Literaturnachweis - Detailanzeige
Autor/in | Abawi, Lindy |
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Titel | School Meaning Systems: The Symbiotic Nature of Culture and "Language-In-Use" |
Quelle | In: Improving Schools, 16 (2013) 2, S.89-106 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1365-4802 |
DOI | 10.1177/1365480213492407 |
Schlagwörter | Language Usage; Teaching Methods; Foreign Countries; School Culture; Correlation; Figurative Language; Catholic Schools; Context Effect; Phenomenology; Interviews; Teacher Attitudes; Administrator Attitudes; Principals; Assistant Principals; Educational Improvement; Educational Environment; Imagery; Australia Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Schulkultur; Schulleben; Korrelation; Katholische Schule; Phenomenological psychology; Phänomenologie; Psychologie; Interviewing; Interviewtechnik; Lehrerverhalten; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Teaching improvement; Unterrichtsentwicklung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Metaphorik; Australien |
Abstract | Recent research has produced evidence to suggest a strong reciprocal link between school context-specific language constructions that reflect a school's vision and schoolwide pedagogy, and the way that meaning making occurs, and a school's culture is characterized. This research was conducted within three diverse settings: one school in the Sydney Catholic Education system and two Education Queensland State schools, in Australia. Emergent from the school data is the understanding that a contextually created meaning system can be a powerful force, having a beneficial effect on, and symbiotic relationship with, school culture. Such a meaning system is not dependent on words alone. Metaphors, images, structures and processes unique to each context appear integral to the creation of meaning within each school, and how staff and students make sense of their "life-world". Each meaning system works at the level of establishing and reinforcing basic norms, assumptions and ways of working. The creation of such a meaning system does not happen by accident but requires nurturing. This research suggests that over time, shared understandings appear to become intuitive to some extent, and accepted ways of thinking and working become firmly embedded as school culture. (Contains 12 figures.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |