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Improving schools: the importance of culture.

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dc.contributor.author Lumby, Jacky
dc.date.accessioned 2015-04-23T15:58:00Z
dc.date.available 2015-04-23T15:58:00Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/11622/12
dc.description.abstract Though formal quality assurance procedures have their place, meaningful long-term school improvement is founded on a shift in the cultures that underlie the surface operations of a school. The article outlines four cultural arenas with which leaders and teachers must engage in order to accomplish real change; global cultural pressures brought about by international trends, the cultures of local families and communities external to the school, the internal organisational culture of the school and, finally, the subcultures of teachers and learners. Avoiding the allure of homogenised so-called world-class practice, aligning school and community cultures, and working long term to adjust teachers’ socialised culture in order to change pedagogy are the keys to improving education for all children. en_US
dc.language.iso en en_US
dc.subject Cultural arenas, schools, organisational culture. en_US
dc.title Improving schools: the importance of culture. en_US
dc.type Preprint en_US


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  • Teaching and Learning
    This collection contains approved preprints for submission to "The Independent Journal of Teaching and Learning" the accredited open access journal published by The IIE. ISSN: 1818-9687.

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