...Quezon City SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MATHEMATICS Presented by: Macaraeg, Emmerson C. Pelo, Emelani G. Reyes, Lovely Mar L. Salamat, Sarah M. to: Mr. Ruben E. Faltado III November 18, 2011 Introduction For over thirty years, the effect of schooling on student performance has been one of the major themes in educational research. Coleman’s study on equality of educational opportunity in the United States (Coleman, Campbell, Hobson, McPartland, Mood, Weinfeld & York, 1966) is often conceived as the starting point of what became later known as the school effectiveness research tradition (see, e.g. Creemers, 1994a; Scheerens & Bosker, 1997; Teddlie & Reynolds, 2000a). Considerations of the ways in which issues of culture show up in the Math classroom are central to each of the analytic planes. The Math classroom is the local site through which the culture system of Math education is enacted where particular types of Math knowing are privilege over others and where cultural enterprise of Math learning plays out in interactional space. School culture plays a vital role in student’s achievement in Mathematics. This study aims to offer a thoughtful treatment of the role of culture in teaching and learning of Mathematics and synthesize literature that is relevant to this concern from multiple sub discipline in education. The concept of culture refers to a group’s shared beliefs, customs, and behavior. A school’s culture includes the...
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...Running head: SCHOOL CULTURE ANALYSIS School Culture Analysis Lisa Mack Grand Canyon University EDA 529 Dr. Tony Elmer July 21, 2009 School Culture Analysis The term school culture describes the environment that affects the behavior of the entire school community. School culture can be defined as the quality and character of school life. It is based on patterns of school life experiences and reflects norms, goals, values, relationships, teaching, leadership practices and the structure of the organization. Several studies have concurred that student performance is directly related to school climate. Students in schools with a positive school culture have higher achievements. Therefore, creating and maintaining a positive school culture should be essential to the role of school administrator. Good schools depend on a strong sense of purpose and leadership (MacNeil & Maclin, n.d.). Principals must steer their staff, students, and community in a common direction in an effort to establish a set of norms, goals, and objectives that describes their vision of learning and the overall objective of the school. A school administrator has a strong influence on shaping a schools culture (MacNeil & Maclin). Once a strong school culture is established, it tends to act as a powerful socializer of thought and programmer of behavior (MacNeil & Maclin). Yet, shaping and creating such a culture does not just inexplicably happen. It requires a negotiation...
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...What is culture School Culture There are various aspects to consider when developing a positive school culture. Deal and Peterson (1999, 2002) extensively researched this field and identified four key elements that promote and foster a positive culture: 1) vision and values 2) rituals and ceremonies 3) history and stories 4) architecture, artefacts, and symbols A school’s vision and values are identified through its mission and purpose; the heart and soul of a school’s culture (Deal & Peterson, 1999, 2002; MacNeil, 2005). In the 2010 inspection HMIE noted that "St Andrew's and St Bride's High School has a clear and confident sense of direction, based on its strong Catholic ethos, inclusive values, well established climate of achievement and culture of continuous improvement." Although the "Charter for Catholic Schools in Scotland" mission statement hangs prominently outside the Head Teachers office the true mission and purpose of our school is revealed through the actions, motivations, attitudes, and daily behaviour of the staff, pupils and parents. Rituals and ceremonies make up the second element of Deal and Peterson’s (1999; 2002) creation of a positive school culture. Whereas vision and values lay the groundwork in the establishment of a school’s shared mission and purpose, rituals and ceremonies are designed to afford school member’s time to “keep us connected, foster renewal, and provide opportunities to bond with others” while also...
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...A qualitative study by Watts (2016) addressed what conditions contribute to the retention of teachers in rural school districts. Watts uses three guiding question that are in what ways do professional relationships influence teacher retention, how does school culture impact teacher retention, and what conditions outside of school influence teacher retention. The participants in this study are employed within the three rural counties in eastern Kentucky from November 2015 to February 2016. The counties that participated are Fairfield, Laurens, and Pickens. The superintendent and two principals from each district were invited to participate in individual interviews. The two types of interview Watts used was semi-structured individual interviews...
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...Administrator’s Role in School Culture NAME Grand Canyon University: UNV 501 04/24/2013 The Administrator’s Role in School Culture “School culture has been described as being similar to the air we breathe. No one notices it unless it becomes foul” (Freiberg, 1998). Culture within schools can create an environment where learning is positive, or it can put serious constraints on the school’s ability to function. Whether you work in a school, in a doctor’s office, or in a major company, employees prefer to work in an environment that is engaging and fulfilling. How does a principal create an environment conducive to learning in today’s society? After reading my articles and reflecting on my own experience, a principal’s role and responsibility in a school is multifaceted. A principal must guarantee classroom instruction is aligned to state standards, design instruction that promotes student success in the 21st century, maintain improvements on the campus, develop meaningful partnerships with all stakeholders; all while developing a culture where everyone feels appreciated. An effective principal has many roles and responsibilities while creating an environment that encourages learning and is engaging for students, teachers and staff. Without a doubt, a principal must embrace all of these roles and responsibilities as they are important factors in leading a school to produce positive results. However, creating a positive culture in school is imperative in welcoming...
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...ED 673 School Culture | Follow-Up #2 | Scenario Responses | | Nan Kane | 0/29/2013 | | Scenario #1: Part A: Description of School Culture Issues The key school culture issue in scenario #1 is that the team is an interdisciplinary team that is not function as such. They have been together for six years and works like a “well-oiled machine. It is obvious that the team has worked through the four stages of group development because they have addressed the social, emotional, and developmental needs of their students. The team has the cornerstones for effective collaboration and teamwork People, Task and Process (Conzemius and O’Neill, 2002). They have the leadership, commitment, knowledge, and skills. The team has made decisions, problem solved, communicated, and met. They also accomplished certain goals. Productive collaboration takes both purpose and skill to be effective (Conzemius and O’Neill, 2002). The team has demonstrated the ability to create and implement a plan for addressing the emotional, social and developmental needs of students. However, they are not clear about their purpose that was set by the principal to integrate instruction among the disciplines. Part B: Immediate Actions I will meet with the principal, which I view as someone having expert power. He has experience and expertise in the area of working with teams. We will discuss what I observed in the team meetings and come to a consensus to form new 7th grade interdisciplinary...
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...Frankfurt School and the Birmingham School cultural studies approach to the “commodification of culture, as articulated by the Birmingham School versus the political economic one proposed by the Frankfurt School” (Gunster, 2007). According to the Birmingham School, culture and politics are separated into different spheres. Bound within the political arena are the culture influences and leadership support structures within society. As well as these areas, the economic power of this undertaking is carried out through political activity and not through the cultural sphere. It is through political activity that economic control develops into a vast social and cultural leadership....
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...Cultural Perceptions of Intelligence Marilyn Raleigh Dr. Castleberry March 20, 2015 The two cultures I selected to compare how each receives intelligence are the United States and Ghana. The American culture is more of an individualistic culture. There are many different cultures within the American culture. American culture holds values of religion, family, and morality; however these beliefs aren’t collective where each individual in America may hold a different view of these specific values (Verdem, 2013). The advancement in an individualistic society is placed on the individual goals and desires as opposed to what might be best for one’s society .Individuals in a collectivist .culture such as Ghana focus on the well -being and what will benefit the greater need of society. America Individualistic Culture There are many different cultures within the American culture. American culture holds values of religion, family, and morality; however these beliefs aren’t collective where each individual in America may hold a different view of these specific values (Verdem, 2013). .Americans has been exposed to many types of intelligent tests. Basic skills are given yearly to determine how much children are learning through the school system or if home schooled. College students must take SAT and ACT tests and obtain a certain percentage score for admission. Technology has impacted America; through computers, cell phone...
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...Be aware of the ways your own culture influences your expectations of children. Consider the cultural backgrounds of the children in your setting and their community. Learn about the cultures from which the children in your program or school may come. Use your basic knowledge of the culture to talk with each family about its values and practices. Build on what you have learned from each family. Infuse the curriculum and classroom environment with a rich variety of materials from the cultures of your children as well as other cultures. Culture is illustrated daily when the doors of the school are opened. The youth enter into the environment with all the happenings going on at home to a safe environment of school excepted to detach and focus on school. The culture of the school varies from year to year depending on the population. For example, a teacher could have a classroom of 25 students. 15 of them can be females and 10 can be males. 5 could be White, 6 Hispanic, 3 Black, and 11 White. But the next year her entire cultured could be altered because her population has changed. As a teacher I have to be flexible and get to know my students. By doing this I will be able to become aware of the students needs and be able to service them better through the curriculum. Learning the culture of the school and the neighborhood in which I work helps the school to develop better programs and issue better support to their students. When you know the culture your students feel the buy...
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...Residential schools Residential schools represented the greatest form of abuse against the Indians by the government in the name of civilizing and assimilating them into Eurocentric values. This system of industrial schools was modeled along Carlisle Indian School in Pennsylvania whose intention was to alienate entire generations of Indian children from their language and culture. Indian children were taken away from their parents, relatives, friends, and communities to residential schools where they lost their culture and ability to communicate in the native tongue. This system of residential school has been equated to cultural genocide. The 1876 Indian Act gave the government the responsibility for native education and residential school...
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...Sole (2014) postulates that culture is the cumulative knowledge deposits, beliefs, values, experiences, attitudes, roles, meanings, hierarchies, notions of time, spatial relations, the worldviews and the material possessions that a group of people has acquired over generations through group and individual strives. Culture is not static; it is dynamic and is constantly reconfigured by the human behavior, beliefs, experiences, ideas and attitudes amongst another things a fore mentioned. Culture has its important in understanding communication because culture is symbolic communication, and the meanings of the symbols can be learned and perpetuated through institutions of a society (Beebe, et.al. 2011). I think it is very important to understand different cultures so you can effectively communicate with the natives and can hopefully avoid offend them. One of the first cultures I define myself with is the American culture. In Chapter 3, we Americans...
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...Summary: Two key objectives of the residential school system were to remove and isolate children from the influence of their homes, families, traditions, and cultures, and to also make them adapt to the dominant culture. These objectives were created based on the theory of the aboriginal cultures and spiritual beliefs of the, being unworthy and unequal. It was infamously dais to “kill the Indian in the child”. Initially, about 1,100 students attended 69 schools across the country. In 1931, at the peak of the residential school system, there were about 80 schools operating in Canada. There were a total of about 130 schools in every territory and province except Newfoundland, Prince Edward Island and New Brunswick from the earliest in the 19th...
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...people who were white rather than people who were black. In this paper the author will review several different articles that are related to intelligence testing. The definition of intelligence may vary among the different cultures (Rogoff, 1990). An example of the differences among cultures and the way they view intelligence is European Americans think of intelligence in technical skills terms whereas people that are from Kenya consider intelligence to be someone who is an active participant in family and social life. Another example of the way culture views intelligence is people from Uganda view someone as being intelligent if they know the right thing to do and then they follow through with the right actions. Another example is the of the variations on how intelligence is viewed from culture to culture is the latmu people that are from Papua New Guinea, they believe people who have the ability to remember 10, 000 to 20,000 clans as intelligent. The people of the Carolina Island people believe that people who can use the stars to navigate are intelligent. Intelligence testing can be vary cultural bias at times. A great example of how intelligence testing can be cultural bias is the example of Gregory Ochoa. While Gregory Ochoa was in high school him and his fellow classmates were all given an IQ test. Gregory did not speak or understand very much English and at home he spoke in...
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...Matt Cagle, Stephanie Snyder, Jessica Johnson, Sarah Haddox Abercrombie EDUC 2312.01 19 October 2013 Culture Diversity in the Classroom What is culture? Culture is “the quality in a person or society that arises from a concern for what is regarded as excellent in arts, manners, and scholarly pursuits.” (Dictionary.com) What does culture look like in the classroom? When viewing culture from a teacher’s perspective, it can be broken down into four different categories such as, religion, ethnicity, language, and economic status. These categories can help to define a classrooms culture. Our goal is to examine how culture, broken into these four categories, is viewed in the classroom. Race and Ethnicity(Sarah): In a classroom, a teacher will come across a variety of different races and ethnicities. Race refers to the physical attributes associated with certain groups, such as Caucasian, Asian, Hispanic, African American, etc. Ethnicity is the specific groups within a race. For example, within the Caucasian race, you will find the Irish, French, German, etc. Also associated with ethnicity are the societal characteristics for each group within a race such as language and religious beliefs. In a classroom with multiple races and ethnicities, comes a wide range of religious backgrounds, languages, holidays, and customs. This can prove to have both positive and negative aspects within a classroom environment. Positive things that can come from a large collection of racial and...
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...country is as great or grand as our own. From the time I was twelve until I turned eighteen, I lived in Europe; particularly Spain, Italy and England. Some of my best memories are from that time period. I completely submerged myself into the culture, no matter what city or country I was in. During that time, in 1986, America bombed Libya; I was a senior in high school in England. I remember watching BBC news on television, which is extremely graphic; they don’t really censure much over there. Anyway, they had a reporter in New York City who was interviewing people on the street to get their thoughts on the recent bombings. All you would hear them say is “they got what they deserved” or “if they are unwilling to comply, then so be it.” They had forgotten that there were children in the area; families. Someone’s son or husband that was killed or injured. Then they failed to realize there were Americans stationed overseas. We were protested against at our homes, our jobs and our children’s schools. Our children had to go to school with armed guards; their buses had to be swept for bombs before and after school. Guards armed with machine guns and M16 rifles walked the school grounds. We who had submerged ourselves in the culture or our surroundings; shopping at the fish market, going to the pub for dinner or to the tea house for a cup of tea; they made it very clear at that point that we...
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