Democratic School Culture Research Articles

Students’ Perceptions of Project-Based Learning within the New Tech School Model

This study used survey design to investigate how high school students perceive the implementation success of a school reform called the New Tech School (NTS) model, which is organized around project-based learning (PBL), a democratic school culture, and technology integration. The study examined the relationship of the PBL instructional approach to specific indicators of NTS success as viewed by the students. Statistically significant, positive relationships were found between PBL and these indicators of success. By examining students’ perceptions, this study affirmed that PBL is critically linked to improved outcomes within the context of the NTS reform model. Implications for all educators incorporating PBL in the New Tech environment are discussed.

Examining High School Students’ Perceptions of Democratic School Culture

This research aims at analysing high school students’ perceptions of democratic school culture from several variables. At first, for the purpose of measuring the students’ perceptions of democratic school culture “Democratic School Culture Scale” had been developed by the researchers. The exploratory factor analysis (EFA) was conducted for the data obtained through the 5-pointed Likert type scale of 46 items which was applied to 307 students. Following the factor analysis, it was exhibited that the scale had a 26-item, single-factor construct. Cronbach Alpha coefficient calculated for determining the scale reliability was found to be 0.944. In order to obtain evidence for the validity of the single-factor construct which had been found in consequence of the EFA conducted in the pilot study, the confirmatory factor analysis (CFA) was done for the data collected from another group of 325 high school students. The fit and error indices obtained from the CFA demonstrated that the model had an acceptable fit. Based on the findings obtained, it was concluded that the scale developed was capable of exhibiting students’ perceptions of democratic school culture in a reliable and valid manner. The findings obtained have revealed that the students’ perceptions of democratic school culture do not differ on the basis of gender, the number of brothers and sisters, or father’s education level whereas their perceptions differ according to the type of school that they attend, the type of the institution, the grade level, mother’s education level, and to the family income. It is believed that the conclusions reached will contribute to determining the dynamics influential in students’ perceptions of democratic school culture and to revising the educational settings based on it, and thus to the development process of the curricula.

Teachers’ Job Satisfaction: Findings from TALIS 2013 Study

<p><em>This paper examines teachers’ satisfaction with their profession and work environment in relation to other environmental factors in schools. Latvian data from the OECD TALIS 2013 study are used in the data analysis. The aim of the study was to find out whether there is any relationship between teacher satisfaction with their work environment and profession and a varietyofvariablescharacterizingschoolsandstudents. The research question is: what are the most important factors associated with teachers' satisfaction with their job at school? Applied research methods are frequency analysis and measures of central tendency. The results of the research reveal that overall Latvian teachers are satisfied with their work environment, and teachers' job satisfaction is most influenced by positive and democratic school culture.</em></p><p class="bodyIRC"> </p>

From authority figure to emotion worker: attitudes towards school discipline in Finnish schoolteachers’ journals from the 1950s to the 1980s

The article discusses the change in attitudes towards school discipline in Finnish schoolteachers’ professional journals from the late 1950s to the early 1980s. In explaining this change, the article draws from the studies of Cas Wouters and Arlie Hochschild. At the beginning of the studied period, the discussions in the schoolteachers’ professional journals were dominated by conservative views, which promoted authoritarian solutions to schools’ discipline-related problems. Over the next decades, however, these discussions came to be dominated by progressive views, which placed great value on the individual needs and rights of children. This emphasised the nature of teaching as a form of emotional labour, and it also raised discussion on how teachers could better adapt themselves to the emotional demands of the new democratic school culture.

Difficulties Faced in Social Club Activities: A Qualitative Study Based on Teacher Opinions

The primary purpose of education is to raise physically and mentally healthy individuals who contribute to society effectively. Another of educations primary functions is to establish an environment for students not only to continually develop as a complete individual physically psychologically and sociologically but also to become happy and productive individuals who actively participate in social activities (Ye^ilyaprak, 2013).Since humans are social creatures, it is considered a prerequisite that people participating in social life do so through communicating, helping, exhibiting mutual understanding, and being acceptance toward one another.. Just as it is expected that individuals not remain insensitive to social problems, so are they expected to be able to propose solution to social problems. Such behavior is regarded as a path leading to the socialization of individuals who display an entrepreneur personality by expressing their opinions in matters concerning other individuals and themselves (George Washington Academy, 2014). In order for students to gain the above-mentioned qualities, some implementations have been suggested so as to raise students as effective individuals who actively participe in the 'Regulation on Social Activities' published in the official gazette dated January 13, 2005 by the Ministry of National Education in Turkey. These activities, which include different implementations and which aimed at raising students as social individuals, has been carried out by means of student clubs that meet once every two weeks in elementary and secondary schools. In this process, it is envisaged that student membership in any social club, regardless of grade level, be decided democratically in line with students' wishes. Social clubs are defined as planned, programmed, and systematic studies performed in or out of school, in accordance with education purposes, in line with students' interests and wishes, and to improve their personalities by benefitting from both school administration and club advisor's knowledge.Students participating in social club studies develop skills not only in working with various persons and groups, but also improve their collaboration skills, abilities to apply their knowledge to new situations, and conduct observations, examinations, and analyses (Social Skills Central, 2014). Furthermore, social club studies are regarded as a socialization tool since they not only help students to take an active role in various social groups when they are conducted with good advisor, but also help them to develop good relationships with others (Karsh, 2006). The concept of socialization is generally defined as one's ability to be in contact with other individuals by joining a social group. According to Tezcan (1994) however, socialization is expressed as one's 'preparation to society' during children's education process. In this respect, among the purposes of socialization are enabling children's expectations to remain in their mind, teaching them skills so that they may participate in adult activities and teaching them social roles and attitudes supporting (Setterns, 2002). On the other hand, Levine and Moreland (1994) indicated that individuals gain a group culture as a result of the socialization process and develop communication and interaction skills by communicating with one another in various matters. Moreover, the development of attitudes, skills, and values in students who participate in social club activities, such as viewing differences with acceptance and respect enabling active participation, and gaining rights, freedom, and responsibility awareness, enables schools to establish a democratic school culture and to bring up democratic citizens (Centerville Elementary School, 2014).Social clubs present a structure contributing not only to students' physical and mental development, but also one that supports students to develop their academic success as a part of school and teaching program. …

Impact of Democratic Competencies and Political Knowledge on Desirable Outcomes of Civic Education. Results from the German Contribution to the IEA Civic Education Study

International comparative studies on civic education are especially difficult because of the lack of a common understanding of what civic education is as a subject and because of different cultural and political traditions or different school systems. Using the concept of democratic competencies, this paper starts by exploring a theory of authoritarian personalities and operationalising 11 items for an empirical study. Thereby this paper investigates to what extent central topics of civic education are more determined by cognitive factors or personality factors. It shows that matureness is developed not only by political knowledge but also by those democratic competencies which are an essential part of any democratic school and teaching culture.