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1.
At-risk behaviours, including substance abuse, suicidal ideation and delinquency, are prevalent amongst teenage youth in high-school settings. Focusing on the academic and emotional needs of their students encourages teachers to have thoughtful interactions and be continually aware of the problems of their students. Evidence-based interventions, such as Solution-Focused Brief Therapy, can guide teacher–student interaction as a method to address truancy, graduation rates and emotional issues. Using grounded theory, the researcher conducted interviews with teachers working at an alternative high school founded in solution-focused communication to understand the process of engaging students with at-risk behaviours and emotional needs in the classroom. Results suggest how teachers foster student independence through an academic culture of social responsibility. Recommendations for staff development and support and the assimilation of school curriculums based in solution-focused approaches are discussed. 相似文献
2.
Prof. Dr. Regina Bendix Prof. Dr. Margret Kraul 《Zeitschrift für Erziehungswissenschaft》2011,14(1):141-161
Schools share comparable curricula and follow regional and national institutional guidelines. In their materiality, however, the living spaces of schools bring forth a constant interaction on the part of its members with a given, distinctive space. In the process, school members shape and traditionalize a unique and distinctive culture in every school. Within their ongoing project, the authors seek to grasp the interpersonal and spatial complex constituted within a school culture. To document and understand the cultural specificity of individual schools, they have further developed qualitative research methods from the methodological repertoire of educational and cultural anthropological research. Building on the component of strangeness as a key component of ethnographic experience and insight, two methods were designed to complement the overall toolkit deployed within the project: guided walks and short term visits by individuals socialized in another culture. These methodological approaches promise new insights for research in schools as well as for other organizational and institutional cultures. 相似文献
3.
The purpose of the present study is to explore non-truanting youngsters’ perceptions of truants and truancy. In-depth qualitative interviews (N: 8) are used to explore inductively the perceptions of truancy among non-truanting pupils in secondary education in Flanders (the Dutch-speaking part of Belgium). We use survey analysis (N: 3314) to assess the prevalence of different attitudes towards truancy and their mutual relationships, the prevalence of truants at school, individual risk factors for truancy, and school context variables. The results reveal two attitudes toward truancy: (1) disapproval of truancy and (2) the appeal of truancy. Factors that increased disapproval of truancy included attachment to school, attachment to parents, belief in school rules and cultural capital. Finding truancy attractive was associated with a lack of attachment to school and the presence of truants in the peer group. In the conclusion we elaborate on the implications of our findings. 相似文献
4.
Cemalettin ?pek 《Asia Pacific Education Review》2010,11(3):371-385
This study aims to describe organizational culture and commitment and to predict organizational commitment from organizational
culture in Turkish primary schools. Organizational Culture Scale (İpek 1999) and Organizational Commitment Scale (Balay 2000) were used in the data gathering process. The data were collected from 415 primary teachers and analyzed to describe their
organizational culture and organizational commitment perceptions by computing arithmetic means for each dimension constituting
these scales. Moreover, the relationships between organizational culture and commitment perceptions were tried to be investigated
through the regression analyses to predict the organizational commitment perceptions of primary teachers from their organizational
culture perceptions. The study results revealed that primary school teachers perceived all four organizational culture dimensions
at moderate levels, but they particularly perceived organizational commitment at internalization and identification levels.
They rarely perceived organizational commitment at compliance level. The results revealed that organizational commitment at
compliance level was predicted from power and role cultures, while organizational commitment at identification and internalization
levels was predicted from achievement and support cultures. 相似文献
5.
中外学校组织文化研究之比较 总被引：4，自引：0，他引：4
组织文化作为一种文化管理模式,它能协调人际关系,增强组织凝聚力,培养团队精神,引导成员走向共同目标,在管理中具有重要意义。国外学校组织文化理论更多地是从组织理论中汲取营养而发展起来的,研究旨趣在于探寻组织文化与管理绩效的关系,重视组织文化的管理功效;而国内学校组织文化研究则是从文化角度切入,主要强调文化的教育功能。 相似文献
6.
Michelle A. Hendricks Elizabeth W. Sale Carol J. Evans Lori McKinley Sherri DeLozier Carter 《Psychology in the schools》2010,47(2):173-183
The effectiveness of a school‐based truancy court intervention in four middle schools in a mid‐sized school district was evaluated. Cumulative data from 185 youth attending a truancy court from 2004 through 2008 were included in the analyses. Results indicated a differential impact of the truancy court intervention depending on truancy severity at baseline. The intervention was most successful in increasing attendance for students with severe truancy, but had limited impact on students with moderate truancy, and no impact on mild truancy. The intervention did not result in improved school attachment or grade point averages, nor did it significantly reduce discipline offenses. Furthermore, the aftercare intervention, consisting of regular meetings with an authority figure (e.g., a juvenile officer), was only effective at maintaining truancy court attendance gains for students with severe truancy at baseline, although it was associated with a substantial decrease in discipline offenses for all groups. These results suggest that truancy courts similar to the one described here may have an impact on truancy for severely truant students, but may have a limited effect on students with mild or moderate truancy. © 2009 Wiley Periodicals, Inc. 相似文献
7.
Gaynor Attwood 《Educational studies》2015,41(1-2):14-28
The paper considers two problematic aspects of the lives of young people: the long-standing issues of truancy from school and more recent concerns about the extent of mental well-being. It uses data from a large-scale survey, the Longitudinal Study of Young People in England (LSYPE). LSYPE provides a very large sample which allows for robust analysis of sub-groups within the population, data from families as well as the young people themselves and a panel design, so that characteristics of the young people at one point in time can be related to later outcomes. The results show the extent of truancy among year-10 pupils with well over one in five reporting truanting but high levels of truancy much less common. The reasons given for truancy mostly revolved around dislike of aspects of school. Truancy, even at low levels, was associated with more negative outcomes such as poor examination results and later unemployment. Data on mental well-being, based on the General Health Questionnaire, showed the extent of feelings of distress and inability to cope with everyday life with more serious levels affecting perhaps one in five of the young people. Young women were more likely to report problems of mental well-being than young men and truancy was strongly associated with poorer levels of well-being. The contrast between the way that most truants said that it was important to them to do well at school but also that disliking school was given as a reason for truancy suggests the possibility of school interventions. 相似文献
8.
James R. Detert Karen Seashore Louis Roger G. Schroeder 《School Effectiveness & School Improvement》2013,24(2):183-212
In this article, we address the relatively unsubstantiated claim that there is an important relationship between organizational culture and the ability to successfully implement Quality Management (QM) programs in schools. This relationship has not been adequately explored in the literature due to the lack of a comprehensive framework for defining and measuring the values and beliefs at the root of specific types of organizational cultures. After presenting some background on organizational culture used in research to date, we outline the specific values and beliefs underlying QM practice in schools. These QM values and the accompanying propositions provide an important step toward future empirical research aimed at understanding the relationship between organizational culture, the implementation of systemic improvement initiatives like QM, and key organizational and individual outcomes. The context of our research is U.S. high schools, but the general principles could be applied to other educational settings as well. The results of our review suggest that some of the quality management culture dimensions are highly consistent with educational research on school improvement, while others are more controversial. 相似文献
9.
Truancy is known to: Hamper academic achievement, predict a range of school-related problems and cause early school leaving. Hence, the development and implementation of measures to tackle truancy are considered as important strategies to prevent early school leaving in Europe. Despite this, there is almost no comparative research which studies variation in truancy rates. This article relies on PISA 2012 data from 24 European countries to empirically answer two questions: (1) To what degree do truancy rates vary cross-nationally? and (2) Do these differences in truancy rates relate to characteristics of the educational system? We found that between-country truancy rates varied more than differences in early school leaving. Moreover, even after taking into account control variables such as economic development and youth unemployment rates, the ways in which educational systems select and group pupils are closely related to truancy rates. 相似文献
10.
分布式领导:缘起、概念与实施 总被引：1，自引：0，他引：1
分布式领导是近年来兴起的一个概念,自提出以来受到极大关注。分布式领导理论是组织思考的根本改变,它将领导定义为学校所有人的责任,而不仅仅是校长等少数人的行为。分布式领导致力于在组织成员中分享领导职能,建立清晰的愿景和目标,提升组织成员的领导能力,同时考虑到学校组织结构和管理体制、绩效责任制度以及学校文化等因素的配合。 相似文献
11.
Denise F. Blum 《International journal of qualitative studies in education》2013,26(2):255-273
In this paper the author offers a reflective perspective of her experiences while conducting research in Cuba in 1995 and 1996, and upon her return to the United States, teaching Cuban culture and history in a public school. In particular, she discusses the challenges surrounding her positioning, location, and accountability as author, researcher, teacher, and comparative educator. She explores the interaction of cultural identities faced as a researcher from the United States and the ideologically charged ironies that teaching Cuban history and culture evoke in an American middle school. Moreover, she chronicles her shifting perceptions of cultural identity and interfacing with the opposing responses between suspicion and acceptance in both countries. While negotiating between these two cultures, the repositioning on the continuum of critical pedagogy offers insight into the problems inherent in these situations. 相似文献
12.
Yin Cheong Cheng 《School Effectiveness & School Improvement》2013,24(2):85-110
This study intends to investigate how school organizational culture is related to important organizational characteristics and observe how the profiles of strong culture‐effective schools are different from those of weak culture‐ineffective schools in terms of organizational variables (such as principal's leadership, organizational structure, and teachers’ social interactions), teachers’ job attitudes, and school effectiveness criteria. It is a cross‐sectional survey research involving 54 randomly sampled Hong Kong secondary schools and 588 teachers. The unit of analysis is the school. Organizational ideology index was found to be substantially correlated with schools’ perceived organizational effectiveness. Among the 10 measures of these organizational variables, teachers’ esprit and principal's charismatic leadership can contribute substantially to the prediction of school's strength of organizational culture. The organizational profile of perceived strong culture‐effective schools is contrastingly different from that of perceived weak culture‐ineffective schools. The findings suggest that difference in organizational culture can be reflected at least in three overt levels: 1. organizational level in terms of principal's leadership behaviors, organizational formalization and participation, and teachers’ social norms; 2. teachers’ attitudinal level in terms of organizational commitment, social job satisfaction, intrinsic job satisfaction, and influence job satisfaction; and 3. school effectiveness level in terms of perceived overall organizational effectiveness and academic achievements in public examinations. The findings reinforce the importance of organizational culture to the ongoing effort and discussion of school improvement and school effectiveness. 相似文献
13.
Not completing upper secondary education is often presignaled by truancy from school. Student-perceived social support from family, peers, and teachers can prevent truancy and the risk of not completing education. However, prior studies have not focused on the stability of social support across school transitions. This longitudinal study of 1901 Finnish students examined the extent to which social support was stable or specific to primary, lower secondary, and upper secondary schools. Moreover, we examined whether support was associated with not completing upper secondary education in normative time and whether truancy mediated the relationship between support and not completing education. The analyses showed that most variance in social support was context-specific; family and peer support was related to truancy and not completing education; and truancy acted as the mediator. The findings underscored the importance of stable social support over school transitions in reducing the likelihood of truancy and not completing education. 相似文献
14.
In secondary schools, subjects dominate teaching and also the organizational structures. Typically, subject department heads perform a middle-management role in secondary schools and often this role is taken-for-granted and unquestioned. In this article, we examine the impact on secondary school culture and the resulting changes to practice when the department middle-management structure and roles are open to revision. We investigate the experiences of two schools that are part of a longitudinal study on reculturing and restructuring in all secondary schools in one school district in Ontario, Canada. Our research indicates that structural change initiated by school level participants is a prerequisite to real change and that structural changes preceded cultural changes. However, it is the process of creating the new structures that is the key consideration as mandating an alternative might not be facilitative of cultural change. The primary research question guiding this article is: what impact does involvement in restructuring a middle-management organizational model have on the culture of a school and the change process experienced by staff members? 相似文献
15.
Martin Smith 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):226-236
In November 1994, the Hertfordshire School Attendance Project, an initiative set up by the local authority's Education Welfare Service with the purpose of promoting regular school attendance, conducted a survey on school attendance in which 12 secondary schools participated. The survey was intended to establish how pupils responded to coming to school; to identify levels of truancy, including post‐registration truancy; to determine the reasons for such truancy; and to assist schools in developing appropriate and effective responses. The survey found that the overwhelming majority of pupils mostly liked school, attended regularly and were mostly happy with the curriculum which they were offered. The truancy that was located was confined mainly to Years 9, 10 and 11; it was neither widespread nor habitual in character, and appeared to be caused primarily by what might be termed ‘lesson difficulty’. That is, the pupil involved either did not like or could not do a particular lesson and/or had a poor relationship with a particular teacher. Post‐registration truancy (PRT) ‐ when the pupil comes to school, registers and then proceeds to miss certain or all lessons ‐ was found to be slightly more prevalent than blanket truancy (BT) ‐ when the child fails to attend school altogether and lacks authorization for failing to do so (these categories of truancy are based on the work of Stoll and O'Keeffe, 1989 and O'Keeffe, 1994). The survey strongly suggested the need for schools to engage in a debate on the nature of some aspects of the curriculum and to develop coherent and consistent whole‐school attendance policies. 相似文献
16.
Christine Saelzer Anna Eva Lenski 《Journal of Education for Students Placed at Risk》2016,21(4):246-260
Truant student behavior can be due to various reasons. Some of these reasons are located in schools. So far, little is known about how student perception of school rules is related to truancy. This study aims to identify types of school attendance policies and how these policies are associated with individual truancy. Self-reports from the German student sample of PISA 2012 (N = 5,001) were analyzed to evaluate truancy and student perception of school attendance policies. A linear regression model was specified to predict truancy. Two styles of school attendance policies as perceived by students could be distinguished: active and passive. Students who perceived their school's attendance policy to be active were truant less often than students who thought their school's attendance policy was passive. 相似文献
17.
We explain certain learning difficulties in computer science education as resulting from a clash between the students' culture as computer users and the professional computing culture. We propose the concept of fertile zones of cultural encounter as a way of overcoming these learning difficulties. This pedagogical approach aims to bridge the gap between cultures by designing interventions that are appreciated by members of both cultures, yet also guide the student to engage in the practices of the professional culture. The learning difficulties are demonstrated by a detailed analysis of episodes taken from an advanced high school computer science course in concurrency. We show that fertile zones of cultural encounter can be successful in significantly improving learning of this subject. 相似文献
18.
Teacher perceptions of school culture and their organizational commitment and well-being in a Chinese school 总被引：1，自引：0，他引：1
This study aims to analyze and validate the dimensions and specific features of a school culture in a Chinese context. A sample
of 181 teachers from a Chinese primary and secondary school in Beijing participated in a survey that measures school organizational
cultural characteristics and teacher organizational commitment and well-being as outcomes of school culture. Specific cultural
characteristics of this school and their impact on teacher organizational commitment and well-being were identified. The findings
provide important information for understanding a school culture in the Chinese context. It enriches the theory related to
school culture and the research findings that have been identified in the Western settings. 相似文献
19.
基于对北京市5255名教师的问卷调查,本研究考察中小学学校组织文化的现状及其特点。研究表明:中小学学校组织文化的三个因素:教师文化、学校文化认同、校长文化,能较好地解释学校组织文化的结构;不同职业生涯发展阶段教师对学校组织文化的认知有所差异,其中6-10年教龄教师对学校组织文化的认同最低;中学和小学教师在学校组织文化的认知上有所差异,小学教师对于学校组织文化的认同度要普遍高于中学教师;不同性质的学校教师在学校组织文化的认知也有所差异,重点学校和薄弱学校教师对学校组织文化的认同度要明显高于普通学校的教师。 相似文献