The impact of school culture on the appraisal system : the case study of an aided secondary school

2006 ◽  
Author(s):  
Chi-man, Cliff Fan
Keyword(s):  
School Culture ◽  
Secondary School ◽  
Appraisal System ◽  
The Impact

scholarly journals DE LA FABRICATION DE L’EXCLUSION SCOLAIRE EN MILIEU DÉFAVORISÉ ET MULTIETHNIQUE

2019 ◽  
Vol 54 (2) ◽  
pp. 206-225
Author(s):  
Marjorie Vidal
Keyword(s):  
Social Capital ◽  
School Culture ◽  
Secondary School ◽  
Academic Excellence ◽  
Ethnographic Case Study ◽  
Organizational Social Capital ◽  
School Exclusion

This article aims to understand the making of school exclusion by studying organizational social capital. It is based on an ethnographic case study that took place in a secondary school in a poor and multiethnic area in Montreal. The use of « school form » revealed how some practices that promote academic excellence and focus on school culture can create obstacles to inclusion, by re- producing a norm that contributes to exclude students in vulnerable situations.

scholarly journals Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

2021 ◽  
Author(s):  
◽  
Laurence Fay
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Anxiety And Depression ◽  
Teachers And Students ◽  
The Impact ◽  
Youth Resilience

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

Championing Health Promoting Schools: A secondary school case study from Victoria, Australia

2020 ◽  
pp. 001789692096112
Author(s):  
Sarah Meiklejohn ◽  
Anna Peeters ◽  
Claire Palermo
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Document Retrieval ◽  
World Health ◽  
Successful Implementation ◽  
Observation Data ◽  
Health And Wellbeing ◽  
Health Promoting ◽  
The Impact

Objective: School-based prevention interventions informed by the World Health Organization Health Promoting School (HPS) framework aim to improve the health and wellbeing of school-aged children, yet few studies describe factors influencing the successful implementation of this framework in secondary schools. This study sought to explore why and how secondary schools might implement the HPS framework and factors contributing to success. Design: Qualitative case study. Setting: A single secondary school in Victoria, Australia, purposefully selected due to local recognition of an HPS policy. Method: Data collection included semi-structured interviews, document retrieval, drawings and ethnographic observation. Data were analysed using framework analysis. Results: The school had elected to implement the policy as it aligned with its existing health and wellbeing policy framework and provided a flexible yet evidence-based framework to guide a whole-of-school approach to promoting health and wellbeing. Success was perceived to be dependent on selecting easier health priority areas to address initially, the allocation of a designated team to guide policy implementation and access to a skilled health promotion worker to assist implementation. Conclusion: Study findings highlight potential reasons why and how secondary schools might implement the HPS framework and factors contributing to success. Further research is warranted to enhance the transferability of these findings and explore the impact of the HPS framework in secondary schools.

scholarly journals Strengthening of Religious Character Education Based on School Culture in the Indonesian Secondary School

2020 ◽  
Vol 3 (3) ◽  
pp. 87-100
Author(s):  
Fitri Nur Hayati ◽  
◽  
Suyatno Suyatno ◽  
Edhy Susatya ◽  
◽  
...  
Keyword(s):  
Data Analysis ◽  
School Culture ◽  
Secondary School ◽  
Character Education ◽  
Extracurricular Activities ◽  
Religious Values ◽  
Public High School ◽  
Research Subjects ◽  
Building Relationships ◽  
The Impact

This research aims to answer how the implementation of religious character education building based on school culture and conducted a successful program at SMAN 5 Yogyakarta (Yogyakarta 5 Public High School). This study is highly important to conduct since the religious character is an essential value in the learning process in Indonesia. The research subjects consisted of school principals, teachers, and students. Determination of the subjects carried out by purposive sampling. Data collection used interview, observation, and documentation. An interactively inductive data analysis technique performed data analysis with data reduction stages, data displays, and conclusion drawing. The results of the study showed that: 1) the implementation of religious character education building based on school culture was carried out through character building based on religious values, school climate based on religious values, extracurricular activities based on religious values, as well as building relationships between schools and the societies. 2) The impact of the strengthening program of character education produces two themes as follows: the growth of students’ religious awareness and the growth of tolerance among religious communities. The findings of this study indicated the importance of the school’s cultural base in implementing holistic religious character education programs in schools. This finding also strengthens the previous research findings, which had mentioned that the religious character is an essential character for students in a secondary school in Indonesia, and also strengthen that Indonesia’s society, in general, is religious people.

Te Reo Māori as a Subject: The Impact of Language Ideology, Language Practice, and Language Management on Secondary School Students’ Decision Making

2014 ◽  
Vol 43 (2) ◽  
pp. 175-184
Author(s):  
Maree Jeurissen
Keyword(s):  
Secondary School ◽  
Language Ideologies ◽  
Effective Means ◽  
Policy Framework ◽  
Language Management ◽  
School Students ◽  
Aotearoa New Zealand ◽  
Immersion Education ◽  
The Impact

Te reo Māori, the Indigenous language of Aotearoa (New Zealand), remains ‘endangered’ despite concentrated ongoing efforts to reverse declining numbers of speakers. Most of these efforts have focused on te reo Māori immersion education settings as these were considered the most effective means to ensure the survival of the language (May & Hill, 2008). More recently, the home has been identified as an important setting for language regeneration (Te Puni Kokiri, 2011). Despite the fact that the vast majority of secondary school-aged students (both Māori and non-Māori) attend English-medium schools, these settings are seldom considered as having potential to increase numbers of te reo Māori speakers. This article reports findings from a case study of one English-medium secondary school where factors surrounding the uptake of te reo Māori as a subject were investigated. Using Spolsky and Shohamy's (2000) language policy framework as an explanatory lens, it was revealed that even when students’ language ideologies orient them towards learning te reo Māori, language management and practice decisions can discourage rather than encourage this choice.

scholarly journals Implementing the MY FRIENDS Youth programme in a New Zealand secondary school: The experiences of staff and Year 9 students

2021 ◽  
Author(s):  
◽  
Laurence Fay
Keyword(s):  
New Zealand ◽  
Young People ◽  
Secondary School ◽  
Secondary Schools ◽  
School Context ◽  
Anxiety And Depression ◽  
Teachers And Students ◽  
The Impact ◽  
Youth Resilience

<p>Increasing rates of young people’s anxiety and depression is a concern for New Zealand secondary schools and this results in issues for students such as decreased wellbeing and school attendance, health difficulties and social isolation. In 2013 the Ministry of Education introduced a pilot of the MY FRIENDS Youth Resilience programme into secondary schools for students in Year 9. This thesis reports on the experiences of teachers and students of the MY FRIENDS Youth programme in one secondary school context. This programme is based on cognitive behavioural therapy principles and has been developed to support young people build their understanding and skills in resilience to enhance their wellbeing. The programme has been implemented and evaluated with young people in a number of countries. Research has shown it to have beneficial effects in promoting emotional resilience and in reducing anxiety and depression in students. The findings of this school case study are explored, and the impact of the programme for the students and their school community is presented. A case study methodological approach was used that enabled the collection of rich data to explore the deep meaning from teachers and students. This involved an in-depth instrumental case study within one secondary school involving teachers, students, the counsellor, the principal and students’ parents. Observations, document analysis and interviews took place to build a comprehensive understanding of how teachers and students learned through the programme. Findings suggest the students see the MY FRIENDS Youth Resilience programme as a positive, useful programme that has enabled them to learn various strategies to deal with challenging scenarios in their life. The findings also address barriers to implementation and possible implications for the future. Several suggestions for the programme are discussed along with certain adaptations of the programme to make it more relevant to the New Zealand context.</p>

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