, 2012. https://digitalcommons.lmu.edu/etd/237.
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Charter schools have become a widely accepted and rapidly growing option for educational reform especially for low-income, inner-city students. In Los Angeles, the charter movement has promised teachers greater autonomy and collaboration than in the traditional public schools, yet the working conditions of teachers in charter schools have weakened the conditions for this movement to truly reform public education.
By using a neoliberal theoretical framework and a qualitative case study design, this study captured the voices of charter school teachers and documented their beliefs and experiences in an environment shaped by a culture of choice. This study uncovered a) the culture and environment that led teachers to seek unionization, b) the relationships between teachers and management, and c) their model of unionism.
The participants’ voices detailed a collaborative culture that lured teachers to escape the negative environment in the local district schools. Still, teachers faced an exhaustive workload and they chose to leave the charter school environment. Teachers valued their autonomy while not realizing that the true choice existed only for the management of the school that had the ultimate power over their working conditions. When teachers decided to unionize they faced antagonism from their school leaders, and a backlash for their involvement in the unionization. Teachers fell prey to the intimidation of the public’s perception on tenure and gave up this fundamental protection. They also moved away from the traditional model and were left without a clear understanding of what being a union meant.
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Dowling, Maureen F. "Chapman Friends School: A Study of the Creation of Culture". Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/26407.
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In recent years a body of literature on the topic of school culture has emerged, highlighting the importance of developing strong school cultures. My purpose was to explore the creation of culture in a new school by studying the school's core principles, leadership, history, practices, decision making, language, membership, environment, and critical events.
The setting for this descriptive case study was Chapman Friends School - an alternative Quaker high school located in a mid-Atlantic state. Data-gathering techniques included: (a) weekly on-site observations, (b) formal interviews, (c) school publications and documents, and (d) the researcher's log. The data were analyzed with a thematic coding system based on the cultural components.
Three factors were found to be critical in the creation of culture at Chapman Friends School: (a) core principles and the symbolic interactions whereby they were transmitted; (b) the charismatic, authentic leadership of the headmaster; and (c) the consensus-based standards for student membership. The creation of culture at Chapman Friends School was a process wherein school members sought to resolve problems and issues resulting from their conflicting expectations of what the school should be. The creation of culture at Chapman Friends School involved the development of a shared image of what the school should become. Finally, as indicated by previous researchers and supported in this study, a culture evolves over time.
The findings expand the field of literature on the subject of school culture and provide insight for school leaders and educators seeking to create effective school cultures. Related topics for further study include: (a) student enrollment screening procedures which shape a school culture, (b) the effect of secular school leaders on the creation of culture in religious-based schools, (c) the effect of the absence of a Quaker majority in Quaker schools, and (d) alternative environmental options for school settings and their effect on school culture.Ed. D.
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Floyd, David Graham. "An examination of the links between the pedagogical culture of primary schools, school effectiveness and school improvement". Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10006625/.
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This study examines the proposition that values and beliefs about teaching and learning are of critical importance in determining pupil outcomes. Using a sample of teaching staff from 32 primary schools, I attempt to identify these beliefs and their links with school effectiveness and school improvement. School effectiveness is measured in terms of pupil progress on Suffolk Reading Tests taken at 6+ and 8+ from 1994-6. Data about pedagogical values and beliefs were collected using interviews, questionnaires and Ofsted reports. An outlier framework was used to analyse effectiveness and improvement, and to determine if either was associated with a pedagogical culture based upon the ideology of progressivism which the work of Plowden and Piaget supposedly spawned during the early 1970s. It has been argued that this ideology still continues to influence primary practice and has been largely responsible for a perceived decline in standards of literacy. The results of this study suggest that differences in pedagogical culture between outlier groups are not nearly as wide ranging as some critics of primary practice suggest. However, although the differences may be few, they may still explain the apparent divergence in effectiveness since they appear to relate to pedagogical goals, methods, and certain leadership strategies. Differences between schools in which the rate of pupil progress improved substantially between 1994-6 and those in which it declined, appeared even less marked. This study also explores the challenges involved in linking research into school effectiveness with school improvement, and suggests that the lack of synergy between the two, particularly in the sphere of teaching and learning, can be partly transcended through the concept of pedagogical culture which is common to both fields of enquiry. The study concludes by positing a model that uses pedagogical culture to link both the school effectiveness and school improvement paradigms.
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Keskinen, Katri Ilona Maria. "Culture and Masculinity in American School Shootings: Reviewing Evidence from Multi-Victim School Shootings". Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-24263.
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American school shootings have received a lot of media, public and academic attention within the last two decades. Still, reasons behind the shocking events lie undiscovered. Although individual factors have been widely examined, researchers are yet to find commonalities. This thesis reviewed evidence of macro-sociological explanations for American school shootings and attempted to identify the roles of culture, cultural marginalisation and masculinity in American multi-victim school shootings using seven case studies from 1999-2018. Results identified cultural marginalisation as a key factor in all of the cases, whereas hegemonic and violent masculinities received some support. In addition, interconnectedness and relationships between anomie, culture, cultural marginalisation, masculinity and school shootings were discussed in more detail. Finally, future suggestions were made, and conclusions were drawn.
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Fan, Chi-man Cliff. "The impact of school culture on the appraisal system the case study of an aided secondary school /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37308713.
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Mees, Gregory W. "The relationship among principal leadership, school culture, and student achievement in Missouri middle schools". Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5540.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 10, 2009) Vita. Includes bibliographical references.
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Caixeiro, Cristina Maria Bicho Alpalhão. "A(s) cultura(s) organizacionalais) de um grupamento vertical de escolas". Master's thesis, Universidade de Évora, 2008. http://hdl.handle.net/10174/18315.
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Num cenário de mudanças constantes no sistema educativo português, um pouco ao sabor das políticas governamentais, a escola enquanto estrutura organizacional enfrenta, actualmente, um problema de identidade aliada a uma profunda crise de valores que perpassa profundamente todos os meandros da sociedade portuguesa. Atendendo às conhecidas especificidades políticas e organizacionais da escola, particularmente as que derivam do seu enquadramento numa administração centralizada, da natureza dos seus objectivos e da sua população, o lugar, a função e o estatuto dos actores no processo de construção da cultura é desigual, desequilibrado e assimétrico. No quadro da estrutura organizativa da escola, os docentes possuem um grau de responsabilidade educativa e, naturalmente, poder a diferentes níveis (político, pedagógico, gestionário e organizativo), logo, conferidor de um protagonismo significativo na construção simbólico-cultural. Actores receptores das políticas centrais, aos professores compete a tarefa de as interpretar e executar no contexto escolar, não só reproduzindo, mas também auto-recriando aquelas orientações normativas e culturais hetero-estabelecidas. O projecto, agora, apresentado pretende desenvolver um estudo descritivo e interpretativo sobre a cultura organizacional das escolas, em particular, a cultura organizacional que se vive na escola-sede e nas subunidades que compõem o Agrupamento Vertical Três. O nosso objectivo passou por estudar a problemática da cultura organizacional quanto aos diferentes graus de consensualidade e dissensualidade dos docentes. A partir deste exercício analítico, procurámos inferir e percepcionar as diversas modalidades de manifestação da cultura organizacional que se consubstanciam em três quadrantes teóricos: a perspectiva integradora, a perspectiva diferenciadora e a perspectiva fragmentadora (J. Martin: 1992, 2002). As conclusões extraídas coincidem com as nossas hipóteses de trabalho, colocadas a partir da nossa própria experiência profissional no agrupamento vertical de escolas estudado desde a sua criação. De facto, a predominância da perspectiva diferenciadora sob as restantes perspectivas, que encontrámos num determinado momento no Agrupamento Três, pode levar-nos interrogar a filosofia subjacente aos agrupamentos e a dificuldade de implementação no terreno. A abordagem feita neste estudo exploratório, face à complexidade da problemática não pôde deixar de ser senão parcelar, na medida em que a realidade escolar se perspectiva numa (re) construção permanente. A escola não pode, então, deixar de ser um espelho reflector da sociedade e do meio social onde se insere pelo facto de ser uma das suas organizações culturais e socializadoras mais marcantes e essenciais. Sobre esta instituição recaem sucessivas exigências e expectativas a partir do momento em que foi transformada numa escola massificada e em lugar de encontro/desencontro de várias realidades socioculturais. /ABSTRACT: ln a scene of constant changes in the Portuguese education system, at the mercy of government politics, the school while organizacional estruture faces, at present, a problem of identity combined with a profound crisis of values that contains all deeply meanders of Portuguese society. Attending to the specific political and organizational of the school, particularly those arising from its framework in a centralized administration, of the nature of its objectives and its population, the place, the role and status of the actors in the process of building culture is unfair, unbalanced and asymmetric. Under the organizational structure of the school, the teachers have a degree of educational responsibility, and, of course, competence at different levels (political, educational, managerial and organizational), thus conferring a significant role in symbolic and cultural building. Receivers actors of central policies, to the teachers compete the task of interpreting and implementing in the school, not only playing but also recreating those self-regulatory guidelines and cultural hetero-established. The project presented wants to develop a descriptive and interpretative study on the organizational culture of schools, in particular, the organizational culture that people lives in the head-school and in the subunits that compose the Vertical Group Three. Our objective has studied the issue of organizational culture of the different degrees of consensual and dissensual of teachers. From this analytical exercise, we tried to infer and perceive the various forms of manifestation of the organizational culture in which represent three quarters theoretical: the integration perspective, the differentiation perspective and the fragmentation perspective (J. Martin: 1992, 2002). The conclusions reached coincide with our hypothesis of work, raised from our own experience in vertical grouping of schools studied since its creation. Indeed, the predominance of the differentiation perspective on the other perspectives that we met at a particular moment in Group Three can lead us to question the philosophy underlying the groups and the difficulty of implementation on the ground. The approach made in this exploratory study, face of the complexity of the problem can only be partial, considering that scholar reality prospect in a permanent (re) building. The school should be a mirror reflecting society and social environment which insert because it is one of its cultural and socialize organizations most significant and essential. About this institution fail successive demands and expectations from the time when it was transformed into a school and mass instead of meetingInon-meeting of a different socio-cultural realities.
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Simmons, Patricia. "'Reading a School' : Adult and Pupil Researchers' Perceptions of a School Culture". Thesis, Manchester Metropolitan University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515076.
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This thesis examines certain aspects of school culture both from the perspective of the researcher and from the eyes of year nine pupils (aged 13 to 14 years). In particular the research sought to appreciate how a school's culture impacted upon pupils who for a variety of reasons could be understood as `marginalised'. Finally, because the thesis has a significant reflexive dimension, it has allowed me to question a number of issues relating to my own professionalism. The context for the research project was a local authority comprehensive school. The school is situated in an extremely impoverished area and additionally it had just emerged from a damning OfSTED inspection. Both factors contributed towards making the school an extremely complex context in which to study features of culture. The research methodology drew significantly on Goffman's (1961) ethnographic approaches to understanding the intricacies of institutions. It also found resonance with Foucault's (1977) work, particularly in relation to discourses and discursive power. Both theorists allowed opportunities to appreciate the regulatory and disciplinary nature of institutions. My wish to get as close as possible to pupils in order to develop an understanding of the culture of their school plus my democratic values led me to advertise, interview and appoint pupils as researchers. This led to me introducing not one but several life experiencesin to the researchp rocess. Pupil voice is now much talked about and legislated for, and the work and commitment of Ruddock(2003), Kellett (2005), Fielding(2004), and others have led the way in challenging assumptions and championing the value of pupil voice. This thesis examines the challenges and complexities when pupils assume the role of researcher. Issues relating to power and democracy came under the spotlight as well as certain complications when the research has to accommodate both an `outsider's perspective' as well as the `insider' position of the pupil researchers. Having pupils situated in the position of researcher has provided a rich and detailed account. It is by deconstructingand sifting through this account that I have been able to ask hard and pressing questions about the ideal of giving school pupils `voice
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Fernandes, Cinthia Votto. "Eu gosto de brincar com os do meu tamanho!: culturas infantis e cultura escolar - entrelaçamentos para o pertencimento etário na instituição escolar". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/15690.
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Este estudo consiste em uma pesquisa qualitativa cuja proposta foi investigar como as crianças, em suas interações, produzem significados em relação ao seu pertencimento a um grupo etário e com outro grupo de idade na instituição escolar, com o objetivo de evidenciar o que as crianças pensam e como são as suas relações na escola graduadas por idades, bem como as relações entre os grupos de crianças. Foram utilizadas as seguintes estratégias metodológicas: observações participantes e entrevistas coletivas. Participaram da pesquisa 29 crianças entre cinco e nove anos de idade da EI e do EF de uma mesma instituição escolar, situada no município de Porto Alegre. O estudo foi realizado com esses dois níveis de ensino, pois eles apresentam expectativas e finalidades educativas diferenciadas, podendo ocorrer dessemelhanças entre as formas como as crianças dos dois grupos vivem na escola, através das seguintes categorias: o tempo e o espaço escolar, as práticas adultocêntricas, os rituais e significados sociais em relação à idade, o brincar e as possibilidades de relação entre os grupos, as diferenciações etárias entre as crianças, protagonismos destas e o grupo etário enquanto um sub-geração. São apresentados os significados construídos pelas crianças frente ao pertencimento etário, as práticas diferenciadas dos grupos pela determinação espaçotemporal da escola, juntamente com os estatutos que elas recebem em cada nível de ensino, os protagonismos que as crianças realizam para garantir na escola as culturas infantis e a problematização da idade como o fator que forma uma sub-geração.This study consists in a qualitative research whose proposal was to investigate how children, in their interactions, give meanings in relation to their belonging to an age group and to other age groups, in school institution, intending to highlight what children think and how are their relationships in a school graded by ages as well how are relationships among groups of children. The following methodological strategies were used: participant observations and collective interviews. Participated of the research 29 (twenty-nine) children between 5 (five) and 9 (nine) years old from CS (Child School) and from BE (Basic Education) of the same school institution, located in Porto Alegre City. The study was made with these two levels of the knowledge process since they present different expectations and educational ends. It can occur dissimilarities between the ways how children of both groups live in school, through the following categories: the time and the school space, the adult centered practices, the rituals and the social meanings in relation to the age, the playing, and the possibilities of relationship among the groups, the age differentiations among children, their protagonisms and the age group while a sub generation. The meaning created by children are presented considering the age belonging, the different practices of the groups determined by the space-time of school as well the statutes they receive in every level of teaching, the protagonisms children perform to guarantee, in school, the child cultures and the problematization of the age as the factor that forms a sub generation.
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Stevens, Douglas M. "Relational Culture among Staff in an Emerging Urban STEM High School". University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880932.
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Spycher, Ellen A. Lenski Susan Davis. "Culture as a way of knowing". Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3106764.
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Thesis (Ed. D.)--Illinois State University, 2003.Title from title page screen, viewed October 12, 2005. Dissertation Committee: Susan Lenski (chair), Kathleen M. Crawford, Thomas P. Crumpler, Corsandra Stallworth. Includes bibliographical references (leaves 106-113) and abstract. Also available in print.
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Erculj, Justina. "School culture in Slovene primary schools : aspects of the local and the global". Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271528.
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Liu, Cheng-Bau. "The relationship between school culture and student achievement in Arizona elementary public schools". Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280558.
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The purpose of this study was to determine whether selected dimensions of school culture as measured by the School Culture Survey (SCS) (Valentine & Gruenert, 1998) were related to student academic achievement on Math, Reading, and Writing as measured by Arizona's Instrument for Measure Standards (AIMS). The SCS is a 35-item Likert, and the Likert is ranged from 1 (Strongly Disagree) to 5 (Strongly Agree). The survey factored into six dimensions of school culture: Collaborative Leadership, Teacher Collaboration, Professional Development, Unity of Purpose, Collegial Support, and Learning Partnership. The school culture factor of Learning Partnership subscale was found to have a significant linear regression with Math, Reading, and Writing AIMS scores by analyzing the data from 1,120 teachers from a sample of 56 public elementary schools. A secondary purpose of this study was to determine whether school culture variables were associated with the characteristics such as principal's tenure, principal's gender, the number of administrators, the number of the teachers, the percentage of teachers earning a Masters Degree or higher, school size, school level, and socioeconomic status (SES). Principal Tenure and SES were found to have a significant linear regression with the school culture factor of Learning Partnership. A conclusion for the study is that the variance in student achievement in Math, Reading and Writing (AIMS) can be predicted and explained by the school culture factor of Learning Partnership, which is defined as the degree to which teacher, parents, and students work together for the common good of the students.
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Wang, Mufan. "The Chinese school enterprise, an organizational culture study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ41527.pdf.
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Shum, Ho-ma Ada, i 岑賀美. "Perceptions of school culture: NETS vis-à-visstudents". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962543.
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Von, Zielonka Beverley. "The relationship between teacher evaluation and school culture". Thesis, Boston University, 2003. https://hdl.handle.net/2144/33585.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study was based upon the understanding that as important and essential as the technical and management dimensions of teacher evaluation are, efforts to address these dimensions alone are not enough to create effective teacher evaluation systems. Rather, the research and literature suggest that a third and critical dimension - school culture- and its relationship to the technical and management dimensions must be investigated and resolved to create an effective evaluation system. This study investigated this recent line of inquiry, describing and explaining the relationship between teacher evaluation and school culture. The procedures included a review of teacher evaluation documents, interviews with administrators, surveying 43 teachers, and focus group interviews with non-tenured and tenured teacher groups at an independent school in central Ohio. Interviews with the school's administration provided an explanation of the schools teacher evaluation documents. Data from the questionnaire provided information for how teachers' describe and explain 4 subcategories: (1) purposes and use of teacher evaluation information; (2) foundations and criteria used in evaluation; (3) procedures of evaluation; and (4) school culture. Focus group interviews provided further description and explanation of teacher evaluation and the culture of the school. Analysis of frequency distributions indicated the number of times each Likert-type response was obtained for the sample, non-tenured, and tenured teacher groups. Paired Sample T -tests determined the level of significance of resulting differences between non-tenured and tenured teachers for each questionnaire item. Pairwise correlation tests provided the measure of relationship between teacher evaluation and school culture for the sample, non-tenured, and tenured teacher responses. Pairwise Total Means of teacher evaluation and school culture subcategories provided an overall measure of the relationship between teacher evaluation and school culture. The results of the statistical tests support the conclusion that there is a relationship between teacher evaluation and school culture. The results also support the conclusion that, overall, the non-tenured and tenured teachers describe the relationship teacher evaluation and school culture similarly.
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Sowid, Sarah. "The Connection Between School Culture and Academic Performance". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34566.
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This is a qualitative study of how school culture in relation to student identity affects students’ academic performance, especially in a low-income community. The study was conducted in southern Malmö at an elementary school where 9th graders were given the opportunity to participate. Nine students answered a survey anonymously which I then analyzed using identity theory. My conclusions indicate that school culture does play a part in affecting students’ performance. The findings suggest that high performing students more strongly identify academically than low performing students. Finally, this research indicates that more studies on the topic need to be done. I hope this study contributes to a broader interest in how schools can create a culture where students become more motivated and performs better academically. Possible areas to further investigate would be how low performing students are included by schools and what actions schools take, or could take, to create an academic culture for all students.