The impact of school culture on schools’ pupil well-being policy-making capacities

Gasse, Roos Van; Vanhoof, Jan; Petegem, Peter Van

doi:10.1080/03055698.2016.1195718

Cited by 5 publications

(2 citation statements)

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“…Following the growing emphasis on culture in organizational research during the 1980s, culture became recognized as an important aspect of school activities (Hoy, 1990;Maslowski, 2006). Several studies have been conducted to find connections between school culture and student results or school improvement (Carpenter, 2015;Caspersen, 2011;MacNeil et al, 2009), or to explore schools' adaptability to policy implementation based on school culture (Van Gasse et al, 2016). Other studies have examined the culture for learning in classrooms, finding that trust and positive relationships between teachers and students facilitate successful learning (Heo et al, 2018).…”

Section: Culture In the School Contextmentioning

confidence: 99%

Just a Buzzword? The use of Concepts and Ideas in Educational Governance

Stenersen

Prøitz

2020

Scandinavian Journal of Educational Research

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In this article, a study of combined discursive emphasis on the concepts "culture for learning" and "learning outcomes" in recent education policy messages is presented. These concepts have been individually examined but seldom as parallel or converging policy messages. Inspired by discursive institutionalism, we address the policy framing of a 14-year period of intense education reform with Norway as an example. Findings indicate that the key concept of the reform culture-for-learning policy idea functioned as a buzzword for a shorter time, gaining public acceptance of the new reform, while the more concrete learningoutcomes policy idea rooted. Both ideas were presented as solutions to perceived problems in schools due to unsatisfactory PISA results and the emerging globalization of educational policies. This study highlights the roles of concepts and ideas in educational governance and how these roles can be factors in reform success or failure. It is beneficial if the new policy is in a chain of equivalence with other concepts.

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Section: Culture In the School Contextmentioning

confidence: 99%

Just a Buzzword? The use of Concepts and Ideas in Educational Governance

Stenersen

Prøitz

2020

Scandinavian Journal of Educational Research

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“…Van Gasse et al (2016) stated that a lot of studies showed schools to be different in terms of effectiveness and offered to refuse focusing only on children cognitive outcomes in the school culture researches. The mission of children's socialisation centres as specific schools is to re-socialise delinquent behaviour of children in order to help them to integrate into the society.…”

Section: Introductionmentioning

confidence: 99%

Culture as a Tool for School Improvement: The Case of Children’s Socialisation Centres

Bieliūnė

2018

Economics and Culture

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The concern for delinquent children’s social and emotional development in closed institutions is a significant topic in educational research. This shows the need to improve the existing re-socialisation practice. Despite the fact that school effectiveness and school improvement researches theoretically have different general purposes and value bases, educational effectiveness and improvement paradigm involves both trends, which are combined by the same aspects: scientific approach and empirical data based on educational settings; knowledge of how to improve the school practice; and use of this knowledge for social purposes. In this context, the concept of the school culture is one of the main variables that allow us to answer how to address the needs of all children and improve their academic or social outcomes. The aim of this article is to illustrate the cultural characteristics of children’s socialisation centres as specific schools and to identify the guidelines for improving their performance. The mission of children’s socialisation centres is to re-socialise delinquent behaviour of children and to help them to integrate into the society. Quantitative data for measuring the school culture is obtained from the survey that was conducted using the School Culture Inventory (Maslowski, 2001). This instrument is based on the Competing Values Framework (Cameron, Quinn, 2011) consisting of four dimensions, which are labelled by human relations, open systems, rational goal and internal process orientation. The theoretical value of the survey is the analysis of school culture in terms of successful re-socialisation. The cultural profiles of these schools showed the priorities that require practical changes.

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