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¶ … school context' as discussed in the Boyd reference
Schools represent complex organisms having several components. For achieving school improvement, understanding these components' interrelations is essential. Attempts at improving schooling for the at-risk student population necessitate taking the school context into consideration. Boyd (n.d.) states that the ecology, which forms the first aspect, encompasses a school's inorganic components (i.e., non-living things that affect individuals within the school setting; e.g., resources at hand, school size, rules, and policies). may also affect change.
Culture constitutes another aspect of a school setting/context. It may be described as an expression aiming to capture social institutions' (including schools') informal side. Schein (1985) outlines numerous culture-related meanings apparent in literature on the subject:
• Perceived behavior regularities in human interactions, including language employed and practices linked to deportment and respect.
• Norms developing within work groups; for instance, the principle "fair day's wage for a fair day's work" developed during the Hawthorne Wiring Room researches (Boyd, n.d.)
• An organization's perceived climate emerging from its physical arrangement and how its members deal with outsiders (such as clients). (Schein, p. 6)
Describe the main features of each context
• Lastly, rules and policies regulating a school also form a central inorganic component (Boyd, n.d.).
Culture
Beliefs and attitudes: School culture is shaped by the beliefs and attitudes of school members (i.e., administrators, students, teaching faculty and support staff). Often, innovations aren't implemented owing to their contradiction to deep-seated internal views of the world, which constrain people to the same way of behaving and thinking.
Burnout: Sarason (1982) describes burnout as adapting to stress, overload, and the belief that the situation will probably remain unchanged, which may lead to numerous adverse factors affecting school improvement attempts (Boyd, n.d.).
Using the NSBA references, identify types of conflict that can arise in the two aspects of 'school context
Ecology: Sustained attempts at change are largely hindered by insufficient resources (both time and finances). Patient implementation endeavors and leniency when it comes to student outcomes may increase enthusiasm and lead school members to devote more time to change attempts. Congested,…
Bibliography
Boyd, V. (n.d.). School context: Bridge or barrier to change? Southwest Educational Development Laboratory. Retrieved December 2016 from http://files.eric.ed.gov/fulltext/ED370216.pdf
Purkey, S.C. & Smith, M.S. (1983). Effective schools: A review. The Elementary School Journal, 83(4), pp. 427-452.
Schein, E.H. (1985). Organizational culture and leadership. San Francisco: Jossey Bass.
Sarason, S.B. (1982). Culture of the school and the problem of change, 2nd edition. Boston, MA: Allyn & Bacon.
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