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Rakgole, Molatelo Walter. "The relationship between socio - cultural factors and sport participation in schools : a case study of Germiston High School in the Gauteng Province." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2329.
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Thesis (M. Dev.) -- University of Limpopo, 2018The post-apartheid socio-cultural, economic and political dispensation in South Africa have prompted a high-level perceived potential inclusion in sport-participating in different aspect of self-development regardless of culture, economic and social difference across the nation. However, little is understood, from an empirical viewpoint, about the potential challenges and limits towards the successful participation in sport in South Africa. The purpose of this study was to investigate the relationship between socio-cultural factors and sport participation at Germiston High School in the Gauteng Province. A quantitative research was conducted using case study research design method. A Non-probability sampling method was done through purposive sampling method to select Grade 8 to Grade 12 students from. Data collection was done using self-administered questionnaires. There were one hundred and forty-seven students that participated in a survey of self-administered questionnaires at Germiston High School. The findings of the study reveal that sport-participation is highly linked to socio-cultural and economic aspects among students. For students, teachers are expected to be involved in sport-participation and be of the forefront of inclusiveness. It also was found that sport preference among students is linked to their important others. Thus, a full experience of sport-participation through resources available at school is compromised for many students. Schools, the Ministry of Education, Sports and Culture together with sponsors and parents are encouraged to intervene in promoting sport participation.
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Wu, Xiaoxin. "The power of market mechanism in school choice in three junior middle schools in Nanning : a case study." Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538288.
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The practice of parent-initiated school choice in China is characterized by the involvement of substantial amounts of money, various forms of capital, the explicit government policy of banning the practice in words but accommodating it in deeds. This research investigates the school choice situation in three middle schools in Nanning, China. Drawing on Bourdieu’s theory of the forms of capital and cultural and social reproduction and Brown’s Positional Conflict Theory, this thesis argues that the use of cultural, social and economic capital is widespread in the school choice process. With more capital of various types available, middle class families are at a competitive advantage compared to their working class counterparts in the current struggle to gain a place in a good school. The resources of the former families enable their children to gain more cultural capital through extracurricular enrichment activities, exercise more social capital through existing guanxi1 networks and focus more economic capital with which to pay large sums for choice fees, all of which result in the greater chances of entering a desired school. The change of the school admission policy since the mid-1990s from universal entrance examination for junior middle schools to the present school place assignment by proximity has resulted in an unintentional shift from meritocracy to “parentocracy”2. School choice effectively closes out opportunities for quality education for working class families, because they lack the cultural, social and economic capital that is necessary to “work the system”. As a result, school choice tends to insure the intergenerational transmission of existing social classes and to decrease the possibility of upward mobility for the next generation. 1 A network of contacts which an individual may draw upon to secure resources or advantage in the course of social life (see 4.1.2 for detail). 2 See Brown (1990).
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Reed, Jerry Lee III. "You Are What Others Eat: Informal Economics and Social Hierarchy in Middle Schools." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587302015966842.
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Brent, Alan Colin. "An investigation into the challenges of transdisciplinary R&D : values, culture and the case of the BIOSSAM project." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20012.
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Thesis (MPhil) -- Stellenbosch University, 2012.ENGLISH ABSTRACT: The emerging classification of Sustainability-oriented Innovation Systems places an emphasis on the social elements of change, as well as the technological. However, sustainability-oriented problems are too vast for one person or discipline to comprehend; thus people tend to want to collaborate, meaning they form teams. As a further extension to address sustainability-oriented problems, there is an increasing emphasis on transdisciplinary research and development (R&D) efforts, whereby co-production transgresses boundaries, and science becomes visible before it becomes certain. To reach the objectives of transdisciplinary R&D efforts will require two key concepts: the gathering of information from experts, namely knowledge transfer; and making connections between them, namely knowledge integration. Nevertheless, challenges have been noted in terms of academic tribes that impede teamwork, and, importantly, the lack of combined thought and action in R&D. This research, which is compiled as two journal articles, explored the collaboration, between disciplines, that has been described as the means of meeting the requirements of transdiscplinary R&D to identify, structure, analyse and deal with specific problems in such a way that it can: grasp the complexity of problems; take into account the diversity of life-world and scientific perceptions of problems; link abstract and case-specific knowledge; and develop knowledge and practices that promote what is perceived to be the common good. However, the latter brings into question how values and culture influence collaboration and thus transdisciplinary R&D efforts. The first article set out to investigate, from a literature analysis, how the culture and values of individuals in a transdisciplinary R&D team, as well as those of the organisation, determine the potential success or failure of the R&D effort. A conceptual framework is derived based on the theories of complexity, as it relates to knowledge management, learning within organisations, cognitive and behavioural approaches to culture and values, and communication. The framework also builds on previous research that has been conducted with respect to the management of transdisciplinary R&D. The second article then utilises the introduced conceptual framework for an in-depth investigation of a case study in the bioenergy field. The R&D project, which spanned over three years in South Africa, required a transdisciplinary team of engineers and scientists of various fields to collaborate with stakeholders outside the R&D team. The case emphasises that the lack of disciplines to recognize, understand and incorporate values and culture into R&D practices will lead to project failure; pre-empting and managing expectations of social change (often) far outweigh the necessity for technological change. A number of recommendations are thus made to improve R&D practices.
AFRIKAANSE OPSOMMING: Die opkomende klassifikasie van Volhoubaarheid-georiënteerde Innovasie Sisteme plaas 'n klem op die sosiale elemente van verandering, sowel as die tegnologiese. Volhoubaarheid-georiënteerde probleme is egter te groot vir een persoon of dissipline om te verstaan, dus neig individue om saam te wil werk, wat beteken dat hulle spanne vorm. As 'n verdere uitbreiding om volhoubaarheidgeoriënteerde probleme aan te spreek, is daar 'n toenemende klem op transdissiplinêre navorsing en ontwikkeling (N&O) pogings, waardeur mede-produksie grense oortree, en die wetenskap sigbaar word voor dit sekerheid bereik. Om die doelwitte van transdissiplinêre N&O pogings te bereik sal twee sleutelkonsepte vereis: die insameling van inligting van deskundiges, naamlik die oordrag van kennis, en die maak van skakels tussen hulle, naamlik kennis integrasie. Desondanks is die uitdagings wel bekend in terme van akademiese stamme wat spanwerk belemmer, en, baie belangrik, die gebrek aan gekombineerde denke en optrede in N&O. Hierdie navorsing, wat saamgestel is as twee joernaal artikels, ondersoek die samewerking, tussen dissiplines, wat al beklemtoon is vir die vereistes van transdissiplinêre N&O om spesifieke probleme te identifiseer, struktuur, ontleed en hanteer in 'n manier wat: die kompleksiteit van probleme op 'n verstaanbare wyse beskryf; rekening hou met die diversiteit van die lewe-wêreld en wetenskaplike persepsies van probleme; abstrakte en geval-spesifieke kennis skakel; en die ontwikkeling van kennis en praktyke bevorder wat beskou word as die algemene goed. Maar die laasgenoemde bring in twyfel hoe die waardes en kultuur samewerkings, en dus transdissiplinêre N&O pogings, beïnvloed. Die eerste artikel, met behulp van 'n literatuur-analise, ondersoek hoe die kultuur en waardes van individue in 'n transdissiplinêre N&O span, sowel as dié van die organisasie, die potensiële sukses of mislukking van die N&O poging bepaal. 'n Konseptuele raamwerk is afgelei wat gebaseer is op die teorieë van kompleksiteit, soos dit verband hou met die bestuur van kennis, leer binne organisasies, kognitiewe en gedrag benaderings tot kultuur en waardes, en kommunikasie. Die raamwerk bou op vorige navorsing wat gedoen is met betrekking tot die bestuur van transdissiplinêre N&O. Die tweede artikel gebruik dan die konseptuele raamwerk vir 'n in-diepte ondersoek van 'n gevallestudie in die gebied van bio-energie. Die N&O-projek, wat gestrek het oor 'n tydperk van drie jaar in Suid- Afrika, het van 'n transdissiplinêre span van ingenieurs en wetenskaplikes, van verskeie gebiede, verwag om saam te werk met belanghebbendes buite die N&O-span. Die gevallestudie beklemtoon die gebrek van dissiplines om waardes en kultuur te erken, verstaan en inkorporeer in N&O-praktyke wat sal lei tot die mislukking van sulke projekte; vooruitskatting en die bestuur van die verwagtinge van sosiale verandering is (dikwels) veel swaarder as die noodsaaklikheid van tegnologiese verandering. 'n Aantal aanbevelings word derhalwe gemaak om N&O praktyk te verbeter.
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Galindo, Marilys. "A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1010.
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From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful.
The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school’s racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year?
The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.
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Lopes, Daniel Alisson Feitosa. "Culture, institutions and school achievement in Brazil." Universidade Cat??lica de Bras??lia, 2017. https://bdtd.ucb.br:8443/jspui/handle/tede/2325.
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This paper estimates the impact of culture on the academic performance of Brazilian students in standardized tests. Based on data with student identification, we apply an algorithm of surname classification that assigns the student, based on the surnames of his/her parents, to one of the following ancestry groups: Iberian, Japanese, Italian, Germanic, Eastern European and Syrian-Lebanese. We show that students with non-Iberian European or Japanese ancestry obtain statistically and substantively higher scores on 3rd and 5th grade standard Math tests, even with a large set of individual, family and municipal controls. We also tested the hypothesis of persistence of local institutions, established during the era of mass immigration to Brazil in the 19th and 20th centuries, and we showed that the mechanisms of family transmission of culture remain robust for students with Japanese and Italian ancestry.
Este trabalho estima o impacto da cultura no desempenho acad??mico de estudantes brasileiros em testes padronizados. A partir de dados com identifica????o por aluno, aplicamos um algoritmo de classifica????o de ancestralidade que atribui ao aluno, com base nos sobrenomes dos pais, um dos seguintes grupos: ib??ricos, japoneses, italianos, germ??nicos, europeus do leste e s??rio-libaneses. Mostramos que os alunos com ancestralidade europeia n??o-ib??rica e japonesa obt??m notas, na prova de Matem??tica da Avalia????o Nacional da Alfabetiza????o e na Prova Brasil, estat??stica e substantivamente mais elevadas, mesmo com um amplo conjunto de controles individuais, familiares e municipais. Testamos ainda, por meio de proxies, a hip??tese de persist??ncia das institui????es locais, influenciadas pela imigra????o em massa no Brasil no s??culo XIX e XX, e mostramos que os mecanismos de transmiss??o familiar da cultura permanecem robustos para os alunos com ancestralidades japonesa ou italiana.
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Thompson, Jonathan. "Culture and Economic Growth." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19268.
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The most fundamental question in economics is what causes some countries to prosper. An emerging literature has focused on the role of culture in determining growth. I interpret culture as "the collective programming of the mind which distinguishes the members of one group or category of people from those of another," following Hofstede. I focus on the role of culture in determining economic decision making and cooperation, with an emphasis on how cross-cultural differences in how strangers are viewed may influence economic activity by narrowing the scope of interaction.
I use modern econometric techniques and neoclassical economic models to formalize the role of culture in economic decision making and test the power of culture to explain cross-country differences in long run growth paths. Throughout my research I assume that agents behave rationally but that culture influences the expectations or beliefs they have about different activities.
Subject to the common elements above, each chapter answers a slightly different question. Chapter II focuses on how colonial history may influence decisions over risk-taking in certain countries, leading to a dearth of entrepreneurial activity. Chapter III focuses on how interactions across and between cultural groups may explain the decision of minority immigrant groups to assimilate or segregate over time and how public policy may influence this decision making. Chapter IV looks at the effect of culture through the media of trust and government. Using an instrumental variables strategy, I ask which is more important to economic development, contract quality or interpersonal trust, and find strong evidence that interpersonal trust is more important.
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McMurray, Paula Ann. "The construction, negotiation, and integration of gender, school culture, and peer culture positionings in preschool." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1382632136.
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Fujiwara, Hikojiro. "Culture, institutions and economic performance." Thesis, University of Glasgow, 2017. http://theses.gla.ac.uk/8282/.
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The role of cultural diversity in various aspects of society has been theoretically and empirically investigated. Prevailing measures of cultural diversity mainly focus on diversity of ethnicity, religion and language. However, there has been little discussion about diversity in human values. We construct cultural diversity measures based on human values and seek to examine its role in economic development. This thesis demonstrates the significance our measure plays in estimating the impact of formal institutions (rule of law) and informal institutions (respect for others) on economic performance.
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Anderies, John M. "Culture, economic structure, and the dynamics of ecological economic systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/NQ34506.pdf.
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Blouin, Arthur. "Essays on culture and economic relationships." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/66436/.
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Chapter two investigates whether insular cultures are less likely to adopt new technologies. Combining GIS crop production data with unique language data, I show that societies that are isolated on the language tree produce less of the crops that required adoption, but not of the crops not requiring adoption. Endogeneity of cultural isolation is addressed by exploiting ancestral migration route direction. Cultural isolation persists due to the endogeneity of land settlement. Land selection caused increased polarization and decreased fractionalization, a pattern that is argued to limit the incentives for cross-societal communication. Chapter three uses contract level data on a portfolio of 197 coffee washing stations in 18 countries to identify the sources and consequences of credit imperfections. Due to moral hazard, default increases following increases in world coffee prices just before the maturity date of the contract. Strategic default is deterred by relationships with the lender and foreign buyers: the value of informal enforcement amounts to 50% of the value of the sale contract for repaying borrowers. A RDD shows that firms are credit constrained. Prices paid to farmers increase implying the existence of contractual externalities along the supply chain. Chapter four analyzes the effect of interethnic trust on economic relationships in Rwanda/Burundi. The endogeneity of defaults impact on trust is dealt with by exploiting the eligibility of respondents’ grandparents to coffee corvée in the colonial era. Corvée contributed to Hutu-Tutsi tensions. Corvée eligibility is used as an exogenous instrument for interethnic trust, measured using a unique dataset collected in the field. Grandparent eligibility for corvée reduces interethnic trust, and that low trust increases the likelihood of being defaulted on. The evidence suggests that default becomes more likely among less trusting individuals due to adverse selection, not moral hazard.
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Sylla, Daouda. "Essays on Culture, Economic Outcome and Wellbeing." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31202.
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Chapter 1: The Impact of Culture on the Second-Generation Immigrants’ Level of Trust in Canada
Trust is one of the main elements of social capital; it determines the extent to which an individual cooperates with others. In this chapter, I assess whether cultural factors influence the level of trust in the population of second-generation immigrants in Canada. This paper is related to two strands of empirical literature. The first analyses the determinants of trust and the second studies the cultural transmission of values, attitudes and beliefs. I follow closely the literature on the cultural transmission and use an epidemiological approach to assess whether trust of second-generation immigrants is affected by their cultural heritage. This approach consists of comparing information about the outcomes of second-generation immigrants with that of the country of origin of their ancestry. We apply this approach using the Ethnic Diversity Survey (EDS), the World Value Survey (WVS) and the European Value Survey (EVS). Estimation results show that the average level of trust in the countries of origin of the ancestors of the second-generation immigrants has a strong significant impact on their level of trust. Thus, individual whose country of ancestry displays a high level of trust, tend to have a high level of trust. This provides evidence that individuals’ level of trust is not only explained by their personal experiences, characteristics, and the environment in which they live; but also by the culture in their country of ancestry. This means that culture does matter! I find that the results remain robust even if certain key countries are omitted or a different data set is used.
Chapter 2: Decomposing Health Achievement and Socioeconomic Health Inequalities in Presence of Multiple Categorical Information
This chapter presents a decomposition of the health achievement and the socioeconomic health inequality indices by multiple categorical variables and by regions. I adopt Makdissi and Yazbeck's (2014) counting approach to deal with the ordinal nature of the data of the United States National Health Interview Survey 2010. The findings suggest that the attributes that contribute the most to the deviation from perfect health in the United States are: anxiety, depression and exhaustion. Also, I find that the attributes that contribute the most to the total socioeconomic health inequality are ambulation, depression and pain. The regional decomposition results suggest that, if the aversion to socioeconomic health inequality is high enough, socioeconomic health inequalities between regions are the main contributors to the total socioeconomic health inequality in the United States. Chapter 3: Accounting for Freedom and Economic Resources in the Assessment of Changes in Women Poverty in Sub-Saharan Africa
This chapter assesses the importance of freedom in women’s wellbeing in twelve Sub-Saharan Africa countries by using data from Demographic Health Surveys. This paper presents a poverty comparison by using the stochastic dominance approach and relies on the economic resources and freedom as the two aspects of wellbeing which evokes the multidimensionality of poverty. This study is related to the following three pieces of literature: the sequential stochastic dominance, the multidimensional poverty, the Sen’s capability approach which is based on freedom. This paper is built on Makdissi et al. (2014) but differs from it in a number of respects. First, it focuses on poverty instead of welfare. Secondly, it applies the Shapley decomposition to determine the contributions of the economic resource distribution and the incidence of the threat of domestic violence to poverty changes over time. Consistent with previous work on the importance of freedom, I find that more freedom, i.e. less threat of domestic violence, affects women’s wellbeing positively since it decreases women’s poverty. The results indicate that women’s wellbeing has improved in Burkina Faso, Ghana, Kenya, Lesotho, Madagascar, Malawi, Rwanda, Senegal, and Zimbabwe and deteriorated in Ethiopia, Nigeria and Tanzania.
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Marini, Annalisa. "Culture and identity : economics beyond economic outcomes." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549444.
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Crombie, Richard William. "Managing behaviour in mainstream schools : changing the culture." Thesis, University of Warwick, 1995. http://wrap.warwick.ac.uk/34739/.
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The thesis investigates support for schools' management of children's behaviour. The focus for the research is the work of the Northern Area Education Support Service (NAESS, the service) with around a hundred schools. The research is conducted along two lines of enquiry reflecting the outcomes of and the processes underlying the work of NAESS. It is established that NAESS approaches, based on behavioural psychology, achieve the primary aim of maintaining children's education in mainstream schools, and to an unprecedented degree. In relation to the service making equitable allocation of resources the findings are more equivocal. In the study of the interaction between NAESS and service users the aforementioned aims and, additionally, aims relating to the involvement of service users with work undertaken and to the optimisation of the use of service resources, continue to drive the research. Service delivery by NAESS is construed in terms of the full range of factors influencing outcomes, and considered under the headings of eight broad issues. Thus NAESS is enabled to manage the dynamic complexity of the interactions within its work. This management of the issues is seen as crucial to the achievement of service aims. However, by exercising strong management over the issues NAESS appears to exclude users from full involvement with the development of the strategies they implement. Such exclusion has implications for the extent to which NAESS can enable schools to develop their approaches to behaviour management. That is, NAESS is able to contribute, even indirectly, to a process of cultural change, including the development of new approaches to behaviour management in schools. However, it appears that a point of equilibrium is reached whereby schools become dependent on the service they receive and which prevents further development of their approaches.
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Aveyard, Paul Nicholas. "Children, smoking and schools : characteristics, influences and culture." Thesis, University of Birmingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396977.
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Thunder, Ailbhe. "Fictions of finance : economic narrative in contemporary culture." Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/56135/.
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Whereas the newly surveyed field of economic criticism, in literary and cultural studies, has been dominated by studies employing new historicist approaches in the analysis of past cultural or economic moments, this thesis examines the representation of economics in contemporary culture, and employs post-structuralist critical theory in its discussion of the unstable borderline between economics and culture, or text and context. Acknowledging that contemporary economic discourse regularly employs the term 'market' as a synecdoche for the economy as a whole, the thesis focuses, in particular, on representations of the financial economy in narrative texts from the late 1980s to the present. Through close readings of novels by Jane Smiley, Michael Ridpath, and Don DeLillo, as well as the film narratives Wall Street and Boiler Room, and the artwork of J. S. G. Boggs, I argue that contemporary cultural texts which represent the financial economy are always working out the borderlines between text and context, between the fictional and the real, or between the rational and the irrational. Since both narrative and financial speculation exploit the unstable border between the fictional and the real, this post-structuralist reading of the narrative representation of economics also seeks to undermine the certainties of rational economic science, which posits the possibility of referentiality in the pursuit of a finite knowledge about the world it represents, and in the stories it tells.
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Alhayyan, Khalid Nasser. "Economic Culture and Trading Behaviors in Information Markets." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4274.
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There are four main components for influencing traders' behaviors in an information market context: trader characteristics, organizational characteristics, market design, and external information. This dissertation focuses on investigating the impact of individual trader characteristics on trading behaviors. Two newly-developed constructs, highly relevant to information market contexts, were identified to increase our understanding about trading behaviors: trader's economic culture and trader independence. The theory of planned behavior is used as the theoretical basis to postulate hypotheses for empirical testing. Data collected from subjects through a series of web-based experiments shows that trader participation can be fostered through recruiting individuals who are entrepreneurial, risk takers, and not highly independent traders. Additionally, a set of objective measures were developed to operationalize trader participation and performance (accuracy of prediction, and profitability). The research investigation on these concepts suggests that there is statistical evidence for a positive influence of trader participation on trader performance. In comparing the quantity influence (trader participation) and the quality influence (trader accuracy) on trader profitability, we have found that trader accuracy had higher and more significant impact than trader participation.
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Chalmers, Douglas. "The economic impact of Gaelic arts and culture." Thesis, Glasgow Caledonian University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404680.
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Furicová, Veronika. "Culture and economic growth in selected European countries." Master's thesis, Vysoká škola ekonomická v Praze, 2012. http://www.nusl.cz/ntk/nusl-195479.
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The diploma thesis main goal is to show how cultural values are associated with economic growth. The thesis approaches the goal on theoretical and practical grounds. The theoretical part describes three economic growth models and perspectives to culture. The practical part relates to statistical analyses.
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Harris, Courtney Ann 1965. "Taiwan's economic miracle: Presentations of culture and ideology." Thesis, The University of Arizona, 1992. http://hdl.handle.net/10150/291581.
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Native commentators on Taiwan's recent industrialization consider culture a key factor of the nation's modernization drive. Indigenous writers present Chinese culture as not only economically fit, but also morally superior. Such presentations, I argue, have unspoken ideological goals. Legitimation of the government, paternalistic claims on citizens and workers by the state and employers, and the rhetorical war against communism are some of the tacit agendas I discuss.
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Foskett, Nicholas Hedley. "Marketing management and schools : a study of a developing marketing culture in secondary schools." Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283226.
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Caesar, Chryselda. "School Culture : comparative analysis of organizational culture in two primary schools in St. Lucia." Thesis, University of Leicester, 2007. http://hdl.handle.net/2381/9538.
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This study explores school culture in two rural primary schools in St. Lucia Blossom and Peabright. The evidence suggests that the cultures of the two schools were distinctly different. Case study research used an interpretative paradigm to draw on data from interviews, observations and documents. The data was analysed to examine the schools' vision mission and goals, teachers' and principals' beliefs and expectations, and to assess the structure and practices, processes and strategies to understand how the two schools worked. This research revealed that the values captured in the vision and mission statements, the consensus on definite goals, and the shared beliefs and expectations at Peabright appear to function as the depository of what was held sacred 'high student achievement and performance' at the school. This guiding philosophy was the explicit covenant that seems to guide the collective practices, processes and strategies at Peabright. Blossom was guided by unwritten rules and shared beliefs and expectations but no explicit vision and mission statements, or goals. The shared beliefs and expectation of sport though not articulated as a guiding philosophy, provided a common identity and played an important role in the success that Blossom enjoyed through sports. Blossom was led by a principal who employed a mix of different styles in an environment plagued with an array of individualistic beliefs and varied practices except on students' innate athletic ability for sport, moral development of students, discipline and physical environment. The absence of community and parental support except for sporting events, the dissident teacher sub-cultures, perceived differences in political beliefs and affiliations between the principal and community were some of the contributory features of the school culture. Peabright was led clearly, by a forceful and focused leader who engaged a repertoire of leadership styles to keep the focus on a common purpose that underpinned the behavioural norms, which shaped the emergent school culture. Some of the features of that culture were high expectations, setting high standards, rigid social structure, emotional support system, dedicated and committed teachers and protection of the school environment. This study reflects on leadership styles and practices, teacher productivity and internal school culture. In addition, it draws attention to the way schools work within small rural communities in a developing world context.
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Holmes, Michael Todd. "Creating a Positive School Culture in Newly Opened Schools." NCSU, 2009. http://www.lib.ncsu.edu/theses/available/etd-05122009-150844/.
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The purpose of this study was to determine the most effective practices by school administrators when creating school culture in newly opened schools. Using semi-structured interviews, four principals who opened a new school were interviewed individually and in a focus group. The constant comparative method was used to analyze the data. Two themes emerged from the data. First, principals at new schools should spend a significant amount of time ensuring quality staff members are hired. Additionally, once hired, principals are responsible for providing appropriate professional development activities to better prepare staff members to meet the challenges of opening a new school. Second, principals must find a balance between their role as principal of the school and their personal and family lives. This balance takes three forms: 1) Shared Responsibility, 2) Manager vs. Instructional Leader, and 3) Personal and Family Responsibilities. Limitations to the study included generalization to other studies, personal biases and objectivity on the part of the researcher, small sample size and lack of a high school participant. By applying what has worked, and avoiding what was not successful, administrators are in a better position to ensure a smooth opening, a satisfied school community, and, most importantly, successful students, all which are reflective of the schoolâs culture.
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Jeffers, Michael P. "Exploring collaborative culture and leadership in large high schools." Thesis, University of Missouri - Columbia, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3576089.
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The purpose of this exploratory study was to analyze how high school principals approached developing a collaborative culture and providing collaborative leadership in a large high school setting. The population sample for this study was 82 principals of large comprehensive high schools of grades 9 through 12 or some combination thereof with student populations of more than 1700 students from nine states in the middle region of the United States including Colorado, Missouri, Kansas, Iowa, Nebraska, Illinois, Indiana, Oklahoma, and Wisconsin. Of the 82 respondents, 81 fully completed the survey and one was incomplete. The survey was developed from questions from several survey instruments by Dr. Jeffrey Glanz, Professor, Yeshiva University, Dr. Jerry Valentine, Professor Emeritus at University of Missouri, Dr. Hank Rubin, Professor at South Dakota State University, and the researcher.
Quantitative data examined beliefs, practices, and self assessments by the principal based on collaborative leadership, collaborative learning, and school culture. Inferential statistics were used to draw conclusions from the sample population tested. The study through an analysis of variance and bivariate correlations analyzed differences sorted by degree of collaboration and relationships among variables correlated with collaborative learning and leadership of principals in a large high school setting. In addition, demographic data were analyzed using ANOVA to test for correlations between these interrelated variables of the degree of collaborative learning in the school as described by the schools’ principals (a) the degree to which the principals’ self-described their leadership practices, (b) the degree to which the principals’ self-described their beliefs about collaborative leadership, and (c) the demographic characteristics of the principals’ professional experiences and background.
The study found principals in large high schools their learning practices, their beliefs about collaborative leadership, examples of their work, and their perceptions about the degree of collaborative learning were evident. The study found there are significant differences in leadership practices and beliefs for schools that are perceived as more collaborative compared to those perceived as less collaborative. The study found, however, there was no significant relationship between demographic characteristics of professional experiences and background were related to collaborative leadership and learning practices and beliefs. Overall, the findings from this study created awareness about the uniqueness of collaborative leadership in a large high school setting and how principals of large high schools can more readily facilitate collaborative learning in these complex settings.
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Nguyen, Thuy Thi Hong. "Modeling socio-economic and environmental impacts of shrimp farming in Mekong Delta, Vietnam." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Spring2009/T_Nguyen_042809.pdf.
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Thesis (M.S. in environmental science)--Washington State University, May 2009.Title from PDF title page (viewed on June 9, 2009). "School of Earth and Environmental Sciences." Includes bibliographical references (p. 60-61).
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Lawley, Jonathan Coldstream. "Transcending culture : developing Africa's technical managers." Thesis, City University London, 1994. http://openaccess.city.ac.uk/8295/.
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This thesis explains the background to the shortage of indigenous black technical management in Sub Saharan Africa by focusing on a number of countries in the Southern African region. It explains the implications of this shortage particularly for Zimbabwe and its mining industry which at independence in 1980 had no black technical managers. Having looked at management development worldwide and the experience of leading developed countries, the thesis goes on to consider the views and theories of a number of writers on management and management development in an African context. It also considers its crucial importance to the continent's future and the urgent need for effective ways of improving Africa's management capability particularly in the technical area. In this context a scheme (the ZTMTT) set up in 1982 to train black managers for Southern Africa's mining industry is described. The methodology of the approach is detailed including the important interrelationship of the practical and the academic experience in the learning process. This is followed by a description and analysis of the results of the scheme after eleven years. Following consideration of the special barriers and difficulties facing aspirant black managers in the Southern African context, the thesis goes on to describe and analyse the factors that have brought about the necessary fundamental change in trainees and helped them to relate the management challenge to themselves. It goes on to detail some successful case histories and contrast these with the very few failures. The success of the programme has culminated in the development of a new management theory, describing the mechanism of transition from reliance on a single home culture to the point where management capacity has been transformed by exposure to global experience. Scientific concepts have been invoked to produce the new management theory. As in science, where certain chemical reactions proceed through excited state intermediates, exciplexes which react to produce a new product, so too the merging of management cultures to form a management exciplex (excited state) can, given appropriate conditions, lead to new successful management types.
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Hurd, Angela Susan. "Creating culture from scratch : a multiple case study into creating culture in English free schools." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7084/.
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This thesis considers the introduction of the free school, questioning whether the culture of such start-up schools differs to that of existing schools. The research focuses on the extent to which the founding headteacher controls the formation and continuation of culture, and by what methods. The research builds on existing theories of organisational culture to establish a current understanding of leadership of school culture within English schools and compares this it five secondary free schools. Within each case study a range of stake holders were interviewed, and documents analysed to investigate how the intended culture was planned for the schools, and what emergent culture has resulted. The findings presented show an explicit need to plan and embed a new culture and give some practical suggestions as to how to achieve this. Free schools studied demonstrated some distinctive cultural elements, unique in the consistency with which they were embedded. It is postulated these cultural facets are as a direct result of the political turmoil surrounding the free school, and largely result from the external opposition to such schools. The importance and power of the founding generation of staff and students in creating new culture has also emerged as a critical theme.
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Taylor, Stephen. "The performance of South African schools : implications for economic development." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5150.
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Thesis (PhD (Economics)--University of Stellenbosch, 2010.ENGLSIH ABSTRACT: At the time of South Africa‟s transition to democracy the school system was envisaged to be a powerful vehicle for nation-building and transformation. The chronic low performance of the South African school system has subsequently become the subject of widespread public concern. This thesis examines the distribution of cognitive achievement amongst South African children and the factors influencing it, especially socio-economic status, and asks what the implications of this are for future economic development. The methodologies employed are predominantly quantitative as various sources of data are examined in order to collect evidence pertaining to the question above. Chapter 1 lays down a conceptual framework for understanding the role of schooling in economic development. The point is made that although education is often envisaged as a vehicle for development and mobility out of poverty, the home socio-economic status of children impacts significantly on their educational outcomes. Chapter 2 reviews recent and relevant literature to establish main currents of thinking regarding the influence of socio-economic status on educational outcomes. Chapter 3 follows this with an empirical examination of the influence of socio-economic status on reading achievement amongst South African children. The results indicate that the relationship between socio-economic status and educational achievement in South Africa is particularly strong by international standards. Furthermore, the historical divisions within the school system remain key to understanding continuing inequalities in educational outcomes. The socio-economic status of students is crucial in determining which part of the school system students enter; then for those entering the historically disadvantaged system the chances of achieving high quality educational outcomes are small, regardless of their home background. The main priority in the latter part of chapter 3 and thereafter is the attempt to identify factors that improve cognitive achievement, given the socio-economic context of schools and their students. In chapter 4, this search is taken up by examining a rich collection of data regarding school and teacher practices in South African primary schools. In chapter 5 this is done by analysing trends in the ability of high schools to convert demonstrated grade 8 achievement into matric outcomes. An additional perspective is provided through a comparison of the performance of South Africa‟s independent and public schools in Chapter 6. The final chapter summarises the results from these various approaches and highlights several key areas on which, it is recommended, attempts to improve South Africa‟s schools should focus. These include the management of school resources, teacher work ethic, time management and planning within schools, curriculum coverage, the accuracy of assessment and feedback to students, and parent commitment to education. Improving these areas within the large and struggling part of the South African school system will be decisive for the country‟s economic development.
AFRIKAANSE OPSOMMING: Ten tye van Suid-Afrika se demokratiese oorgang is die skoolstelsel as ʼn sterk instrument vir nasiebou en transformasie gesien. Die kroniese swak vertoning van die Suid-Afrikaanse skoolstelsel het sedertdien tot wye openbare besorgdheid gelei. Hierdie proefskrif ondersoek die verdeling van kognitiewe prestasie onder Suid-Afrikaanse kinders en die faktore wat dit beïnvloed, veral sosio-ekonomiese status, asook die implikasies daarvan vir toekomstige ekonomiese ontwikkeling. Die metodologie wat gebruik word, is hoofsaaklik kwantitatief, want verskeie databronne word ondersoek om getuienis in te win rakende bogenoemde vraagstuk. Hoofstuk 1 stel ʼn konseptuele raamwerk daar om die rol van onderwys in ekonomiese ontwikkeling te verstaan. Die punt word gemaak dat, alhoewel onderwys dikwels as ʼn instrument vir ontwikkeling en uitstyging uit armoede gesien word, die sosio-ekonomiese status van kinders se huislike omgewing hulle onderwysuitkomste beduidend beïnvloed. Hoofstuk 2 bied ʼn oorsig van onlangse en relevante literatuur om die hoofstrome van denke oor die invloed van sosio-ekonomiese status op onderwysuitkomste aan te dui. Hoofstuk 3 volg dit op met „n empiriese ontleding van die invloed van sosio-ekonomiese status op leesvaardigheid onder Suid-Afrikaanse kinders. Die resultate dui daarop dat die verband tussen sosio-ekonomiese status en onderwysuitkomste volgens internasionale standaarde in Suid-Afrika besonder sterk is. Verder is die historiese verdelingslyne binne die skoolstelsel van sleutelbelang om voortgesette ongelykheid in onderwysuitkomste te verstaan. Die sosio-ekonomiese status van studente bepaal grootliks tot watter deel van die skoolstelsel kinders toegang kry. Vir daardie kinders wat in die histories-afgeskeepte deel van die stelsel beland, is die waarskynlikheid van hoë gehalte onderwys klein, ongeag hulle gesinsagtergrond. Die klem in die laaste gedeelte van hoofstuk 3 en daarna val daarop om faktore te identifiseer wat kognitiewe uitkomste verbeter, gegewe die sosio-ekonomiese konteks van skole en studente. In hoofstuk 4 word hierdie speurtog voortgesit deur ʼn ryk verskeidenheid data rakende skole en onderwysers se praktyke in Suid-Afrikaanse laerskole te ondersoek. In hoofstuk 5 word dit gedoen deur ʼn analise van die vermoë van hoërskole om graad 8-vlak prestasie in graad matriekuitkomste te omskep. ʼn Vergelyking van die prestasie van Suid-Afrika se onafhanklike skole met openbare skole in hoofstuk 6 bied verdere perspektief hierop. Die finale hoofstuk som die bevindinge van hierdie verskillende benaderings op en belig sekere sleutelaspekte waarop pogings om Suid-Afrika se skole te verbeter klem behoort te lê. Dit sluit in bestuur van skoolhulpbronne, onderwysers se werksetiek, tydsbestuur en beplanning binne skole, dekking van die kurrikulum, die akkuraatheid van assessering en terugvoer daaroor aan studente, en ouers se betrokkenheid by onderwys. Verbetering op hierdie gebiede binne die groot, sukkelende deel van die Suid-Afrikaanse skoolstelsel sal deurslaggewend wees vir die land se ekonomiese ontwikkeling.
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Lind, Tommy. "Schools in sparse spatial structures." Licentiate thesis, Umeå universitet, Institutionen för geografi och ekonomisk historia, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-143192.
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This thesis describes and analyses how the school sector in sparsely populated municipalities in northern Sweden has developed with emphasis on spatial dimensions and in relation to demographic change and political reforms during the last 20 years. In paper I primary schools were studied in a number of small municipalities in the northern parts of Norway, Sweden, and Finland. The aim of the study was to investigate how the spatial structure of schools has changed, what strategies the municipalities have developed to adapt their schools to changing conditions and what constraints there are to apply the strategies. To answer these questions, semi-structured interviews with municipal representatives were conducted. In paper II, the upper secondary school system was studied. The aim of the paper was to analyse the combined consequences of the school reforms, demographic development and competition on the ability of small municipalities to provide upper secondary schools during the period 1997 to 2015 in the four northernmost counties of Sweden. The study was based on data from the database SIRIS at the Swedish National Agency for Education and has a descriptive approach. The spatial structure of school organizations under study has undergone substantial changes during the recent decades, with closures and mergers among primary schools and an expansion of upper secondary schools. In recent years, the size of the young cohorts have decreased, which overall has led to increasing pressures to close primary schools and has created a detrimental competition between upper secondary schools. The large distances and the already small and declining number of pupils have had major effects on the ability to offer a good range and quality in the supply and availability of education. According to representatives from all the studied municipalities, the ambition is to prioritize the primary schools in the municipal centre and have as few small village schools as possible, taking into consideration quality of education, per capita costs, distances, and how scattered the pupils are within the municipalities. Independent schools and their increasingly larger role have attracted a great deal of attention in media, but this is a change that has mainly occurred in municipalities with large populations and their presence in the studied municipalities is very small both at the primary and upper secondary level.
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Cavanagh, Robert F. "The culture and improvement of Western Australian senior secondary schools." Curtin University of Technology, Faculty of Education, 1997. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11830.
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The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a ++stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Williams, David John. "Corporate culture in preparatory schools : the business of independent education." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343009.
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Annor, Grace. "Exploration of the Organizational Culture of Selected Ghanaian High Schools." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1459503954.
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Cavanagh, Robert. "The culture and improvement of Western Australian senior secondary schools." Thesis, Curtin University, 1997. http://hdl.handle.net/20.500.11937/2189.
Full textAbstract:
The operation and development of Western Australian senior secondary schools is based upon traditional theories of organisational management and school administration. The study sought to explore alternative conceptions of the nature of schools and the processes by which they can be improved.Examination of research on school effectiveness revealed that student learning outcomes were consequential on the values and norms of the staff of schools. These values and norms constitute the culture of a school and govern the professional activity of teachers. School culture can be contrasted with the formal school organisation in which the work of teachers is prescribed by explicit rules and regulations. Viewing schools from a cultural rather than organisational perspective requires conceptualising the school as a learning community. A learning community is bonded together by common expectations about the roles of teachers and the learning of students. The predominant consideration is the educative mission of the school and not the requirements of the formal organisation. Organisational development is viewed as cultural transformation. The improvement of the school is facilitated by the growth of a school culture which is supportive of the professional needs of teachers and the educative needs of students.The study utilised a developmental mixed-method research approach to investigate the nature, temporal stability and improvement of the culture of local senior secondary schools.A quantitative instrument was developed to measure aspects of school culture identified in the school effectiveness literature. The School Cultural Elements Questionnaire (SCEQ) provided a measure of the level of teacher efficacy, emphasis on learning, collegiality, collaboration, shared planning and transformational leadership in local schools. The SCEQ data were supplemented by data from a stratified sample interview programme in two schools. Empirical findings indicated school culture was internally dynamic, in interaction with its external environment and capable of changing. Interview data provided examples of internal and external influences on the maintenance, growth and decline of school culture.The results of the empirical phases of the study were applied in the development of a model of school culture, the School Improvement Model of School Culture. The model contained six cultural constructs which are characteristic of school culture and the processes by which it can be transformed. The model was then applied in a detailed examination of practical and theoretical aspects of Western Australian systemic school improvement initiatives. The effectiveness of these initiatives was explained as a consequence of implementation strategies and their interaction with the prevailing school culture.The study is important for school level personnel, school improvement programme designers and educational researchers. In particular, the School Improvement Model of School Culture provides a significant alternative conception of the nature of schools and the processes by which they improve.
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Ahmed, Nesar. "Socio-economic aspects of freshwater prawn culture development in Bangladesh." Thesis, University of Stirling, 2001. http://hdl.handle.net/1893/1497.
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This thesis is concerned with social and economic aspects of freshwater prawn (Macrobrachium rosenbergii) culture development in converted paddy field gher systems in SW Bangladesh, based on economic features of prawn production and social impacts within and around prawn farming communities. Based on a sample of 400 farmers from the four different zones in Bagerhat district in SW Bangladesh, 345 (86.25%) cultured prawn with fish and rice in their gher. The culture period is typically nine months, wild fry are stocked when available in May-June and harvested from November to January. A variety of feeds are used but the preferred material is the freshwater snail, Pila globosa. Productivity is variable, averaging 432 kg ha-!. The freshwater prawn is a highly valued product for international markets and is therefore almost all exported. All farmers in all zones and different gher size categories made a profit, with seed and feed dominating variable costs. Considerable variation in production costs and profitability was observed. The culture of prawn in gher systems is technically possible in a variety of conditions though expanding small scale of farming mainly depends on reducing production costs. Future targets could be to integrate with other agricultural activities especially dike cropping and rice production in the monsoon. The livelihoods of a large number of people are associated with prawn farming. Four different fry, snail and prawn markets were surveyed, including a sample of 60 fry catchers, 40 fry traders, 75 snail collectors, 40 snail traders and 40 prawn traders. A sample of 200 women, associated with gher farms was also surveyed. In spite of socio-economic constraints, most of the households of farmers (81 %) have improved their status through prawn farming where prawn have brought out clearly positive changes of economic activities and generated new employment. All appeared to have gained from their activities, women have enhanced their position in families and societies. However, concerns arise about the long-term sustainability of prawn farming due to high production costs, low supply of wild fry and snail meat, poor natural resources, poor institutional support and inadequate extension services, all of which have affected sustainable livelihoods of farmers and associated groups. It may necessary to establish local ingredients feed industries, prawn hatcheries and to provide low-interest credit with institutional and policy support for sustainable gher farming.
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Lawton, William Andrew. "Contrary agendas : political culture and economic development policies in Newfoundland." Thesis, University of Edinburgh, 1994. http://hdl.handle.net/1842/19919.
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The analytical focus of this thesis is the economic development policies of Newfoundland governments. Specifically, the thesis builds upon the disciplines of political economy and sociology in an analysis of policy responses to underdevelopment and dependency. The "contrary agendas" of the title refer to internal contradictions within policy approaches. This thesis attempts to characterise these contradictions, which reflect competing and contradictory ideas as to which development trajectory is most appropriate to Newfoundland society. A comprehensive overview and analysis of the manner in which the themes of underdevelopment and dependency have been approached in Canadian scholarship is provided. Environmentalism, another tradition that is significant to developmental issues, is incorporated into the theoretical framework. Newfoundland and federal policy approaches to economic development are reviewed and analysed. Reference is made to developments in Newfoundland politics in the early twentieth century, but emphasis is on more recent shifts in the agendas for economic development. The two periods of 1971-72 and 1986-90 receive particular attention. Although the importance of structural impediments to successful development strategies is acknowledged, this thesis reaffirms the relevance of political choices and policy making to Newfoundland's recent past, current situation, and future prospects.
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Salonia, Matteo. "Genoese economic culture : from the Mediterranean into the Spanish Atlantic." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2009805/.
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This thesis investigates the economic culture that fostered the constitutional history and political cosmology of late medieval and early modern Genoa. Genoese economic actors are here studied through their diversified trades and businesses, as they moved from the shores of the Black Sea into the Atlantic. Genoa’s late medieval economic expansion is described through several case studies and briefly compared to the state-run military expansion of Venice’s empire. Genoese colonial history is found to be both peculiar and relevant, as entrepreneurial techniques, institutions and attitudes later transferred to the Atlantic first originated in the private networks built by Ligurian businessmen in the thirteenth and fourteenth centuries. The adaptability and entrepreneurial skills that allowed Genoese merchants and bankers, captains and businessmen, tax collectors and clergymen to enter the Spanish Atlantic in the sixteenth century are linked to the medieval history of the Genoese commune, to the specific idea of libertà progressively defined and protected by its fluid elite, and to the development of Hispanic-Genoese diplomatic and financial relations. Through the study of diverse documents in Italian, Genoese dialect, Venetian dialect, Spanish, Latin, and English, Genoa’s civic ideology and institutions are revealed to be intertwined with Genoese entrepreneurs’ simultaneity of careers, cosmopolitan self-perception, and mimetic imperialism. The thesis closes with a survey of the Genoese economic activities in Spain’s American kingdoms, whose most significant result is the illustration of Genoa’s multifaceted roles in the building of the Hapsburg Atlantic. This work thus constitutes the first chronologically and thematically broad attempt to explain the prolonged Genoese presence on the stage of intercontinental commerce as well as the existence of a modern Ligurian Atlantic.
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Hufferd, Marlene Lima. "Carnaval in Brazil, samba schools and African culture a study of samba schools through their African heritage /." [Ames, Iowa : Iowa State University], 2007.
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Fox, Judith Rosuck. "Educating Japanese students in American schools /." Access Digital Full Text version, 1994. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11714190.
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Thesis (Ed.D.)--Teachers College, Columbia University, 1994.Typescript; issued also on microfilm. Sponsor: Terry Orr. Dissertation Committee: Frank L. Smith. Includes tables. Includes bibliographical references (leaves 167-169).
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Williams, David N., and n/a. "Metaphors and meaning : teachers' perceptions of organizational culture in secondary schools." University of Canberra. Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20061110.132541.
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The purpose of this research was to investigate the perceptions of a group of secondary
school teachers concerning their schools' organizational cultures, and also to examine the
degree to which perceptions were common amongst teachers in a school, and whether these
perceptions are related to levels of job satisfaction.
The setting for this research involves five secondary schools in the wider Auckland
metropolitan district, in New Zealand. These schools were a mixture of state and private, coeducational
and single sex, and were selected from different socio-economic locations.
The perceptions of the teachers were examined from the perspective of the conceptualization
of the early sociologist, Ferdinand Tonnies, and the study utilizes the antithetical model of
gemeinschaft and gesellschaft characteristics of an organization. The methodological strategy
includes a Questionnaire and Interview, combining quantitative and qualitative approaches.
Metaphorical descriptors were used as the methodological tools for determining the balance
of gemeinschaft to gesellschafl in each school. Overall trends were noted and correlation
between particular perceptions and job satisfaction levels were examined. An analysis of the
degree to which perceptions were shared in common was also an important consideration.
In both the Interview and the Questionnaire the participants were given the opportunity to
develop their own metaphors that were applicable to their school cultures, as well as
summarizing their ideals for the educational context.
The findings revealed five major observations.
The first is that gemeinschafl (community human relational) characteristics were both more
prevalent in schools, and were considered to be more desirable by teachers.
Secondly, there appeared to be a mixture of both gemeinschaft and gesellschaft
characteristics in each school, according to the perceptions of the teachers studied. Both of
these characteristics existed side by side, they were not mutually exclusive. The balances,
however, were idiosyncratic to each school.
Thirdly, there was a strong positive correlation between high gemeinschaft perceptions and
job satisfaction levels. Conversely, there was a negative correlation between gesellschaft
perceptions and job satisfaction levels.
Fourthly, the study indicated that metaphors were a useful research tool, and that teachers
respond well to them as enabling devices for reflecting on the nature of school organizational
culture.
Finally, this research revealed a strong tendency for teachers to hold similar perceptions of
their schools organizational culture. There existed clear patterns of commonality.
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Warsal, Daisy. "The impact of culture on women's leadership in Vanuatu secondary schools." The University of Waikato, 2009. http://hdl.handle.net/10289/2776.
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The government of Vanuatu ratified the Convention on the Elimination of all forms of Discrimination Against Women (CEDAW) in 1995. Following the ratification, Gender Equity in Education Policy was developed in 2005 by the Ministry of Education of Vanuatu. One of the objectives was to increase the number of women principals. However, recent statistics on women in educational leadership in Vanuatu show a decline in the number of women principals. The low percentage of women in educational leadership in the secondary schools of Vanuatu indicates that gender equity in educational leadership is still far from being achieved. This study looks at how Vanuatu culture affects women's leadership in secondary schools and identifies ways in which women's leadership might be developed. Qualitative methods were employed to study the experiences of six women leaders and five aspiring women leaders in several Vanuatu secondary schools. The findings from the study indicate three main areas inherent in Vanuatu culture that significantly impact upon the leadership practices of the participants. The findings reveal the existence of entrenched cultural barriers in the education system, in the social structures of Vanuatu and in the attitudes of individual men, women and some students towards women leaders. These barriers, it seems, are the major impediments to women's advancement in educational leadership in Vanuatu secondary schools.
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Vislocky, Karen. "THE RELATIONSHIP BETWEEN SCHOOL CULTURE AND STUDENT ACHIEVEMENT IN MIDDLE SCHOOLS." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3835.
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This study was developed to produce data about the cultures of selected Florida middle schools. The research was intended to contribute to the existing body of knowledge on collaboration, collegiality, and self-determination/efficacy as related to student achievement. The focus for this study was provided through three research questions: (a) to determine to what extent middle schools scoring in the top half and the bottom half on the modified version of Wagner and Masden-Copas' School Culture Triage Survey differed on various demographic elements; (b) to determine what differences, if any, existed between the cultures of the selected Florida middle schools and student achievement as measured by the percentage of middle school students scoring at level 3 and above on the 2004-2005 Florida Comprehensive Assessment Test (FCAT) reading portion; and (c) to determine what relationships, if any, existed among the three key areas of school culture (collaboration, collegiality, and self-determination/efficacy) and student achievement. The population of this study was comprised of instructional personnel employed at one of the six participating middle schools in Osceola County School District, Florida during the 2004-2005 school year. One middle school chose not to participate in the study. Data were generated from the six middle schools using a self-administered survey. Based on an extensive review of literature and the research findings, it was concluded that sixth, seventh, and eighth grade students that attended schools with higher culture scores produced higher FCAT reading scores. The reverse was also true: sixth, seventh, and eighth grade students that attended schools with lower culture scores produced lower FCAT reading scores. There was a relationship between the three key areas of school culture (collaboration, collegiality, and self-determination/efficacy) and the reading achievement of sixth, seventh, and eighth grade students.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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CAZELLI, SIBELE. "SCIENCE, CULTURE, MUSEUMS, YOUNG PEOPLE AND SCHOOLS: WHAT ARE THE RELATIONS?" PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7122@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRONo contexto atual, muitos autores insistem em que a promoção da cultura seja desenvolvida por uma rede de instâncias culturais. Os museus vêm ocupando lugar de destaque nesta rede. Os objetivos deste estudo estão relacionados à investigação dos efeitos de algumas características associadas aos jovens e a seu entorno, tanto familiar como escolar, nas chances de acesso a museus ou instituições culturais afins. Mais especificamente a intenção é explorar o potencial explicativo dos capitais econômico, social e cultural no aumento ou diminuição destas chances. Para a realização do estudo, um questionário contextual auto-administrado foi submetido a 2.298 alunos de 8ª série do ensino fundamental, em uma amostra probabilística de 48 escolas, municipais e particulares, situadas no município do Rio de Janeiro. O instrumento buscou investigar, de modo geral, características sociodemográficas e, de forma detalhada, o padrão de acesso a museus. Foram privilegiados aspectos que pudessem dar conta, principalmente de práticas familiares de mobilização de recursos materiais e simbólicos junto aos jovens. Como o acesso a museus está associado a ações de professores e escolas, foi elaborado um questionário contextual auto-administrado para os profissionais diretamente envolvidos com a organização de visita. A análise dos dados coletados foi baseada na aplicação de um modelo de regressão. No contexto familiar, os resultados indicam que as diferentes formas do capital cultural, combinado com o capital social entrelaçado nas relações familiares, têm particular relevância no aumento das chances de acesso a museus. No contexto escolar, o acesso às instituições museológicas possui particularidades relacionadas à rede de ensino.
At present, many authors insist that cultural promotion is to be developed by a net of institutions. Museums occupy an important place in this net. The aims of this work are related to the research of the effects of some aspects of young people and their family and school backgrounds, regarding the access to museums or similar institutions. The further aim is to explore the potential of economic, social and cultural capitals in increasing or reducing these chances. For this study, a self-administered questionnaire was submitted to 2.298 students of the 8th grade of elementary schools, comprising 48 public and private schools within the City of Rio de Janeiro. The questionnaire sought to evaluate, in general, sociodemographic characteristics and, in detail, standard access to museums. The study examines family action on using material and symbolical resources together with the students. Since access to museums involves teachers` and schools` actions, a self- administered questionnaire was made up for the staff directly responsible for the visits. Data analysis was based upon the application of a regression model. In family background, results indicate that different forms of cultural capital, together with social capital in family relations, have special importance in increasing chances of access to museums. In school background, the access to such institutions is closely related to the different school systems.
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Alhammadi, Muteb. "Outstanding schools in Saudi Arabia : leadership practices, culture and professional development." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/77932/.
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As Saudi Arabia strives to position itself strategically in global markets in response to globalization, education has become one of the most important tools to achieve this aim. While demands for reform in Western countries have fostered new notions of school excellence, equivalent concepts have to date received little attention in Saudi Arabia. This study aims to fill this gap by exploring the nature of outstanding schools in Saudi Arabia, and thus claims to be an original and important contribution to the understanding of this phenomenon. A qualitative case-study approach was used drawing on data from three high schools in Saudi Arabia, each having been rated outstanding by the city’s local authority. Principals, Deputies and Social Instructors from the three schools were interviewed (n=9), while group interviews were conducted with the majority of teachers from each school (n=68); 25 out of 26 teachers from school 1; 20 out of 24 teachers from school 2 and 23 out of 28 from school 3. In addition, the daily work of Principals in each school was observed and relevant documents were collected. The resulting data were thematically analysed using a framework based on the inter-related concepts of leadership practices, culture and professional development The findings reveal that leadership practices in these outstanding schools included a number of common features, such as establishing school vision, restructuring the organisation, leadership distribution, effective communication, strategic planning and quality assurance. Cultural aspects revealed the effect of both macro-level cultures: global and national cultures on these schools, as well as micro-scale effects. Professional development was perceived to be important, and both leaders and teachers engaged in training opportunities. While these results cannot be generalised, it is hoped that they will be important to inform practitioners, policy makers and researchers about the nature of outstanding schools in Saudi Arabia.
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Chang, Lu. "Language, culture and ethnicity in Chinese language schools in northern California." Scholarly Commons, 1994. https://scholarlycommons.pacific.edu/uop_etds/2624.
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The purpose of this study was to investigate the role of Chinese language schools in Northern California in maintaining the Chinese language, culture and ethnicity in a multilingual/multicultural society. The study examined: (1) goals and characteristics of the Chinese schools; (2) curriculum and extracurricular activities; (3) sociocultural and demographic characteristics of principals, teachers, parents, and students; (4) perceptions of these groups about the success of the schools; and (5) problems and difficulties facing the Chinese schools. The sample of the study consisted of 800 principals, teachers, parents and students in five schools. Across all schools, it was found that the majority of the participants perceived the goals of these schools to be teaching the Chinese language and culture, and they were generally satisfied with the schools. It was also found that there was a lack of appropriate teaching materials; that the emphasis of instruction was on the Chinese language; and that the actual classroom teaching was normally teacher-centered. Significant differences among the schools were found in the background characteristics of participants, including their educational level, teaching experience, language usage and length of residence in the United States. The parents' reasons for sending their children to the school, their views of children's motivation to attend the school, and their engagement in Chinese school activities varied significantly across the schools. A significant difference was also found among student groups in their attitudes toward the schools. The findings of this study suggest that ethnic language schools can be valuable resources for multicultural/multilingual education; hence, an exchange of resources between the public schools and the community language schools would be desirable. Recommendations for future research include: (1) a longitudinal study of Chinese language school graduates to determine important elements that contribute to long term language and cultural maintenance; and (2) a study of the communication and partnership arrangements between ethnic language schools and public schools to determine policy implications for bilingual and cross-cultural education.
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Lauritzen, Solvor. "Building a culture of peace : peace education in Kenyan primary schools." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5926/.
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Although education in recent years has been recognised as holding the potential for both building peace and fuelling conflict, research in the area is scarce. This thesis therefore investigated the role education has played in peace-building following the 2007/08 post-election violence in Kenya. Kenya was chosen because a peace education programme was launched following the violence, making the country particularly progressive in that respect. In order to generate in-depth knowledge on the matter, a case-study approach using mixed-methods was adopted. In addition to four case studies, interviews were carried out with national policy makers and local school authorities to generate data on peace education policies. The qualitative data from the schools was triangulated with a teacher survey from a larger number of schools. The study found that education can indeed build peace, and that the Kenyan peace education programme can play a role in this. Drivers of conflict were also identified in the schools, pointing to a need for a holistic approach to peace education, where the whole school culture is addressed. Only one of the four case-study schools was found to have implemented peace education to the extent encouraged by the Ministry of Education. The three remaining schools were not found to have implemented peace education to the extent that policy makers had hoped. Within these three schools, a range of challenges faced by peace education initiatives were identified. In particular, the perceived relevance of peace education, location of schools, school leadership, sense of ownership of peace education, and national peace education policies were found to have a particular influence. The findings are followed by a set of recommendations for policy makers, teacher trainers and head teachers, arguing that there is a need for further grounding in national policies, more follow-up work in schools and more thorough training in peace, for peace education to reach its full potential in Kenya.
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James, Shondell B. R. "Discipline In Charter Schools| Investigating How School Design Shapes Disciplinary Culture." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10974935.
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Background: Charter schools are one of the most recent attempts at improving the educational outcomes for low-income and minority students. These schools were created with the intent of being innovative, individualized, and allowing parents choice about the type of education their child received. This intention has not been fully realized, instead charter schools have been debated because of mixed performance and issues that have arisen surrounding their discipline policies, specifically suspension rates and strict behavior regulations. Purpose: This paper explores how educators perceive and experience school culture across two different types of charter schools, with the intent of revealing diversity within the charter school sector. In doing so, it seeks to understand how discipline policies differ across charter school types, and the impact of these differences on school culture. Research Design: Using the theoretical framework of a hidden curriculum, this multiple case study highlights the impact that discipline policies have on the school culture. Research Question: How do different charter design models shape the disciplinary culture in schools? Findings: (1) Community-based charter schools, whether No-Excuses or independent, are moving away from stringent disciplinary practices, but this results in perceived inconsistencies in implementation of their discipline policy. (2) The design model of the charter influences the disciplinary culture of the school, which is experienced differently based on one?s position. (3) Implicit assumptions about student demographics and the accountability context influence disciplinary practices.
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Molapo, Diakanya Cecel. "An investigation into the management of reading culture in primary schools." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60962.
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This study was prompted by the reading crisis prevailing in South African schools. The aim
of the study is to investigate how primary schools promote and manage a reading culture in
selected primary schools in the Limpopo Province.
A purposive, qualitative research approach was used with the aim of understanding and
developing a holistic picture of how School Management Teams (SMTs) support, promote,
develop and manage a reading culture. A multiple case study design was used in three
primary schools in one circuit (Sekgosese East Circuit). Eighteen participants took part in
semi-structured interviews. Documents were analysed. Artefacts in the classroom were
viewed with the intention of establishing how a reading culture can be propagated.
The findings indicate that SMTs monitor reading progress by using class visits and by
motivating team language teachers. Learners are encouraged to participate in reading
competitions. It has also been highlighted that a lack of parental support in the promotion of a
reading culture is an impediment to development. Challenges such as overcrowded classes,
and shortage of reading material in the classrooms and libraries are experienced; some of
these are beyond the control of the school as an organisation. It is important to determine the
role played by teachers in planning, organising, leading and controlling matters related to a
reading culture at their schools. Heads of Department have to take leadership in this matter by
preparing, together with their teaching and library staff, policies and guidelines related to
reading activities in the school. In this manner an appropriate environment will promote a
reading culture in schools. A reading culture can be described as the creation of conditions
that are favourable for ongoing reading. Such conditions require sufficient reading material,
space and time for the support, development and nurturing of reading practices. How best can
the school manage the situation without compromising a reading culture and the quality of
reading and writing? A reading culture has to be sustainable. One of the primary aims is to
promote enthusiasm for reading in the school and in the community.Dissertation (MEd)--University of Pretoria, 2016.
Education Management and Policy Studies
MEd
Unrestricted
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Murphy, Patrick K. "Examining Elements of Change In Four Suburban High Schools In Virginia." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/26563.
Full textAbstract:
There is extensive literature about the role of the principal in creating a school culture that fosters a positive school climate. How the principal addresses staff culture is among the many issues that affect lasting change. The purpose of this investigation is to examine the activities and behaviors of four suburban high school principals and how they influence change.
Cross-case site analysis utilizing ethnographic method of investigation was conducted in four suburban high schools to examine how principals influence change. The culture of each school site was examined from the perspective of principals and department chairpersons concerning elements of change.
Data were collected through interviews with principals and department chairpersons. The Developmental Research Sequence (D.R.S.) model was used to identify a set of specific dimensions for more in-depth investigation. This process of analysis provided a method for focusing the study to discover cultural themes and patterns about how principals influence change in high schools. Triangulation of data was addressed by using multiple data sources and multiple method data analysis.
The major findings of this study were that principals who influenced change demonstrated a high degree of interest and care for school community members on a professional and personal level. Principals who valued what and how people thought were recognized as being connected to the school culture. It was through this awareness that principals could then channel ideas and provide opportunities to involve people in the change process. Principals recognized for using this type of approach cultivated and nourished a culture that was open to examining and entertaining change for both personal and professional growth and improvement.
These results will have implications for educational practitioners who recognize the significance of change as a fundamental ingredient in today's educational climate and modern day society.Ed. D.
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Jarotschkin, Alexandra. "Historical Experiments and Economic Development." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH083.
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Cette thèse étudie l'impact à long terme de politiques menées en Tanzanie et en URSS sur le développement économique et les représentations sociales et culturelles. Les deux premiers chapitres s'intéressent aux politiques de développement tanzaniennes connues sous le nom d'ujamaa. Le troisième aux déportations ethniques ordonnées par Staline pendant la Seconde Guerre mondiale. Le chapitre 1 s'intéresse à l'impact à long terme du statut "en développement" d'un village. Le chapitre 2 étudie l'impact de la diversité ethnique sur la confiance inter-ethnique, toujours en utilisant les ujamaa en Tanzanie. Le chapitre 3 étudie la propagation des valeurs et des cultures entre des populations différentes mises en contact par les déportations ethniques ordonnées par StalineThis dissertation studies historical experiments and their impact on contemporaneous economic development and attitudes. The first chapters explore different aspects of the big-push policies known as the ujamaa in Tanzania. The third chapter focuses on the ethnic deportations that were carried out under Stalin's orders during WWII. Chapter 1 studies the long-term impact of having been designated as developmental during the time of the ujamaa on local economic development, as proxied by night light luminosity. Chapter 2 examines the effect of ethnic diversity on inter-ethnic trust, exploiting the ujamaa-induced exposure of groups as part of the policy's villagization program. Chapter 3 studies cultural diffusion using an episode in history in which close co-existence of different cultural groups was exogeneously imposed in a real-word setting without constraints on the interaction between them: Stalin's ethnic deportations during WWII
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Mensah, Valentin Kwasi. "The impact of culture and government policies on Ghana's economic development." Thesis, Oxford Brookes University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506076.
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