Warianty tytułu
School culture and student risky behaviours
Języki publikacji
Abstrakty
Artykuł przedstawia definicje kultury szkoły i wybrane badania, w których użyto tego pojęcia do wyjaśnienia zachowań ryzykownych młodzieży. Na kulturę szkoły składają się podstawowe założenia, wartości i przekonania podzielane przez członków społeczności szkolnej. Troska i zaangażowanie kadry nauczycielskiej, klarowność zasad i norm życia szkolnego oraz wysoka wartość nauki szkolnej to elementy kultury szkoły, które pozytywnie wpływają na efekty kształcenia oraz wspierają pozytywny rozwój i zdrowie młodzieży. Badania nad kulturą szkoły, podobnie jak badania dotyczące zbliżonego znaczeniowo klimatu szkoły, integrują różne środowiska badaczy zainteresowanych efektywnością kształcenia i wychowania oraz skutecznością profilaktyki zachowań ryzykownych.
The article describes school culture and reports studies in which this construct was used to explain student risky behaviours. School culture embraces assumptions, values and beliefs shared by the school community. Teachers’ caring attitudes and commitment, clarity of school norms and rules and the high value of academic achievement have been proved to have a positive influence on school effectiveness and student healthy development. Research on school culture, similarly to studies on school climate, integrate diverse research communities interested in school performance and the effectiveness of prevention programs.
Wydawca
Czasopismo
Rocznik
Numer
Strony
14–24
Opis fizyczny
Daty
wydano
2014-03-27
Twórcy
autor
- Instytut Psychiatrii i Neurologii
Bibliografia
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- Aveyard, P., Merkham, W., Lancashire, E., Bullock, A., Macarthur, C., Cheng, K. i Daniels H. (2004). The influence of school culture on smoking among pupils. Social Science & Medicine, 58(9), 1767–1780.
- Barnes, K., Brynard, S. i Wet, C. de (2012). The influence of school culture and school climate on violence in schools of the Eastern Cape Province. South African Journal of Education, 32(1), 69–82.
- Bisset, S., Markham, W., Aveyard, P. (2007). School culture as an influencing factor on youth substance use. Journal of Epidemiology & Community Health, 61, 485–490.
- Brzezińska, A. (2005). Kiedy lider staje się tutorem a kiedy nauczycielem? (cz I.), Remedium, 153–154(11–12), 16–17.
- Cohen, J. i Geier, V. (2010). School climate research summary – January 2010. New York: Center for Social and Emotional Education. Pobrano z: www.schoolclimate.org/climate/documents/SCBrief_v1n1_Jan2010.pdf
- Deal, T. E. i Kennedy, A. A. (1983). Culture and school performance. Educational Leadership, 40(5), 14–15.
- Denison, D. (1996). What is the difference between organizational culture and organizational climate? A native’s point of view on a decade of paradigm wars. Academy of Management Review, 21(3), 619–654.
- DeWit, D. J., Karioja, K., Akst, L., Beneteau, B., Bollenbach, S., Braun, K., Caverson, R., DeMarco, W., …, i Walker, D. (2002). Sense of school membership: a mediating mechanism linking student perception of school culture with academic and behavioral functioning (Baseline data report of the school culture project). Toronto: Centre for Addiction and Mental Health. Pobrano z: http://www.camh.net/about_addiction_mental_health/child_youth_family_resources/school_culture_report.pdf
- Erickson, C., Mattaini, M. i McGuire, M. (2004). Constructing nonviolent cultures in schools: the state of the science. Children & Schools, 26(2), 102–116.
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- Hirschi, T. (1969). Causes of delinquency. Berkeley: University of California Press.
- Markham, W., Young, R., Sweeting, H., West, P., Aveyard, P. (2012). Does school ethos explain the relationship between value-added education and teenage substance use? A cohort study. Social Science & Medicine, 75, 69–76.
- Mayer, G. R. (1995). Preventing antisocial behavior in the schools. Journal of Applied Behavior Analysis, 28(4), 467–478.
- Mayer, G. R. (2001). Antisocial behavior: its causes and prevention within our schools. Education and Treatment of Children, 24(4), 414–429.
- Mayer,G., Butterworth, T., Nafpaktitis, M. i Sultzer-Azaroff, B. (1983). Preventing school vandalism and improving discipline: a three-year study. Journal of Applied Behavior Analysis, 16(4), 355–369
- Mead, G. (1934). Mind, self, and society. Chicago: University of Chicago Press.
- Mieszalski, S. (1997). O przymusie i dyscyplinie w klasie szkolnej. Warszawa: Wydawnictwa Szkolne i Pedagogiczne.
- Ostaszewski, (2005). Interaktywna profilaktyka. Remedium, 11–12 (153–154), 36–37.
- Ostaszewski, K. (2012). Pojęcie klimatu szkoły w badaniach zachowań ryzykownych młodzieży. Edukacja, 120(4), 22–38.
- Oetting, E. i Donnermayer, J. (1998). Primary socialization theory: the etiology of drug use and deviance. I. Substance Use & Misuse, 34(4), 995–1026.
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- Rutter, M. i Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451–475.
- Schein, E. (1990). Organizational culture. American Psychologist, 45(2), 109–119.
- Schoen, L. i Teddlie, Ch. (2008). A new model of school culture: a response to a call for conceptual clarity. School Effectiveness and School Improvement, 19(2), 129–153.
- Shann, M. (1999). Academics and a culture of caring: the relationship between school achievement and prosocial and antisocial behaviors in four urban middle schools. School Effectiveness and School Improvement, 10(4), 390–413.
- Tobler, A., Komro, K., Daborski, A., Aveyard, P., Markham, W. (2011). Preventing the link between SES and high-risk behaviors: “Value-Added” education, drug use and delinquency in high risk, urban schools. Prevention Science, 12(2), 211–221.
- Van Houtte, M. (2005). Climate or culture? A plea for conceptual clarity in school effectiveness research. School Effectiveness and School Improvement, 16(1), 71–89.
Uwagi
http://www.edukacja.ibe.edu.pl/images/numery/2014/1-2-ostaszewski-kultura-szkoly-a-zachowania-ryzykowne.pdf
Typ dokumentu
Bibliografia
Identyfikatory
ISSN
0239-6858
Identyfikator YADDA
bwmeta1.element.desklight-56a8f314-de6c-4d3a-a4af-fd61970156d4