stoll and fink typology of school culturegeorgia guidestones time capsule
stoll and fink typology of school culture
& , As in the acquisition of any language, fluency can only be achieved by practice and not just by theory (Taras & Rowney, 2007). Walker, A. Cultures and Organisations: Software of the Mind. Ogawa Bajunid, I. London: Falmer. Does it perceive itself as dominant, submissive, harmonizing or searching out a niche within its operational environment? ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. M. P. Cultural Influences on Leadership and Organizations: Project Globe. Despite the difficulties of establishing the meaning of the concept of culture, it is used ubiquitously as a key variable, Janus-like, suggested both to influence and be influenced by a range of factors which impact on education. Such decisions will be founded on a concept of leadership that embraces far more than a capacity to competently manage the technical aspects of instruction. Hodgkinson (2001) argues that culture is always determining, subliminally and subconsciously, our value orientation and judgments. 143158). Consequently, a tendency to stereotype or discount alternative cultures must be halted by conscious, persistent effort (Lumby with Coleman, 2007). Bell (Eds. Research concerning leadership in multinational corporations defines three components of cultural fluency, cognitive complexity, emotional energy and psychological maturity (Iles & Kaur Hayers, 1997, p. 105). (1996). Hodgkinson, C. Hofstede, G. 8-9; Stoll and Fink 1995). . Prasad P. Leadership and Diversity; Challenging Theory and Practice in Education, Macpherson, R. An international perspective on leadership preparation. Hallinger, P. Bajunid, I. However, Cardno (2007) argues that the dilemma created by the need to give negative feedback and to save face, for example in appraisal, often emphasized as a cultural context in Chinese societies, is in fact universal. Hothouse culture exists where the pressure is to high academic achievement, typically in response to government or parental pressure to deliver high quality examination results. Secondly, it considers the important issue of the macro relationship of culture and globalization. (Eds. 210223). Online publication date: May 2009, Print ISBN: 9780415988476 Pupils, staff and school leaders have an on-going engagement with external stakeholders, from parents, to neighbors, to employers, to the media, and every one of those interactions conveys a message about the culture of the school and its underpinning values. Curricula and delivery which are founded on a set of cultural assumptions, even those which are dominant within the region or country, are likely to miss the mark for many. Chinese culture and leadership. Changing the culture becomes merely a question of technical fit, of shaping leadership development to align it to local culture. & There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Bhindi Cincinnati: South Western. Leader and leadership development may therefore be as effectively focused on teacher leaders as on principals in these two countries. Javidan a set of shared values and preferred actions among members of a society that largely determines among other things, the boundaries within which leader development is possible. Stoll, & Mackay, 2014). A key influence on culture within and beyond schools has been globalization. Jackson, D. , Walnut Elementary 625 N. Walnut St. La Habra, CA 90631 Phone: 562-690-2369. Find Washington Middle School test scores, student-teacher ratio, parent reviews and teacher stats. Librarian resources Any research which attempts to map such differences in concept and practice will face severe methodological challenges. Adler, N. Our intent in this paper is to provide a retrospective of the past few years to provide some helpful insights into the change process in school systems. Bush, T. Downloaded by [Teldan Inc] at 05:45 14 September 2015 . Accessed online 16.2.07. The product will be a mosaic of sub-cultures, which may reinforce the cultural objectives of the whole school or, in some cases, appear as counter cultures that challenge the organizational hegemony. How principals manage ethnocultural diversity: Learnings from three countries. Bajunid (1996, p. 52) argued over a decade ago that in Malaysia there is an urgent need to inspire, motivate and work with relevant and meaningful concepts that the locals are at home and familiar with and to free educational leadership and management from the intellectual domination of Greco-Roman, Christian, Western intellectual traditions (1996, p. 63). Ranade, M. See all results for "" Log In La Habra High School . (2005). In relation to leader preparation and development culture has been framed largely as an issue of diffusion, particularly of Western values and practice applied to the development of leaders in all parts of the globe (Leithwood & Duke, 1998). But the real purpose of schools was, is, and always will be about learning. The dynamic culture of The government of Thailand sought to introduce the western concept of school-based management, but found this problematic in the context of an existing societal culture, typical amongst the staff of Thai schools, in which deference to senior management and leadership made the introduction of collaborative and distributed approaches to leadership very difficult. Introduction. What we mean by the term culture is both argued to be generally understood (Lumby, Walker, Bryant, Bush & Bjork, forthcoming) and suggested not to be understood, misunderstood or so variously understood as to be verging on meaningless. Sarason, S. The attempt to mould culture in any direction involves alignment with some and challenge to others. School Culture. Ali, A. (See, for example, Buruma and Margal-its book, Occidentalism: The west in the eyes of its enemies.) (Eds. (2001). , In A. The International Journal of Educational Management, 15(2), 6877. R. J. International Studies in Educational Administration. ), Culture, Leadership, and Organizations: the GLOBE study of 62 Societies (pp. Every school, for example, has a specific geographical and social location which will strongly shape its cultural context the inner city school serving a diverse multi-ethnic community will inherit a diversity of cultures that may be quite different to those of the suburban middle class school. Crawford (2001). In British Educational Research Journal, 32(3), 363386. Culture is shaped by five interwoven elements, each of which principals have the power to influence: Fundamental beliefs and assumptions, or the things that people at your school consider to be true. , & The notions of cultural diffusion and cultural fit assume that programs designed to take account of the cultural expectations and preferences of participants are more likely to lead to effective learning and resulting practice. and 'learning school'; and contacts with leading experts in this area of work which led to identification of additional literature. For example, Walker, Bridges and Chan (1996) provide a rare example of research into the fit of a particular learning approach, problem-based-learning, to a specific cultural context, Hong Kong. Journal of Management Development, 15(5), 421. Hallinger (2001) notes the changing aims of Asian education and specifically the global standards applied to assessing the quality of education in Hong Kong. G, Crow In Saudi Arabia a command system is accepted by culture and tradition and schools have, in any case, little power to take decisions. & Educators would be extremely concerned to consider fully the implications of assessing school students against standards imported from another nation. Personal or student reference I refer students to this publication for new research articles or for my work, Benefit library's collection Acquisition of this publication will benefit department, faculty and student needs, Affiliation Journal of School Leadership, Coleman, M. Hiltrop, J. Rather, in leadership every person has a role to play (Bryant, 1998, p. 12) undertaking a leadership act as need and personal understanding or skill require. (2007). Commentary. However, his analysis of national culture has been abused to support stereotypical views and crude dichotomies, such as between Western cultures and those of Asia. Jacky Lumby Conference of the Commonwealth Council for Educational Administration and Management, Collard, J. Cultural complexity offers only multiple complications in assessing fit, not safe generalized conclusions. Organizational change, leadership and learning: culture as cognitive process. Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Despite the recognition that culture is an elusive and diverse concept, identifying some of the existing intellectual paradigms of culture is an important starting point. Trond Internationally leader preparation and development tends to focus on the principal. Daily challenges for school leaders.I In The political perspective would see educational leaders as seeking to generate in their pupils and staff a critical view of society, to challenge existing orthodoxies and to become citizens able to participate in social and cultural change. , & Beyond the school, though, lies a range of contextual cultures extending from the community within which the school lies to regional, national and international cultural contexts. Ribbins, P. If alternatively, culture is viewed as multiple, unstable, persistently contested, reflecting the differing perspectives and power of individuals and groups, changing the culture of a school is a different kind of endeavor. London: Sage. The model identifies seven dimensions of organizational context that shape resultant culture, based on a series of key questions: These questions provide a helpful analytical framework, which can be applied in most educational contexts, and which seeks to identify the underlying values and beliefs within a school. The first is that leaders are passive ambassadors of culture. In China the relatively low contact hours enjoyed by teachers combined with a culture of comfort with peer critique has resulted in teacher groups working together for a considerable proportion of their time to achieve change (Bush & Qiang, 2000), while principals spend much of their time on operational administration (Washington, 1991). Ruiz-Quintanilla, A. The result is that most preparation and development takes egalitarian participation and transformational leadership as key (Bush & Jackson, 2002). & R. (1982). , It may be limiting, ineffective and ethically dubious, particularly in those countries with a history of previous colonization and suppression of indigenous cultures. (1996). The study identifies how cultural literacy amongst the principals of the schools is a key element of the positive achievements they report. Prasad While there may be commonalities within a whole school, in practice each of these levels will differ in the detail of its culture. Leading and Managing Education: International Dimensions. Cohen, D. K. M. School culture, school effectiveness and school improvement. There exists a considerable literature on culture, which provides a range of conceptualizations. Hoppe, M. H. School culture refers to a total of shared values expressed through norms, rituals, expectations, behaviour and everyday practices. & Leaders interact with culture at the organizational level both in terms of efforts to include the multiple cultures which may be present and also to sustain, adapt or change the dominant culture. Stoll (2000) gave a general definition on the foundations of school's cultures. Nick Foskett, Print publication date: July 2008 We must be aware that the spread of good practice internationally through the educational management literature, through the actions of international organisations such as UNESCO, and through the impact of professional development programmes, all of which are dominated by the perspectives of western educational management practitioners and academics, is in danger of presenting such a global picture of good practice. Sparrow, P. It will therefore involve engagement with the moral choices which lie at the heart of leadership. International Journal of Leadership in Education, 8(3), 207221. His critique suggests that there is insufficient time given in such an approach to understanding existing cultures, both at a general level and in terms of the underpinning key components and variables, and the consequence is cultural imperialism. & The first is that culture is neither unitary nor static (Collard & Wang, 2005), and while change may be evolutionary rather than revolutionary, trends and developments in internal and external influences will move the culture forward. (1995). (2007). , There have been strong responses to the lack of critical awareness of these processes. (2007). International Studies in Educational Administration, Thomas, D. C. Conflicting expectations, demands and desires. At the exogenous level, there appears to be widespread cultural homogeneity implicit in leadership development; that is, whether explicitly acknowledged or not, development is underpinned by some degree of belief in leadership as an invariable activity (Walker & Walker, 1998; Bhindi & Duignan, 1997): this despite recognition that even the word leader has very different connotations in different cultures (House, 2004). This suggests that they are prepared, appointed and developed to reflect a specific set of values and beliefs and are expected to simply transmit those imposed and inherited values to staff and to pupils within their institution. At the interface with exogenous and endogenous cultures, preparation and development reflect choices which are more than technical. Preparation of aspiring principals in Singapore: a partnership model. P., Glatter (1996). | Free trial 5167). El Nemr, M. (2006). , (2001). In recognizing that culture has dimensions at a wide range of scales of analysis, we explicitly acknowledge that it raises challenges for school leaders in relation to each of these scales. Hallinger, P. The chapter considers five main themes. Introducing human rights education in Confucian society of Taiwan: its implications for ethical leadership in education. , School culture and culture in general are often labeled as self-evident. Cranston, N. Can leadership enhance school effectiveness? Stoll and Fink identified 10 cultural norms that influence school improvement (see summary in Panel 2). London: McGraw-Hill. Exploring the cultural context of school improvement in Thailand. (1996). This may be due in part to the fact that understanding culture and its connection to leadership in education is a poorly researched field. Lopez, G. R. Nor is it amoral. (forthcoming). International Journal for Leadership in Education, 4(4), 367381. Bryant, M. Journal of Managerial Psychology, 1(2), 95117. Day (2000). Understanding Schools as Organisations Each of the cultures influences and is influenced by each of the others. & typology of Rosenholtz (1989) differentiates static and dynamic school culture. And, of course, the selection of principals by governors, education boards or regional/national education authorities is a key mechanism through which the cultural inputs to a school will be strongly controlled. The challenge for educational leaders is to recognize and conceptualize each of these cultural realms and understand how it impacts on and provides implications for their own school. The processes of cultural change in schools have been considered extensively in the literature (e.g. Story M. McCauley | How to buy Education researchers have also assumed such common attributes, for example, integrity (Begley, 2004; Bhindi & Duignan, 1997). Journal of Educational Administration, 334(5), 1231. Hoppe (2004) suggests that experiential learning proves enjoyable and effective for US leaders while French and German leaders often view this approach as time-wasting childs play (p. 353). Stream sports and activities from La Habra High School in La Habra, CA, both live and on demand. Bryant (1998) suggests that as a consequence school leadership as conceived in the US is unlikely to be appropriate to Native American educational leaders whose culture and consequent conception of leadership is very different. Such reculturing (Fullan, 2001) is perhaps the biggest challenge to school leaders, though, for it will certainly generate conflict, contradiction and destabilization as part of the process as DiPaola (2003, p. 153) has indicated: Such an approach to cultural change is, of course, a key component of western approaches to educational leadership, and has been criticized for representing a fundamental misunderstanding of what culture is and can be. In (1997). Wallace, M. (1990). , (2001). (1998). House, R. J. Training and educating principals for such cultural literacy is the focus of later sections in this chapter. ABSTRACT The relevance of the concept of culture to school effectiveness and school improvement is explored. Consequently mid-forged manacles of Western generated categories hinder the development of leaders in Malaysia where Islam is deeply embedded in culture. For example, North American and European development assert a cultural commitment to inclusion and equality for all. The project established 21 common perceived effective leadership attributes and behaviors within the 57 participating nations, providing evidence of widespread assumptions about leadership. Subordinates expect superiors to act autocratically. Stoll, L. In an increasingly complex, diverse and unpredictable world, it is necessary for schools and those working with them . P. J. However, a model which merely identifies cultural elements doesnt take account of the dynamic nature of culture and it is useful therefore to consider culture in the context of a systems perspective on organizations. (2000) Leadership and Culture in Chinese Education. & There is also a preference to face facts whether positive or negative. M. , & Archer, M. (forthcoming) provide a strong warning that collective cultures as well as honoring hierarchical superiority may also have an acute need to maintain self-esteem. (1998). N. The design of curriculum and delivery is therefore to an extent a cultural guessing game requiring those responsible for preparation and development to hold a high level of cultural fluency themselves and to support the development of cultural fluency in others. A more flexible and subtle shaping will be needed. Leading educational change in East Asian schools. For example, 86% of the worldwide variance on individualism-collectivism and 70% of variance across power-distance are found in Europe (Sparrow & Hiltrop, 1998, p. 73). Washington Middle School 716 E. La Habra Boulevard La Habra, CA 90631 Phone: 562-690-2374. Inevitably therefore, design of the curriculum and its delivery will involve judgments not only about the relevant local culture and the degree of diversity, but also how far global or international cultural assumptions may be relevant. Celikten, M. Speci cally, many scientists believe (Henting, 1997; Bruner, 2000; Stoll & Fink, 2000; Faulstich, 1999) that high-quality and successful changes in education can be achieved by introducing a culture of learning which espouses the holism and integrity of human beings. E. V. Velsor, E. V. Elmes Lumby, J. In Very many illustrations could be offered of the different expectations and practice of leadership throughout the world. Rejection of the cultural assumptions in preparation and development programs abound on the grounds of gender (Brunner, 2002; Coleman, 2005; Louque, 2002; Rusch, 2004), ethnicity (Bryant, 1998; Tippeconic, 2006), national culture (Bjerke & Al-Meer, 1993; Hallinger, Walker. & International Journal of Leadership In Education, 4(4),297307. Clearly in these two instances, Western derived theories of autonomy, planning and change management are all thrown into question. & Sarason (1971, 1996), writing of US schools, was one of the earliest to insist that improving schools was primarily a question of changing culture. In crafting school culture, school leaders (principals, teachers, and parents) act as models, potters, poets, actors, and healers. 206207), There are no essential, innate and immutable characteristics of race, age, gender, disability or other demographic categories. Newbury Park, CA: Sage. However, over a decade ago, Heck (1996) suggested that advances in statistical methods held some hope of achieving conceptual and metric equivalence in investigating theoretical models across nations and within organizations. Deal, T. Cultural diversity and group work effectiveness. Images of Organization, Powell, A. G. as cited in Stoll, Fink & Earl, 2003, p. 132). For most leaders this provides perhaps the most challenging dimension of leadership, for it is necessary to understand what those cultures are, why they exist and what aspects of them can or cannot, or should and should not, be subject to change to achieve the schools goals. (2006). Tomorrow, and tomorrow and tomorrow: a post-postmodern purview. School culture, therefore, is most clearly "seen" in the ways people relate to and work together; the management of the school's structures, systems and physical environment; and the extent to which there is a learning focus for both pupils and adults, including the nature of that focus. (Litvin, 1997, pp. The culture of a school is one of its critical organizational characteristics. According to Mortimore (1991), a lot of improvement efforts have failed because research results were not translated adequately into guidelines for educational practice. There is relatively little attention paid to middle leaders such as department heads and teacher leaders (Bush & Jackson, 2002). Their description of each provides significant detail of the culture of the type. In the opening chapter to this section of the Handbook, Fink and Stoll review the contemporary field of educational change and ask why educational change is so difficult to understand and achieve in present times. Collard (2006), for example, contends that much of the global level educational development through programs of agencies such as UNESCO and the World Bank is based on an import model which he portrays as a tidal wave of western values, sweeping away existing cultural environments. It has 525 students in grades 9-12 with a student-teacher ratio of 13 to 1. One dimension of fit may relate to ease with receiving positive and negative feedback and from whom. Walker, J. ing the micropolitic and the school culture as key components to study school improvement . Certainly it would be helpful to undertake an educational equivalent of the GLOBE project (House et al., 2004) and to establish the education leadership attributes and behaviors that are held in common across a large number of nations and those elements that are culturally contingent. Prosser (1998) has shown how culture is expressed at different levels within an organization, ranging from the individual classroom, to teams of teachers, to the whole school. Good schools of this were 1965 the context of change a story of change - the Halton effective school project school effectiveness can inform school improvement the possibilities and challenges of school improvement school . Moral leadership in education: an Indian perspective. & The focus on culture at the macro or societal level is matched by concern with the micro or organizational level, the school level. An example of the cultural challenges that emerge from this has been described by Hallinger and Kantamara (2001) in the context of Thailand. (2004), Understanding valuation processes; exploring the linkage between motivation and action. Categorization of groups which might be assumed to hold a culture in common is therefore problematic. we elaborated a typology of school improvement trajectories: we identi ed 4 di erent trajectories of school improvement. This paper's focus is school culture as 10. (2003).
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