Unit 2 - Typology of School Culture Flashcards

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1
Q

Schools with similar contextual characteristics have different what?

A

mindsets

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2
Q

Over recent years, _____ that describe and label different idealized types of school culture have been created.

A

typologies

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3
Q

While such typologies cannot capture subtle nuances of individual schools and possible _____ within schools, they are useful as discussion starters to consider different facts of their school’s cultures.

A

sub-cultures

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4
Q

Who developed a model for determining the school culture?

A

Stoll and Fink (1996)

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5
Q

[Stoll and Fink] focused on the school’s current _____ but also argued that the rapidly accelerating pace of change makes standing still impossible, and therefore, schools are either getting better or getting worse.

A

effectiveness

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6
Q

What are the two dimensions in which the two concepts enable school cultures to be examined?

A

effectiveness and improving-declining

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7
Q

Effective and improving

A

Moving

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8
Q

Effective and declining

A

Cruising

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9
Q

Ineffective and improving

A

Struggling

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10
Q

Ineffective and declining

A

Sinking

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11
Q

Boosting pupil’s progress and development

A

Moving

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12
Q

Working together to respond to changing context

A

Moving

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13
Q

Know where they are going and have the will and skill to get there

A

Moving

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14
Q

Possess norms for improving schools

A

Moving

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15
Q

Appear to be effective

A

Cruising

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16
Q

Usually in more affluent areas

A

Cruising

17
Q

Pupils achieve despite teaching quality

A

Cruising

18
Q

Not preparing pupils for changing world

A

Cruising

19
Q

Possess powerful norms that inhibit change

A

Cruising

20
Q

Neither particularly effective nor ineffective

A

Strolling

21
Q

Moving at an inadequate rate to cope with the pace of change

A

Strolling

22
Q

Meandering into the future to pupils’ detriment

A

Strolling

23
Q

Ill-defined and sometimes conflicting aims inhibit improvement

A

Strolling

24
Q

Ineffective, and they know it

A

Struggling

25
Q

Expend considerable energy to improve

A

Struggling

26
Q

Unproductive ‘thrashing about’

A

Struggling

27
Q

Will ultimately succeed because have the will if not the skill

A

Struggling

28
Q

Often identified as ‘falling’, which is demotivational

A

Struggling

29
Q

Ineffective: norms of isolation, blame, self-reliance, and loss of faith powerfully inhibit improvement.

A

Sinking

30
Q

Staff unable to change

A

Sinking

31
Q

Often in deprived areas where they blame parenting or unprepared children

A

Sinking

32
Q

Need dramatic action and significant support

A

Sinking