UNIT 2 Flashcards
characterized by deeply rooted traditions, values, and beliefs, some
of which are common across schools and some of which are unique and embedded
in a particular school’s history and location
School culture
refers to classrooms as “egg-crates” or “castles”. Autonomy,
isolation, and insulation prevail, and blame and support are avoided.
Individualism
refers to the teachers who choose, spontaneously and
voluntarily, to work together without external control agenda. This includes:
“comfortable” activities sharing ideas and materials—- and rigorous forms,
including mutual observation and focused reflective inquiry
Collaboration
refers to the teacher’s collaborative working
relationships, which are compulsorily imposed, with fixed times and places
set for collaboration, for example, planning meetings during preparation
time.
Contrived collegiality
refers to the teachers who are neither isolated nor work as a
whole school
Balkanization
Some tangible
things that may give an initial indication include the following (Starrat, 1993):
° School’s statement of purpose
● School management plan
● School policies such as the student welfare policy
● School’s prospectus
● School’s motto
● Information booklet for casual teachers
● Information/induction booklet for newly appointed staff
● School newsletter
● Interactions between teachers and students
procedures or routines that
are infused with deeper significance
school rituals
are elaborated as culturally sanctioned events that
provide a welcome spiritual boost
school ceremonies
● Boosting pupil’s progress and development
● Working together to respond to changing context
● Know where they are going and have the will and skill to get there
● Possess norms for improving schools
moving
● Appear to be effective
● Usually in more affluent areas
● Pupils achieve despite teaching quality
● Not preparing pupils for changing world
● Possess powerful norms that inhibit change
cruising
● Neither particularly effective nor ineffective
● Moving at an inadequate rate to cope with the pace of change
● Meandering into the future to pupils’ detriment
● Ill-defined and sometimes conflicting aims inhibit improvement
strolling
● Ineffective, and they know it
● Expend considerable energy to improve
● Unproductive ‘thrashing about’
● Will ultimately succeed because have the will if not the skill
● Often identified as ‘falling’, which is demotivational
struggling
● Ineffective: norms of isolation, blame, self-reliance, and loss of faith
powerfully inhibit improvement.
● Staff unable to change
● Often in deprived areas where they blame parenting or unprepared
children.
● Need dramatic action and significant support
sinking
lack a mission and vision, value laziness and apathy,
appreciate separateness and exclusivity, and have negative peer relationships
(Peterson, 2002).
Toxic school cultures
- Lack of a clear sense of purpose.
- Have norms that reinforce inertia.
- Blame students for lack of progress.
- Discourage collaboration.
- Often have actively hostile relations among staff
According to Peterson (2002), schools with negative or toxic culture:
- Shared values and a consensus on “how we get things done around here.”
- The principal is a hero or heroine who embodies core values.
- Distinctive rituals that embody widely shared beliefs.
- Employees as situational heroes or heroine.
- Rituals of acculturation and cultural renewal.
- Significant rituals to celebrate and transform core values.
- Balance between innovation and tradition and between autonomy and
control. - Widespread participation in cultural rituals
Moreover, Deal (1985) identified eight attributes of effective schools with strong
cultures
Similar to the development of our physical bodies, cognizance of gender identity evolves with time, and some children find it very difficult to reconcile their given
gender and their gender identity (Rafferty, 2018)
Gender Roles and Sex Differences
Similar to the development of our physical bodies, cognizance of gender identity evolves with time, and some children find it very difficult to reconcile their given
gender and their gender identity (Rafferty, 2018)
Gender Roles and Sex Differences
In sociology, the social mechanisms that govern an individual’s or group’s behavior
are sometimes referred to as
social controls
In sociology, the social mechanisms that govern an individual’s or group’s behavior
are sometimes referred to as
social controls
is the internalized norms and values of the social order
(‘stealing is wrong’),
Informal
is the external sanctioning or rewarding of social
order (‘I will be fined if I steal’)
formal
is our relative social position within a group, while a role is
the part our society expects us to play in a given status
Status
statuses are ones that are acquired by doing something.
Achieved
