Educational Culture
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document in english
educational studies
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published 15/06/2008
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SummaryIntroduction
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the context of organizational development. If schools are to develop in a cohesive manner the cultures of that are utilized for development must be firmly rooted in the practices and traditions that will facilitate the best educational outcomes for all students involved. Clearly, this is a difficult objective to achieve. However, as Petersen and Deal (1998) note “culture influences everything that goes on schools: how staff dress, what they talk about, their willingness to change, the practice of instruction and the emphasis given student and faculty learning” (p. 28). Thus, culture is an important part of the development of any school.Identification of Culture.The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students. Although the staff in the school had committed to the development of student excellence, few teachers were visible in the hallways between or after classes. Rather, most of the teachers preferred to spend their spare time talking with one another or reading or listening to music and the teachers lounge.
Culture is an interval part of society and all of its institutions. Thus, it is not surprising to find that educators examining the development of public school education have been forced to address the issue of culture in the context of organizational development. If schools are to develop in a cohesive manner the cultures of that are utilized for development must be firmly rooted in the practices and traditions that will facilitate the best educational outcomes for all students involved. Clearly, this is a difficult objective to achieve. However, as Petersen and Deal (1998) note “culture influences everything that goes on schools: how staff dress, what they talk about, their willingness to change, the practice of instruction and the emphasis given student and faculty learning” (p. 28). Thus, culture is an important part of the development of any school.Identification of Culture.The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students. Although the staff in the school had committed to the development of student excellence, few teachers were visible in the hallways between or after classes. Rather, most of the teachers preferred to spend their spare time talking with one another or reading or listening to music and the teachers lounge.
Table of Contents
- The specific culture developed in this suburban Chicago high school was one that was predicated upon a pursuit of excellence for all students.
- Despite the fact that the overall culture perpetuated in the organization appears to be quite negative, the school is noted to be one of the top performers in academics in the region.
- Unfortunately, the inability of educators and administrators to work together cooperatively served as the impetus to leave this issue unaddressed by either the school board or the community.
- Having worked as a school administrator in the school system for four years, the overall impact of culture was clearly elucidated during this time period.
- Having worked as a school administrator in the school system for four years, the overall impact of culture was clearly elucidated during this time period.
- What is perhaps most interesting about this individual culture is that it effectively demonstrates how a negative organizational culture can affect educational outcomes for students.
- For the students that will be attending this educational institution in the near future, the outlook is not bleak.
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