All for One, and One for All! Assessing School Culture from a Tribal Perspective

Autor/in	Cramp, Richard
Titel	All for One, and One for All! Assessing School Culture from a Tribal Perspective
Quelle	(2015), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; Indigenous Populations; Indigenous Knowledge; Culturally Relevant Education; Student School Relationship; Family School Relationship; Academic Achievement; Success; Sex Role; Cultural Awareness; School Culture; Tribes; Alignment (Education); Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Schüler-Lehrer-Beziehung; Schulleistung; Erfolg; Geschlechterrolle; Cultural identity; Kulturelle Identität; Schulkultur; Schulleben; Tribal society; Stammesgesellschaft; Australien
Abstract	Establishing and maintaining sustainable levels of success within any school setting commences with a culture of connectedness between teachers, students and parents. This is an expression of their alignment and commitment to a shared set of core educational and community values. My research explored these relationships from the perspective of 'tribal' connectedness in three stages: 1) the formulation of the 'Schools as Contemporary Tribal Cultures' paradigm (SaCTC) -- a framework for analysing connectedness and school culture based on current organisational research and indigenous tribal philosophies; 2) the development of a suite of mixed-method instruments capable of assessing the level of connectedness within a school community; and 3) contextualisation of the model and the findings in a short case study. The study focused on a Queensland regional school observed to possess strong levels of connectedness between students, teachers and parents, and a history of sustained academic and co-curricular success. The findings from the study provided evidence supporting the validity of the SaCTC paradigm, and yielded insights concerning gender-role dynamics and the relationship between a period of cultural immersion and connectedness. The SaCTC paradigm and insights from the study will provide researchers and practitioners in the field with new perspectives on school culture. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01