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Educational Administration and Supervision Commons™

Open Access. Powered by Scholars. Published by Universities.®

Elementary and Middle and Secondary Education Administration

2013

Culture

Articles 1 - 3 of 3

Full-Text Articles in Educational Administration and Supervision

Teacher Experiences Of Disciplinary Measures In Tanzania Adventist Secondary School: A Case Study, Mussa Muneja Jan 2013

Teacher Experiences Of Disciplinary Measures In Tanzania Adventist Secondary School: A Case Study, Mussa Muneja

Mussa Muneja

The debate whether to use caning or not as a form of disciplinary measures in Tanzania and many other parts of the world is still alive. Based on this premise this study undertook a case study approach in order to describe and explain patterns related to disciplinary measures; To identify relationships of learning and disciplinary measures; To assess the implementation of the national policy of disciplinary measures; To propose opportunities for change. The data was gathered through face to face interviews where six secondary school teachers were involved. Although the number of participants appear to be small, but this is …

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On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson Jan 2013

On Being A Hardliner On Issues Of Race And Culture In Mathematics Education Research, David W. Stinson

Middle-Secondary Education and Instructional Technology Faculty Publications

In this editorial, the author provides a revised written version of his remarks delivered at the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Chicago, IL, November 15, 2013; the remarks were in response to Professor Na’ilah Suad Nasir’s (2013) plenary address “Why Should Mathematics Educators Care about Race and Culture?”

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Success Despite Socioeconomics: A Case Study Of A High-Achieving, High-Poverty School, Thomas Brent Tilley, Samuel J. Smith, Russell L. Claxton Dec 2012

Success Despite Socioeconomics: A Case Study Of A High-Achieving, High-Poverty School, Thomas Brent Tilley, Samuel J. Smith, Russell L. Claxton

Samuel James Smith

This case study of a high-achieving, high-poverty school describes the school’s leadership, culture, and programs that contributed to its success. Data were collected from two surveys, observations at the school site, and interviews with school personnel. The two survey instruments were the School Culture Survey and the Vanderbilt Assessment of Leadership in Education (VAL-ED). The study revealed school leadership that had high expectations for staff members and emphasized small group instruction, collaboration, and continuous improvement in instructional practices. The culture of the school was that of excellence, continuous improvement, school pride, and collaboration.

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