Teacher implementation of mathematics curriculum initiatives in a test-driven accountability environment: an ethnographic investigation into leadership; school culture; and teacher's attitudes, beliefs, and concerns

Bu makale, Türkiye’de yoğun göç almakta olan Güneydoğu Anadolu Bölgesi’ndeki okullarda, göçmen çocukların okullara dâhil edilmesine yönelik olarak idarecilerin düşünce, inanç ve tutumlarını inceleyen nitel bir araştırmanın sonuçlarını bildirmektedir. Araştırma özelde, okul yöneticilerinin göçmen çocukların kendi okullarında eğitilmesine yönelik tutumlarını, bu eğitimin önünde duran ve okul ikliminden kaynaklanan engelleri ve göçmen çocukların kendini ait hissettikleri bütünleştirici okul iklimleri inşa edilebilmesi için eğitim sistemindeki mevcut fırsatları ortaya koymayı amaçlamıştır. Araştırmada, 18 okul yöneticisinden nitel araştırma yöntemlerinden olan yarı-yapılandırılmış görüşmeler kullanılarak veri toplanmış ve bu veriler tematik analiz yöntemiyle çözümlenmiştir. Araştırma sonucunda (i) okul yöneticilerinin göçmen çocuklara ayrıştırılmış ortamlarda eğitim verilmesini desteklediği ve kendi okullarında eğitim görmelerine dair olumsuz tutumlar beslediği, (ii) yapısal yetersizliklerin ve düşük toplumsal kabul düzeyinin göçmen çocukların eğitimine yönelik olumsuz tutumları önemli ölçüde etkilediği ve (iii) bütünleşik okul kültürlerinin oluşması için paydaşların psiko-sosyal ve yapısal anlamda desteklenmesi gerektiği ortaya çıkmıştır. ENGLISH ABSTRACTMigrant children and school cultures: A suggestion for inclusionThis article reports on the findings of an empirical research investigating the thoughts, beliefs and attitudes towards the inclusion of migrant children in the South-eastern region of Turkey which is currently exposed to intensive migration waves. Specifically, the article explores the attitudes of school administrators towards the education of migrant children in their schools, the barriers to this education stemming from the school culture and the opportunities in the education system to build inclusive school cultures in which migrant children can feel belonging to. The research employed 18 school administrators, utilized semi-structured interviews to collect qualitative data and analyzed them through thematic analysis. Findings showed that (a) school administrators supported education of migrant children in segregated environments and possessed negative attitudes towards their education in public schools; (b) structural limitations and low social acceptance levels affected the negative attitudes towards the education of migrant children and (c) stakeholders needed to be provided with psycho-social and structural support in order to establish inclusive school cultures. Keywords: Migrant children; inclusive school culture; qualitative research; Turkey

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School culture and teachers’ perspectives on Special Education Needs (SEN) and disabilities within Guyana’s mainstream elementary school system

Social Science Learning Education Journal ◽

10.15520/sslej.v2i08.35 ◽

2017 ◽

Vol 2 (8) ◽

Author(s):

Lidon Lashley ◽

Keyword(s):

Special Education ◽

Elementary School ◽

School Culture ◽

School System ◽

Special Education Needs ◽

Education Needs ◽

Teachers Perspectives

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Konsep Pendidikan Good Netizen Melalui Kurikulum Tersembunyi

Jurnal Perspektif ◽

10.15575/jp.v2i1.27 ◽

2018 ◽

Vol 2 (1) ◽

pp. 80

Author(s):

Muhamad Mustaqim

Keyword(s):

School Culture ◽

Organizational Climate ◽

Learning Process ◽

Hidden Curriculum ◽

Internet Usage ◽

The Internet ◽

Education Strategy ◽

Educational Ideology ◽

Hidden Curricula

This paper examines the education of good netizens through a hidden curriculum. The tendency of internet citizens who prefer to spread insults, hatred and even slander, is a problem for the school. Through an excellent netizen-based education strategy, students can be equipped with the values and character of how to use the internet and become good internet citizens. Procedures that can be done in building good netizens through hidden curricula, namely schools are expected to have an educational ideology oriented to multiculturalism, as well as a school culture that is paradigmatic of love and affection. Besides, the teacher must be able to be a good example, through the learning process, always tucking in the value of tolerance and ethics of internet usage. Finally, schools are expected to be able to build a favorable organizational climate.

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Predictors of grit: A multilevel model examination of demographics and school experiences

10.31234/osf.io/6kvtn ◽

2018 ◽

Author(s):

Dana Wanzer

Keyword(s):

Academic Success ◽

School Culture ◽

Multilevel Modeling ◽

Predictive Validity ◽

School Engagement ◽

Multilevel Model ◽

School Experiences ◽

School Level ◽

School Demographics ◽

And Gender

Much of the research on grit has examined its predictive validity toward academic success; however, little research has treated grit as an outcome. This study uses multilevel modeling to examine how student-level demographics, school-level demographics, and students’ experiences in school predict grit. Results demonstrate that students’ experiences in school—including school engagement, relationships with adults and peers, and school culture—and self-reported GPA were most strongly related to grit, ethnicity was weakly related to grit, and gender and school demographics did not significantly relate to grit. Implications of this research on the potential malleability of grit are discussed.

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