Making Sense of the Role of Culture in School Improvement

Angelides, Panayiotis; Ainscow, Mel

doi:10.1076/0924-3453(200006)11:2;1-q;ft145

Cited by 55 publications

(43 citation statements)

References 15 publications

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“…In particular, we have to remember that much of what goes on within organisations, such as LEAs and schools, is largely taken-for-granted and, therefore, rarely discussed. In other words, practices are manifestations of organisational cultures (Angelides & Ainscow, 2000;Schein, 1985). This leads us to assume that many of the barriers experienced by learners arise from existing ways of thinking.…”

Section: Looking To the Futurementioning

confidence: 98%

Developing inclusive education systems: what are the levers for change?

2005

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This paper argues that inclusion is the major challenge facing educational systems around the world. Reflecting on evidence from a programme of research carried out over the last 10 years, it provides a framework for determining levers that can help to ease systems in a more inclusive direction. The focus is on factors within schools that influence the development of thinking and practice, as well as wider contextual factors that may constrain such developments. It is argued that many of the barriers experienced by learners arise from existing ways of thinking. Consequently, strategies for developing inclusive practices have to involve interruptions to thinking in order to encourage an exploration of overlooked possibilities for moving practice forward.

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Section: Looking To the Futurementioning

confidence: 98%

Developing inclusive education systems: what are the levers for change?

2005

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“…Hopkins (1994: 81) has stated that "School culture is the vital, yet neglected dimension in the improvement process", blaming the failure of school improvement initiatives on a lack of consideration of the importance of the culture of the school. Since then, research on change in schools has drawn attention to the significance of school cultures for the development and sustainability of change (Angelides and Ainscow 2000;Fink and Stoll 2005;Gleeson et al 2002;Seashore Louis and Lee 2016).…”

Section: School Culture and The Curriculummentioning

confidence: 99%

The impact of school structures and cultures on change in teaching and learning: the case of languages

2017

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This paper reports on a project of structural and curriculum change in the Languages learning area in three Australian schools that implemented new models of Languages provision over a 3-year period and seeks to examine the ways that school cultures influence processes of change. The project adopted a qualitative collective case study approach that involved collaboration between teachers, school leadership and the research team on activities related to implementing the models, including a contextual analysis of policies and structures, collaborative curriculum planning and implementation, planning of interventions relevant to each site, monitoring, and ongoing evaluation and annual reporting. It also collected structural data in the form of school profiles, including information about the school context and learner groups, curriculum data, including program documentation, resources, student work samples, tasks and assessment data, and teacher and student evaluation data. Interviews were conducted with participating teachers, school leaders and students on a continuous basis, gathering each participant's perspectives on the process of change over time. The paper examines the ways that the culture of schools, and in particular the structures that existed in the schools in relation to timetabling, the organisation of curriculum, the planning and enactment of teaching, learning and assessment and the approach to staffing, influenced what was possible in terms of change and ultimately the sustainability of change, particularly in relation to a learning area that is perceived to be 'specialist'.

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“…Интерес представляет техника критических событий для понимания оргкуль-туры школы и роли в ее совершенствовании . Это качественное исследование, основываю-щееся на наблюдении за критическими собы-тиями и их обсуждении [2] .…”

Section: анализ зарубежных исследований организационной культуры школыunclassified

Analysis of foreign research on organisational culture in scools

Кузнецова

2017

Психологическая Наука И Образование

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Представлены теоретические и эмпирические исследования зарубежных психологов, посвященные организационной культуре школы . Выделена основная проблематика: определение, парадигма, методология, типоло-гии, влияние на эффективность школы . Показаны основные противоречия данных проблем и варианты их решения с точки зрения зарубежных ис-следователей . Проанализированы функционалистская и динамическая па-радигмы исследования организационной культуры и возможности их инте-грации . Выделены типологии, разработанные с учетом специфики образо-вательной организации . Эмпирические исследования в основном посвяще-ны изучению влияния организационной культуры на эффективность шко-лы, формированию и изменению культуры .Ключевые слова: организационная культура школы, школьный климат, типологии организационной культуры, эффективность школы .Современная школа вынуждена менять-ся в соответствии с новыми задачами и тре-бованиями общества . Изменения в учебно-воспитательном процессе, эффективность введения инноваций невозможны без серьез-ного анализа организационной культуры шко-лы, определяющей поведение и деятельность участников этого процесса . Такая культу-ра отличается от культуры организации дру-гих сфер деятельности . В связи с этим дан-ный феномен предполагает специальное из-учение с учетом специфики, характерной не только для образовательных учреждений в целом, но и для средних образовательных учреждений в частности .Термин «организационная культура шко-лы», обозначающий системный феномен, не-давно вошел в понятийный аппарат отечествен-ной психологии . Более распространено поня-тие «образовательная среда», которое иногда частично включает культурные элементы . В за-рубежной науке термин «образовательная сре-да» (learning environment) часто содержит эле-менты, связанные только с образовательным процессом, и является частью более широко-го понятия «организационная культура шко-лы», история изучения которого насчитывает несколько десятилетий . В связи с этим имеет смысл использовать полученные зарубежными коллегами результаты в российской практике . Для цитаты:Кузнецова О. Е. Анализ зарубежных исследований организационной культуры школы // Пси-хологическая наука и образование .

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Making Sense of the Role of Culture in School Improvement

Cited by 55 publications

References 15 publications

Developing inclusive education systems: what are the levers for change?

Developing inclusive education systems: what are the levers for change?

The impact of school structures and cultures on change in teaching and learning: the case of languages

Analysis of foreign research on organisational culture in scools

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