Chapter 4 Module in Profed 02
Chapter 4 Module in Profed 02
Chapter 4 Module in Profed 02
School culture refers to the way teachers and other staff members work together
and the set of beliefs, values, and assumptions they share. A positive school climate and
school culture promote students' ability to learn. School climate refers to the school's
effects on students, including teaching practices; diversity; and the relationships among
administrators, teachers, parents, and students.
School improvement is the process by which schools become more effective both
in terms of academic outcomes as well as in developing the social and cultural wellbeing
of the children and adults within the school. It describes conscious efforts to raise school
achievements by modifying classroom practices and adapting management
arrangements to improve teaching and learning.
Inside school
In-school changes address the enabling framework and the school environment where
teaching and learning take place. Becoming ‘better’ involves:
Outside school
The supporting environment includes the quality of relations with parents and the
community. It also includes the level of support provided by education management
institutions and systems at national and sub-national levels, in terms of funding, data
management, and administrative and pedagogical support.
The idea of developing the “whole school” and its environment of support networks is a
familiar theme that informs most school improvement initiatives. UNICEF has
encapsulated this in the Child Friendly Schools model.
• More inspired school management. Schools need competent managers, but they also
need leaders who can energize pupils, teachers and the community by creating a
purposeful ethos and a shared set of values.
• Higher standards of teacher professionalism. The interaction of teachers and students
is key to determining the efficacy of learning. Structured lesson plans or highly prescriptive
teachers’ guides can only be temporary fixes, in the absence of additional, long-term
support to help teachers master effective pedagogies on their own.
• Higher expectations from schools, backed by supportive supervision and better
inspection. Setting standards at a national level, making better use of regional and local
school supervisors and developing an inspectorate capable of driving up school
performance are often underdeveloped aspects of school improvement programmes.
The points above would provide a basis for a programme of school improvement.
However, it is not only about what is done, but also how it is done. The following figure
Change at the school level must be supported by system-level reforms, which would
include setting, communicating and supporting a national set of standards that focus on
children’s learning and development. These can provide concrete examples of inspired
school management and teacher professionalism. They can also guide quality assurance
and support.
Additionally, public accountability is important to encourage responsive changes
within government. As part of this, school standards can engage parents and the
community to contribute to improvements: clear indicators on learning outcomes and the
learning environment can be shared with parents, guardians and communities so that
they can hold their schools to account and provide local pressure for bigger change.
Given the complexity of school improvement, the lack of instant solutions and the
absence of clear political leadership, pressure for change has to come through public
opinion. Shoring up public opinion is not easy for development agencies. The prize for
donor-assisted school improvement would come by successfully igniting public concern,
while at the same time, co-opting governments to ride the wave of public support by
actively engaging in reform. This would mean committing to both internal and external
funding to support integrated approaches, intelligently aimed at transforming schools.
Stephen Baines is an education adviser with extensive experience in educational
development at national, regional, and local levels in a wide range of countries. He has
been concerned with issues of school quality and the conditions and incentives
necessary to improve teachers, schools, and education management.
School culture According to Fullan (2007) school culture can be defined as the
guiding beliefs and values evident in the way a school operates. ‘School culture’ can be
used to encompass all the attitudes, expected behaviors and values that impact how the
school operates.
Research strongly buttresses the central role of culture to school success All of
these studies and others … point to the multiple ways school culture fosters improvement,
collaborative decision making, professional development and staff and STUDENT
learning.
Once these differences are understood, they can be dealt with, and the
collaboration required to develop professional learning communities can be more
easily/possibly achieved Intercultural communication.
School cultures are unique and distinctive. They are created and re-created by
people considered members of a context; i.e., teachers, students, parents, and
communities, among many others. Deal and Peterson (1999) defined that school cultures
as a collection of “traditions and rituals that have been built up over time as teachers,
students, parents, and administrators work together and deal with crises and
accomplishments”. School cultures are influential. They shape and re-shape what people
do, think, and feel (Beaudoin & Taylor, 2004; Cooper, 1988; Craig, 2009; Deal & Peterson,
1999, 2009; Guise, 2009; Hongboontri, 2003; Hongboontri & Chaokongjakra, 2011;
Jurasaite-Harbinson & Rex, 2010; Kleinsasser, 1993, 2013; Lieberman, 1988, 1990;
Maslowski, 2001; McLaughlin, 1993; Muhammad, 2009; Rosenholtz, 1991; Sato &
Kleinsasser, 2004; Schien, 2010). Rosenholtz’s (1991) quantitative and qualitative study
of elementary school teachers in America convincingly demonstrated how school cultures
molded these teachers. With data gathered from 1,213 completed questionnaires and 74
interviews, Rosenholtz identified two types of school cultures; i.e., nonroutine/certain and
routine/uncertain. In the nonroutine/certain environment, teachers worked collaboratively,
were involved in goal setting, and had opportunities for professional development. These,
in turn, maximized students’ academic growth. In contrast, teachers in the
routine/uncertain environment worked in isolation, had little (or almost no) involvement in
school goal setting, and had fewer opportunities for professional development. Students’
performances were, as a consequence, minimized. The influences of school cultures on
teachers have also been extensively covered in the field of foreign language (FL)
education. Kleinsasser’s (1993) findings of his triangulated study with 37 FL teachers in
five school districts in America emphasized the power of school cultures. Similar to
Rosenholtz (1991), Kleinsasser found two types of school cultures: non routine/certain
Typology of School
School typology is a classification based on community and school
characteristics. School typology is the factor of paramount interest. In Ohio, for example,
schools are classified into nine typologies that were created to account for common
demographic characteristics including population density, school size, geographic locale,
and community income levels.
School–community relationships can serve many goals ranging from enhancing
student achievement to community development. This article examines the relationship
between school–community partnerships and community development in light of a state
prekindergarten policy that requires partnering. To understand the local responses, we
propose a typology using a continuum of partnering, from isolation to committed partner,
and a continuum of community health, from declining to growth. Using mixed-method
analysis, we apply this typology to the Universal Prekindergarten policy in New York
State. The relationship among these measures illustrates the potential role of state
education policy to positively or negatively affect the health of a community.
In archaeology, a typology is the result of the classification of things according to
their physical characteristics. The products of the classification, i.e. the classes, are also
called types. Most archaeological typologies organize portable artifacts into types, but
typologies of larger structures, including buildings, field monuments, fortifications or
roads, are equally possible. A typology helps to manage a large mass of archaeological
data. According to Doran and Hodson, "this superficially straightforward task has proved
one of the most time consuming and contentious aspects of archaeological research".
Typology is based on a view of the world familiar
from Plato's metaphysics called essentialism. Essentialism is the idea that the world is
divided into real, discontinuous and immutable "kinds". This idea is the basis for most
typological constructions particularly of stone artefacts where essential forms are often
thought of as "mental templates" or combinations of traits that are favoured by the maker.
Variation in artifact form and attributes is seen as a consequence of the imperfect
realization of the template and is usually attributed to differences in raw material
properties or individuals' technical competences.
The four different types include the “band,” “tribe,” “chiefdom,” or “state.”
Morphological typology – Created by Friedrich von Schlegel and August von Schlegel,
this methodology through which language is classified based on the combination style of
morphemes within the language.
Types of Typology
• Morphological/descriptive typology.
• Chronological typology.
• Functional typology.
• Stylistic typology.
Morphological typology is a way of classifying the languages of the world
(see linguistic typology) that groups languages according to their
common morphological structures. The field organizes languages on the basis of how
those languages form words by combining morphemes. Analytic languages contain very
little inflection, instead relying on features like word order and auxiliary words to convey
meaning. Synthetic languages, ones that are not analytic, are divided into two
Chronological typology
This type consists of sequential ordering of archaeological artifacts merely based on form.
It involves collecting dates or relative dates that establishes the position in time the artifact
lies in to reflect the civilization/events of a current region. A chronological typology is
made up of diagnostic artifacts, or relics that suggests a particular event/people occurred
during a period of time.
Functional typology
Artifacts organized into this kind of typology are sorted by the use they serve rather than
the looks they have or the chronological sequence they possess. In some cases, the
artifacts may not be removed because of the functional purpose they exhibit, and the
restoration of the pieces can be more difficult than other types of objects.
Stylistic typology
This type of classification displays information about the artifact via the object's display.
Stylistic typology is not to be confused with classification of certain styles, for that would
just entail organizing artifacts based on how they look. This type of typology accounts for
information told through the artifact. Pottery is an example of a stylistic typology because
the artifacts provide information on artistic evolution.
Educational Change
Education is generally thought to promote social, economic, and cultural
transformation during times of fundamental national and global changes. Indeed,
educational change has become a common theme in many education systems and in
plans for the development of schools. According to Seymour Sarason, the history of
educational reform is replete with failure and disappointment in respect to achieving
intended goals and implementing new ideas. Since the 1960s, however, thinking about
educational change has undergone several phases of development. In the early twenty-
first century much more is known about change strategies that typically lead to successful
educationalreforms.
The heart of successful educational change is learning, both at the individual and
at the community levels. See also: EDUCATION REFORM; ScHOOL-BASED Decision-
MAKING; SCHOOL REFORM.
The first phase of educational changes was in the 1960s when educational reforms
in most Western countries were based on externally mandated largescale changes that
focused on renewing curricula and instruction. The second phase, in the 1970s, was a
period of increasing dissatisfaction of the public and government officials with public
education and the performance of schools, decreasing financing of change initiatives, and
shrinking attention to fundamental reforms. Consequently, in the 1980s the third phase
shifted toward granting decision-making power to, and emphasizing the accountability of,
local school systems and schools. Educational change gradually became an issue to be
managed equally by school authorities and by the local community, including school
principals and teachers. The fourth phase started in the 1990s when it became evident
that accountability and self-management, in and of themselves, were insufficient to make
successful changes in education.
Furthermore, educational change began to place more emphasis on organizational
learning, systemic reforms, and large-scale change initiatives rather than restructuring
isolated fields of education. In brief, educators' understanding of educational change has
developed from linear approaches to nonlinear systems approaches that emphasize the
complexity of reform processes, according to Shlomo Sharan and his colleagues.
Similarly, the focus of change has shifted from restructuring single components of
educational systems towards transforming the organizational cultures that prevail in given
schools or school systems, as well as towards transforming large sections of a given
school or system rather than distinct components of schooling.
References:
HARGREAVES, ANDY, ed. 1997. Rethinking Educational Change with Heart and
Mind. Alexandria, VA: Association for Supervision and Curriculum Development.
https://www.youtube.com/watch?v=SDpA74nmda8
https://www.youtube.com/watch?v=QwH370O26ZM
https://www.youtube.com/watch?v=dGZSPSvfwWw