The aim of this study is to describe and analyse norms of behaviour in rhetoric and practice in Swedish classroom cultures with the aid of theories of gender and power. The study is based on observations of and interviews with pupils and teachers in three ninth form classes. On the basis of the six themes of the thesis, common norms of behaviour are on the whole discernible. The relation between rhetoric and practice may be summarised in the following way: the pupils and teachers express a desire for order and clear rules that are followed. If the rules are not followed, the pupils demand consistent and motivated consequences. The study shows, however, the everyday life at school does not work in this way but that there is some discrepancy between practice and rhetoric. The values stated in the curriculum, for example respect, solidarity and taking responsibility, are expressed in both the pupils’ and the teachers’ rhetoric. The values are used to describe a certain action or to motivate the norms of behaviour that are described as desirable. / Denna studies syfte är att med hjälp av teorier om kön och makt beskriva och analysera uppförandenormer i retorik och praktik i svenska klassrumskulturer. Studien är baserad på observationer och intervjuer med elever och lärare i tre niondeklasser. Utifrån avhandlingens sex teman framträder i huvudsak gemensamma uppförandenormer i de tre skolorna. Relationen mellan retorik och praktik kan sammanfattas på följande sätt: elever och lärare uttrycker en önskan om ordning och tydliga regler som efterföljs. Om reglerna inte följs, efterfrågar eleverna konsekventa och motiverade påföljder. Studien visar dock att skolvardagen inte fungerar på det viset, utan det råder en viss diskrepans mellan praktik och retorik. Läroplanens framskrivna värden, exempelvis respekt, solidaritet och ansvarstagande, framträder i både elevers och lärares retorik. Dessa värden används för att förklara ett visst handlande eller motivera de uppförandenormer som beskrivs som önskvärda.

Innan studiens start gav vi, två lärarstudenter, två skolor möjligheten att deltaga i ett interaktivt förändringsarbete. Efter betänketid tackade skolorna nej till erbjudandet. Detta fick oss att fundera över hur skolor ser på utvecklingsarbete som involverar externa aktörer. Syftet med studien var att framhäva möjligheter och hinder inom skolutveckling som är i interaktion med utomstående aktörer, i form av bland annat lärarstudenter och forskare. Vidare syftade studien till att studera vilka faktorer som påverkar en skolas personals inställning. Dessutom ämnade arbetet skapa vidare förutsättningar för ett framåtsträvande samarbete mellan skolan och övriga tänkbara aktörer. Utifrån kvantitativa enkäter, som genomfördes på den valda gymnasieskolan, kunde vi fastställa den allmänna inställningen till interaktivt utvecklingsarbete med utomstående aktörer. Utifrån enkätresultatet utformades och genomfördes kvalitativa intervjuer. Dessa intervjuer syftade till att komplettera och fördjupa några anställdas tankar kring en integrerad skolutveckling. Det samlade resultatet påvisade en positiv inställning till ett interaktivt samarbete med utomstående aktörer, men att det saknas erfarenhet samt kunskap inom området. De fyra stycken kvalitativa intervjuerna visade även på att respondenterna själva besatt kreativa idéer som de inte ansågs uppmärksammades av skolan. Uppsatsen avslutas med konkreta förslag på hur den valda skolan kan analysera den egna verksamheten och på ett bra sätt kunna skapa ett positivt förhållningssätt till ett utvecklingsarbete i interaktion med andra. / In the process of starting this study, the authors gave two schools the opportunity to take part in an interactive development work. After some thought, the schools chose to turn down our offer, which led us to consider on how schools in general look at interactive development work that involves external actors. The purpose of this study was to highlight possibilities and obstacles within school development, which is in interaction with outside parties, including teacher students and other researchers. The aim was likewise to study which possible affects there might be that could influence the personnel inside a school. We also aimed to promote and further a positive attitude towards this kind of change. Trough quantitative questionnaires, which were implemented on a chosen comprehensive school, we were able to pinpoint the general attitude towards development work in interaction with an outside part. Trough the collected answers we chose to design and carry out interviews of more qualitative character. Our aim was to complement and enter more deeply into some of the employer's thoughts about school development. The collected result showed a positive attitude towards an interactive cooperation with an outside part, but it also showed a lack of experience and knowledge within the topic. Through these four interviews our attention was drawn to our participants' creative ideas that they wished to develop. They also expressed that their ideas didn't get enough support from the school management. The conclusion of this study ends with concrete suggestions on how the selected school can analyze the organization, as well as find easy applicable ways on how to create a more positive attitude towards school development, in interaction with outside participants.

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

This study attempted to discover the operative cultural assumptions that guide school people's solutions to external and internal problems and that are taught to new members as the correct way to approach these problems. Schein's (1984) levels of culture and their interaction formed the conceptual framework for the study. The research method was based on Schein's (1985a) Joint Exploration Through Iterative Interviewing methodology which involved a series of encounters and joint explorations between an outside investigator and various inside key informants. <p>This methodology incorporated a triangulation approach using data from interviews, observations, and archival material. Data were collected over a four-month period within one school nominated by central office personnel of the Westville Catholic Board of Education. Throughout the data collection phase, formulating hypotheses about the school's assumptions was used to guide data collection and analysis. Data were categorized based on Schein's methodology of using basic assumptions to form cultural paradigms. <p>Data concluded that three basic assumptions guided life at St. Gabriel School: (1) the Catholic faith and the Christian value system pervaded all school activity; (2) a transactional leadership style influenced decision-making, relationships, communications, and the teaching-learning situation; and (3) the student's social needs were emphasized at the expense of academic learning. Staff, students, and parents appeared to be socialized into all three assumptions. This study revealed that the principal had a major impact upon how all three assumptions arose and were maintained. The religious assumption was initiated as part of the principal's leadership role. His leadership style emphasized student's social needs and resulted from his espoused philosophy of learning. Teachers, parents, and students possessed the same basic assumptions. Each group contained individuals who espoused values different from those embedded in the three assumptions, but the predominant members representing each group were living out the assumptions. While some members in each group desired change, no one was able to effect change. The possibility of establishing a school culture which encompasses the school effectiveness characteristics within the context of these three basic cultural assumptions would be problematic. St. Gabriel School did not demonstrate a shared vision on academic learning were planned curriculum, high expectations, and ongoing assessment reflected school academic goals. Collaborative and transformational relations were not characteristic of the staff. <p>Schein's (1984) conceptual model, developed for the study of basic cultual assumptions, was useful in deciphering the culture of St. Gabriel. Schein's analysis of culture as existing at three different levels proved to be an important distinction as data were collected. His Joint Exploration Through Iterative Interviewing methodology enabled the underlying assumptions to be brought to the surface. Schein provided a valuable theoretical framework and an appropriate methodology for studying the deepest level of an organization, that is, its cultural assumption. Judgements and conclusions about schools can be made on superficial levels of observation. In order to truly understand the functioning of any school probing beneath these source levels is necessary. This study confirmed that, for this instance, principals have a dominant influence on the culture of schools, therefore, they should be helped to use a cultural lens in order to understand and assess the state of effectiveness of their schools. Finally, a number of theoretical, methodological, and practical implications were noted.

<p>The purpose of the study was to examine teachers perceptions of the impact of societal changes on teacher collaboration in schools within the period of independence of Ukraine (1991 2005). This study provided a description of teacher experiences in a context of large-scale philosophical, ideological, social, political, and economic changes of the post-Soviet era, and the teachers interpretation of the impact of related changes upon teacher collaboration in Ukrainian schools. Research questions were divided into two subgroups: first, questions inquiring into teachers perceptions of the nature of post-Soviet societal changes; and second, questions regarding the nature, external and internal impacts on teacher collaboration. Utilizing constructive postmodernism framework, this research examined teacher collaboration through micropolitical and cultural perspectives.</p> <p>This study adopted a naturalistic orientation, within which an interpretive constructivist approach to methodology prompted the use of qualitative methods of inquiry. The data collection techniques of document analysis, focus group interviews and individual interviews were utilized. Document analysis involved review of national and local acts, decrees, policies, and procedures that pertained to teacher collaboration issued during the period of 1991-2005. The participants in this study were elementary or secondary school teachers in the city of Chernivtsi, Ukraine who had been in the teaching profession within the education system of Ukraine during the period of time from 1991 to 2005. In total, fifty-five teachers from eight schools participated in eight focus group interviews and fifteen individual interviews. Documentary data and participants responses were analyzed according to the research questions and recurring themes with the help of ATLAS.ti qualitative data analysis software.</P> <p>The findings revealed the ongoing struggle between the forces of modernity and postmodernity in post-Soviet Ukrainian society. Gains of deideologization and freedoms of conscience, speech, and religion were counteracted by economic decline, political instability, and social insecurity. Societal transformations were seen as having direct impact on the system of education, resulting in a difficult transition period from the old Soviet to the new Ukrainian system of education.</p> <p>It was found that collaboration among teachers in schools was susceptible to transformations at the macro (societal), as well as micro (school) levels. Macro transformations affected the nature of teacher collaboration in a direct way through changing societal realities, while content and format were usually influenced indirectly through the impact on school structures, reforms and policies, school culture, and micropolitical interactions among professionals.</p> <p>Findings affirmed that in the times of uncertainty and radical changes, personal aspects of collaboration tend to gain more significance than the professional ones. Material welfare, spirituality and morale, social security, societal attitudes, social relationships, and shift in the systems of values and beliefs were found exerting significant impact on teacher collaboration. It was pointed out that discourse on collaboration required a balanced representation of individualistic and collectivistic perspectives. It was concluded that the development of collaborative cultures in Ukrainian schools needed to be a two-fold process, involving both instrumental shaping on the part of teachers and administrators and the presence of societal conditions conducive to collaborative relationships. A number of implications from the findings were derived for theory, practice, policy, further research, and methodology. </P>

The purpose of this study was to find out whether young women´s conceptions on femininity are based on school culture or other possible factors. The theory chosen for this study is the sociological perspective. A theory where sociologists such as Emile Drukheim, Talcott Parsons and Pierre Bourdieu are all prominent. The discussion links to Habitus and their theories on social, cultural and collective groups. A qualitative method has been used. Ten young women have bee interviewed and their answers have been compared and analyzed for results. The women has been divided into two segments. One consisting of the ethnically Swedish young women and one out of non-ethnically Swedish young women. In conclusion, the ethnically Swedish group of young women are all involved in building up the norm at the particular school examined. Furthermore, the non-ethnically Swedish young women are followers of this norm. Conceptions on the current heterosexual norm that exists within the school culture are built based upon the different social groups.

<p>Innan studiens start gav vi, två lärarstudenter, två skolor möjligheten att deltaga i ett interaktivt förändringsarbete. Efter betänketid tackade skolorna nej till erbjudandet. Detta fick oss att fundera över hur skolor ser på utvecklingsarbete som involverar externa aktörer.</p><p>Syftet med studien var att framhäva möjligheter och hinder inom skolutveckling som är i interaktion med utomstående aktörer, i form av bland annat lärarstudenter och forskare. Vidare syftade studien till att studera vilka faktorer som påverkar en skolas personals inställning. Dessutom ämnade arbetet skapa vidare förutsättningar för ett framåtsträvande samarbete mellan skolan och övriga tänkbara aktörer.</p><p>Utifrån kvantitativa enkäter, som genomfördes på den valda gymnasieskolan, kunde vi fastställa den allmänna inställningen till interaktivt utvecklingsarbete med utomstående aktörer. Utifrån enkätresultatet utformades och genomfördes kvalitativa intervjuer. Dessa intervjuer syftade till att komplettera och fördjupa några anställdas tankar kring en integrerad skolutveckling. Det samlade resultatet påvisade en positiv inställning till ett interaktivt samarbete med utomstående aktörer, men att det saknas erfarenhet samt kunskap inom området. De fyra stycken kvalitativa intervjuerna visade även på att respondenterna själva besatt kreativa idéer som de inte ansågs uppmärksammades av skolan.</p><p>Uppsatsen avslutas med konkreta förslag på hur den valda skolan kan analysera den egna verksamheten och på ett bra sätt kunna skapa ett positivt förhållningssätt till ett utvecklingsarbete i interaktion med andra.</p> / <p>In the process of starting this study, the authors gave two schools the opportunity to take part in an interactive development work. After some thought, the schools chose to turn down our offer, which led us to consider on how schools in general look at interactive development work that involves external actors.</p><p>The purpose of this study was to highlight possibilities and obstacles within school development, which is in interaction with outside parties, including teacher students and other researchers. The aim was likewise to study which possible affects there might be that could influence the personnel inside a school. We also aimed to promote and further a positive attitude towards this kind of change.</p><p>Trough quantitative questionnaires, which were implemented on a chosen comprehensive school, we were able to pinpoint the general attitude towards development work in interaction with an outside part. Trough the collected answers we chose to design and carry out interviews of more qualitative character. Our aim was to complement and enter more deeply into some of the employer's thoughts about school development. The collected result showed a positive attitude towards an interactive cooperation with an outside part, but it also showed a lack of experience and knowledge within the topic. Through these four interviews our attention was drawn to our participants' creative ideas that they wished to develop. They also expressed that their ideas didn't get enough support from the school management.</p><p>The conclusion of this study ends with concrete suggestions on how the selected school can analyze the organization, as well as find easy applicable ways on how to create a more positive attitude towards school development, in interaction with outside participants.</p>

Abstract This study investigated perceptions of school work culture of instructional staff members (administrators and faculty) in public charter and public non-charter elementary schools in a large urban metropolitan county of Central Florida by assessing differences in perceptions of administrators and faculty related to school work culture, perceptions between school administrators and faculty, and the interaction between type of school. The School Work Culture Profile (SWCP), a paper-and-pencil survey, was designed in 1988 by Snyder to obtain a measure of a school's work culture. The SWCP uses a Likert scale to assess the overall perception and four sub-domains of planning, development, program development, school assessment, and staff development. One hundred sixty-one teachers and administrators from public charter and public non-charter elementary schools participated. Results of ANOVA tests indicated differences by job category: administrators scored significantly higher than faculty on the overall perception and three sub-domains of school work culture: planning development, program development, and school assessment. There was no difference on the staff development sub-domain. Administrators and faculty members do perceive certain aspects of school work culture differently. Program Development, Planning Development, and School Assessment are administrative functions, whereas Staff Development may be perceived to be more of a personal function. There was no difference between perceptions of instructional staff by type of school (public charter and public non-charter). In addition, there was no interaction between job category and school type. The perceptions of administrators and faculty members of both types of schools do not appear to be dependent upon whether or not they work in charter or non-charter public schools. Public charter and public non-charter school instructional staff responded to SWCP sub-domains similarly; therefore, the type of school the respondents worked in, albeit public charter or public non-charter, did not impact their perceptions. Differences existed in perceptions between school administrators and faculty members, regardless of type of school, with the exception of the sub-domain of staff development. The mean perception for administrators in both types of schools was higher in the other three domains. No interaction occurred between type of school and type of job category for any sub-domain or the overall perception. The conclusions from this study included (a) schools are equal regardless of the type of school, (b) the culture of administrators and faculty members remains the same regardless of the type of school, (c) the perceptions of administrators and faculty members are not determined by the type of school in which they work--administrators and faculty members do perceive certain aspects of school work culture differently. Implications derived from the study include (a) efforts to mainstream and encourage cross-institutional (public charter schools and public non-charter schools) collaboration might be helpful to improve the educational conditions for all students, (b) efforts need to be focused on increasing the collaborative conversations and involvement that connect the individuals in a school setting as related to planning development, program development, school assessment, and the overall perception of school work culture as well as developing inclusionary practices that increase faculty members' input in meeting schools' stated goals, (c) placing emphasis on the charter school movement as an alternative for the innovative ideas needed to address the state of the national education system could be increased in colleges of education and educational leadership programs, and (d) program development, planning development, and school assessment are administrative functions, whereas staff development may be perceived to be more of a personal function.

Magistro darbo tikslas –. ištirti organizacijos kultūros teorinius aspektus ir jos formavimo galimybes Ukmergės mokyklose. Darbe išanalizuoti ir susisteminti įvairių užsienio ir Lietuvos autorių darbai bei tyrimai organizacijos kultūros formavimo bei keitimo klausimais. Buvo pastebėta, kad organizacijos kultūra turi įtakos organizacijos kasdieninei veiklai, jos strategijos kūrimui ir įgyvendinimui. Tyrimo metu atskleista, kad mokyklos kultūra remiasi gilumine organizacijos sandara, kurią lemia organizacijos narių turimos sąlyginai pastovios vertybės, įsitikinimai, prielaidos, tardicijos. Patvirtintos darbo autorės suformuluotos dvi mokslinio tyrimo hipotezės. Atlikti mokyklų kultūros sisteminiai tyrimai yra aktualūs, nes gauti rezultatai gali pasitarnauti tobulinant mokyklų veiklą, siekiant didesnio veiklos efektyvumo. Parengtos rekomendacijos Ukmergės mokyklų organizacijos kultūros tobulinimui. Darbe pateikta diskusija, kurioje atkreiptinas dėmesys į aspektus, dėl kurių autoriai linkę diskutuoti, bei nesutarti tarpusavyje. / The aim of this Master's work is to investigate the theory dimensions of organization culture and the possibilities of its formation in the schools of Ukmergė. The work analyzes and systematizes the works of various foreign and Lithuanian authors and their research on the issues of forming and changing organization culture. It has been noticed that the organization culture influences the daily activities of the organization, the development and implementation of its strategy. The research has revealed that school culture is based on the deep structure of the organization, which is determined by relatively constant values, beliefs, assumptions and traditions of its members. Two hypotheses of the scientific research formulated by the author have been confirmed. Systematic investigations of school culture that have been carried out are relevant, because the results may serve to improve the activities of schools in order to increase their efficiency. Recommendations have been prepared to improve the organizational culture of the schools in Ukmergė. The work presents the discussion, which draws attention to the issues on which the authors tend to discuss and disagree with each other.

This qualitative exploratory case study focused on understanding how democracy and human rights education is carried out in a public elementary school in Turkey. A preliminary research was done in the USA in order to provide insight and experience into the study. An elementary school was chosen as a single case in Ankara. The study examined the perceptions of the school community (teachers, students, administrator and parents) related to democracy and human rights education through interviews. The participation to the study was completely based on voluntary action. Six teachers, 38 students, 16 parents and an administrator were interviewed. Observations and document analyses also enabled the researcher to find out the current instructional process concerning democracy and human rights education in different grade levels at elementary education. Content analysis was used to analyze the data. Research results revealed that democracy is not only a goal to be reached, and not just a form of government but also a concept experienced in all stages of schools. The major finding of the study was that there is a gap between what the school teaches as theory and the reality experienced in school and at home. All participants agreed that democracy and human rights education should start at early grades, preferably in kindergarten through establishing authentic learning environments where a variety of instructional methods, techniques, materials, textbooks and technology are employed. Besides, the school community indicated the importance of character education, school culture and values that are reflected through the hidden curriculum in schools for effective democracy and human rights education.