scholarly journals The Role of Charismatic Leader in School Culture

2020 ◽  
Vol 20 (86) ◽  
pp. 1-30
Author(s):  
Mustafa OZGENEL
Keyword(s):  
School Culture ◽  
Charismatic Leader

scholarly journals Deutsche Schule urbana - Collegio Allemão de Pelotas na rota da Verein Für das Deutschtum im Ausland (V.D.A.), 1921-1925, 1933 / Urban Deutsche Schule – German College of Pelotas on the Verein Für das Deutschtum im Ausland (V.D.A.) Route, 1921-1925, 1933

2019 ◽  
Vol 2 (6) ◽  
pp. 80
Author(s):  
Maria Angela Peter da Fonseca ◽  
Elomar Antonio Callegaro Tambara
Keyword(s):  
School Culture ◽  
Rio Grande ◽  
Rio Grande Do Sul ◽  
The South ◽  
Educational Project ◽  
Cultura Escolar ◽  
Didactic Material ◽  
German College

Neste artigo enfoca-se o papel dos visitantes que chegavam à Deutsche Schule urbana, Collegio Allemão de Pelotas, no sul do Rio Grande do Sul, provenientes da Verein für das Deutschtum im Ausland (V.D.A.), (Sociedade de Apoio ao Deutschtum no Exterior), em 1921, 1923, 1924, 1925 e 1933, situada em Hamburgo e Berlim, na Alemanha. O objetivo desses visitantes era inspecionar o projeto educacional alemão e a manutenção do Deutschtum, que mesclava elementos do nacionalismo alemão, vigente, à cultura escolar deste educandário em tempos de Nacionalização do Ensino no Brasil. Consequência dessas visitas era o envio de livros, material didático e professores alemães, bem como a troca de correspondência entre os alunos do educandário de Pelotas e alunos alemães. Trata-se de pesquisa qualitativa, bibliográfica e documental cujas fontes principais são os Relatórios Escolares da Deutsche Schule de Pelotas dos anos 1921, 1923, 1924, 1925 e 1933.* * *This paper focuses on the role of visitors arriving at the urban Deutsche Schule, German College of Pelotas, in the south of Rio Grande do Sul from the Verein für das Deutschtum im Ausland (VDA), a Society for Supporting Deutschtum Abroad, in 1921, 1923, 1924, 1925 and 1933, located in Hamburg and Berlin, Germany. The purpose of these visitors was to inspect the German educational project and the maintenance of the Deutschtum, which merged elements of German nationalism, in force, into the school culture of this educandário in times of Nationalization of Teaching in Brazil. The consequence of these visits was the sending of books, didactic material and German teachers, as well as the exchange of correspondence between the students of the educator of Pelotas and German students. It is a qualitative, bibliographical and documentary research whose main sources are the School Reports of the Deutsche Schule of Pelotas of years 1921, 1923, 1924, 1925 and 1933.

Fostering Cultural Responsiveness in an Urban High School: A Case Study

2021 ◽  
pp. 019263652110365
Author(s):  
Jay Paredes Scribner ◽  
Donna H. Weingand ◽  
Karen Leigh Sanzo
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Culturally Responsive ◽  
Cultural Responsiveness ◽  
Future Research ◽  
Student Needs ◽  
Theoretical Frameworks ◽  
Teacher Needs

Scholars and practitioners have increasingly recognized the role of culturally responsive school leadership (CRSL). However, few studies have applied recent comprehensive CRSL theoretical frameworks. This in-depth case study explores how a school leader understands and shapes a school culture to be increasingly culturally responsive to students. Utilizing recent conceptualizations of CRSL as a lens, two major findings were developed. First, the principal’s understanding of what it means to be a culturally responsive leader is centered on the student experience: meeting basic needs, seeking “vertical” engagement, and transforming student world views. Second, to meet those student needs the principal practiced differentiated instructional leadership according to individual teacher needs and oriented to fostering a culturally responsive school culture. We suggest future research carefully examine (1) the interplay of beliefs, dispositions, and values in CRSL play, and (2) how CRSL (where it exists) manifests as an organizational.

Relationships Between Emotional Intelligence, Leadership Style, and School Culture

2017 ◽  
Vol 8 (3) ◽  
pp. 25-43
Author(s):  
Mirta R. Segredo ◽  
Peter J. Cistone ◽  
Thomas G. Reio
Keyword(s):  
Emotional Intelligence ◽  
School Culture ◽  
Transactional Leadership ◽  
Leadership Style ◽  
Hierarchical Regression ◽  
Leadership Strategies ◽  
Ex Post ◽  
Ex Post Facto ◽  
Transformational And Transactional Leadership

Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.

Examining the role of leadership, trust for school culture and policy

2017 ◽  
Vol 52 (S2) ◽  
pp. 983-1006 ◽  
Author(s):  
Figen Yaman Lesinger ◽  
Fahriye Altinay ◽  
Zehra Altinay ◽  
Gökmen Dagli
Keyword(s):  
School Culture

scholarly journals STRENGTHENING CHARACTER EDUCATION THROUGH SCHOOL CULTURE AT SMK SWASTA TELADAN TANAH JAWA

2021 ◽  
Vol 5 (2) ◽  
pp. 178
Author(s):  
Herman Herman ◽  
Dumaris E. Silalahi ◽  
Partohap Saut Raja Sihombing ◽  
Bloner Sinurat ◽  
Yanti Kristina Sinaga ◽  
...  
Keyword(s):  
School Culture ◽  
Character Education ◽  
Community Service ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
School Based ◽  
Working Groups ◽  
Descriptive Approach

Schools must recognize that school culture has an effect on the development of character in students. With the prevalence of numerous character flaws among students, it is expected that through school culture, students will be able to form their character through a school-based habit. Teachers at SMK Swasta Teladan in Tanah Jawa, Simalungun Regency, were the recipients of this community service. Thirty-three teachers were among those who took part in the socialization. This was a qualitative research project with a descriptive approach. The approaches used in this case are lectures and group discussions, with information being given first, followed by a question and answer session about the material. After having all methods provided, the results of the socialization through the school culture implementation possibly to be implemented to support the character education were: 1) cultivating religious tolerance values, 2) The implementation of school ceremonies, 3) implementation of working groups (PokJa) in schools, 4) The use of student-centered learning (student-oriented learning) during the learning process, 5) Using scouts in schools for students’ training to be more independent, and the last was prizes should be granted to students including all areas events, not only for academic areas. Last but not least, the role of school culture really can strengthen and support the character education for the students.

scholarly journals Pesantren as a Basis for Internalization of Pluralistic Values for Preparing a Democratic Citizens in a Diverse Society

2017 ◽  
Vol 25 (2) ◽  
pp. 419
Author(s):  
Abdul Rohman
Keyword(s):  
School Culture ◽  
Religious Education ◽  
Diverse Society

<p>Indonesia, as a pluralistic country, has potentialities of conflict at anytime as frequent violence has happened in Indonesia. Therefore, pluralism value has to be early introduced to the students in order to make them accustomed to a democratic attitude, and in turn, able to live in the diverse society harmoniously. Education has an important role to instill pluralism and tolerance values to students. It is a strategic way to socialize the values of tolerance, moderation, respect, and empathy, and to develop an attitude for learners in responding to the pluralism. This study will qualitatively discuss the role of <em>pesantren</em> in internalizing pluralism values to students in responding to a diverse society. It focuses on how the curriculum is constructed, instruction is done for the sake of creating a school culture for holding education that addresses pluralistic values. This study shows that pesantren with a pluralism based religious education is an effective basis for internalizing the values of pluralism to perform tolerance and inclusiveness to prepare the students to live in a pluralistic or diverse society.</p><p>Indonesia, sebagai negara majemuk, memiliki potensi konflik yang bisa terjadi sewaktu-waktu dan hal ini bisa berujung pada kekerasan. Oleh karena itu, nilai pluralisme harus diperkenalkan lebih awal kepada siswa agar membuat mereka terbiasa dengan sikap demokratis, dan pada gilirannya, mampu hidup secara harmonis dalam masyarakat yang beragam. Pendidikan memiliki peran penting untuk menanamkan nilai pluralisme dan toleransi kepada siswa. Pendidikan merupakan media strategis untuk mensosialisasikan nilai toleransi, moderasi, rasa hormat, dan empati, dan untuk mengembangkan sikap bagi peserta didik dalam menanggapi pluralisme. Studi kualitatif ini akan membahas peran pesantren dalam menginternalisasikan nilai pluralisme kepada siswa dalam menanggapi masyarakat yang beragam. Studi difokuskan pada bagaimana kurikulum dibangun, pembelajaran dilakukan untuk menciptakan budaya sekolah dalam menyelenggarakan pendidikan yang membahas nilai-nilai pluralistik. Studi ini menunjukkan bahwa pesantren dengan pendidikan agama berbasis pluralisme merupakan dasar yang efektif untuk menginternalisasikan nilai-nilai pluralisme untuk memiliki sikap toleransi dan inklusivitas untuk mempersiapkan siswa hidup dalam masyarakat majemuk.</p>

Apprendre à travailler: The uneasy journey of counter-school culture in the country of cultural capital theory

Ethnography ◽  
2018 ◽  
Vol 19 (4) ◽  
pp. 479-495
Author(s):  
Sylvain Laurens ◽  
Julian Mischi
Keyword(s):  
School Culture ◽  
Cultural Capital ◽  
Social Reproduction ◽  
French Translation ◽  
Capital Theory ◽  
Cultural Capital Theory ◽  
French Sociology ◽  
Culture Concept

This paper retraces the journey of Learning to Labour in the French intellectual landscape, by examining the context in which we had this book translated in 2011. We first analyse the slow importation of Willis’s research in France (the originality of the counter-school culture concept is highlighted in light of Bourdieu’s theoretical emphasis on the role of cultural capital in social reproduction) and the conditions that made a French translation possible 30 years after the original’s publication. We then discuss the ways in which this 2011 translation, entitled L’école des ouvriers, collided with French debates on the role of school and the then prevalent postmodern theories. We end by discussing the uses of Willis’s work in contemporary French sociology.

Who is seen as a charismatic leader? The role of environmental features in charisma attributions

2019 ◽  
Vol 2019 (1) ◽  
pp. 18504 ◽  
Author(s):  
Leonie Jolanthe Hentrup ◽  
Nicolas Bastardoz ◽  
Jochen I. Menges
Keyword(s):  
Charismatic Leader ◽  
Environmental Features
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