By J. Yamin-Ali
Yamin-Ali indicates how faculties can adopt liable decision-making via accumulating and comparing facts, utilizing as examples six totally built case stories that make clear universal questions of faculty tradition and pupil lifestyles, together with pupil pressure, topic choice, and the position of single-sex periods.
Read or Download Data-Driven Decision-Making in Schools: Lessons from Trinidad PDF
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Additional info for Data-Driven Decision-Making in Schools: Lessons from Trinidad
Sample text
1998), and attention to professional development, staff reflection, and sharing of professional practice. What is also interesting about Peterson’s comments on positive school culture is that he mentions details such as “grass and flowers,” “clean and neat,” visible “school mission,” “live plants,” “mottos,” “messages . . ” In other words, school climate is inextricably linked to school culture. S. uses “school climate” in a similar way to how CEP uses the term “school culture” to cover a broad range of factors within the school environment that have to do with the physical, emotional, social, ethical, civic, and intellectual domains of schooling.
No reasons were given for selecting “to some extent” as opposed to “to a great extent” for “making a careful note of all homework”. However, one reason given for hardly valuing doing all homework before it is due is that “there is always a test or a project,” signifying that sometimes students do not have time to do all homework. In addition, although most parents felt that their daughters should find out about homework given when they were absent, one parent who did not value this indicated that it was the teachers’ job to assist students with the information.
Yamin-Ali, Jennifer. Data-Driven Decision-Making in Schools: Lessons from Trinidad. New York: Palgrave Macmillan, 2014. 0006. 0006 Challenge of Maintaining School Culture Introduction and background No matter what the geographical, political, or socio-cultural context, the notion of school culture has been the focus of discussion and enquiry by scholars and practitioners worldwide. It is often said that the school is a microcosm of the wider society. A consequence of this phenomenon would be that as society changes so would behaviors and attitudes among the school population.
