Successful Components of School Improvement in Culturally Diverse Schools

Autor/inn/en	Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis
Titel	Successful Components of School Improvement in Culturally Diverse Schools
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 1, S.91-112 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Angelides, Panayiotis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1385490
Schlagwörter	Student Diversity; Foreign Countries; Attitude Measures; Educational Improvement; Observation; Case Studies; Interviews; Teacher Attitudes; Administrator Attitudes; Principals; Immigrants; Student Attitudes; Parent Attitudes; Culturally Relevant Education; Parent Participation; Student Participation; Elementary Schools; Cultural Awareness; Cyprus + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Beobachtung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Lehrerverhalten; Principal; Schulleiter; Immigrant; Immigrantin; Immigranten; Schülerverhalten; Elternverhalten; Elternmitwirkung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Elementary school; Grundschule; Volksschule; Cultural identity; Kulturelle Identität; Zypern
Abstract	Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors' perceptions of the successful components of school improvement in culturally diverse schools. For the purposes of this research, we used the Cypriot education system as our case study to carry out observations and interviews with head teachers, teachers, immigrant and native students, and their parents. In identifying the inputs for the improvement of culturally diverse schools, as perceived by school actors, various components emerged, including listening to student voice, socioemotional and culturally responsive teaching, and increased parental involvement. Arguably, these contributing factors bear implications for school-based leadership, building successful professional communities, and enhancing intercultural competence in schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01