Making a Difference in Poor Communities: Relations among Actors in Mexican Schools

Autor/inn/en	Silas-Casillas, Juan Carlos; Perales-Franco, Cristina
Titel	Making a Difference in Poor Communities: Relations among Actors in Mexican Schools
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 27 (2014) 8, S.992-1019 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2014.924639
Schlagwörter	Foreign Countries; Principals; Administrator Role; Qualitative Research; Poverty; Disadvantaged Schools; High Achievement; Educational Environment; Academic Achievement; Academic Persistence; School Effectiveness; Social Influences; Case Studies; Comparative Analysis; Interviews; Focus Groups; Observation; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Parent Attitudes; School Community Relationship; Success; Interpersonal Relationship; Networks; Elementary Schools; Mexico + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Qualitative Forschung; Armut; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Schuleffizienz; Sozialer Einfluss; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Beobachtung; Lehrerverhalten; Schülerverhalten; Elternverhalten; Erfolg; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Elementary school; Grundschule; Volksschule; Mexiko
Abstract	Even in marginalized towns it is possible to find school communities that have developed relationships that encourage the construction of institutional cultures and management structures prone to superior academic performance compared to others within the same context. This paper presents the findings of a qualitative research project conducted in 8 towns and 16 schools in Mexico. The analytical framework is based on Kenneth Gergen's social constructionism. The paper highlights the role of the school's principal in the construction of relationships in the school community and the build-up of practices leading to shared meaning and goals. The desire and ability of the principal to promote dialogue and provide spaces for it are central, as well as her or his ability to interpret and translate the needs of parents and community, and the systemic norms from the Ministry of Education, to the reality of the community and the parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10