School culture improvement / Zhang Dongjiao.

Format:

Book

Author/Creator:

Dongjiao, Zhang, author.

Series:

River Publishers Series in Innovation and Change in Education ; Volume 7

Language:

English

Subjects (All):

School improvement programs.

Physical Description:

1 online resource (326 pages).

Edition:

1st ed.

Place of Publication:

Gistrup, Denmark : River Publishers, [2015]

Summary:

School Culture Improvement is one of the few school culture monographs which aims directly at management. In this book, the author originates the following views and models: concept of school culture, school culture tripod structure theory, school culture spectrum theory, school culture drive model, and school culture unity and conflict.

Contents:

Cover

Half Title

Series Editor

Title - School Culture Improvement

Copyright

Contents

Foreword

Acknowledgement

Chapter - 1 Overview of School Cultureand Its Management

1.1 Connotation of School Culture

1.1.1 Analysis of School Culture

1.1.1.1 Campus culture

1.1.1.2 School spirit

1.1.1.3 School atmosphere

1.1.1.4 School culture

1.1.2 School Culture Type

1.1.3 School Culture Development Stages

1.1.3.1 Initial stage

1.1.3.2 Growth stage

1.1.3.3 Stage of ripeness

1.1.3.4 Compact stage

1.2 School Culture Structure

1.2.1 Introduction of the School Culture Structure

1.2.1.1 Dichotomy

1.2.1.2 Trichotomy

1.2.1.3 Quad-chotomy

1.2.1.4 Sex-chotomy

1.2.2 Analysis of School Culture Structure

1.2.2.1 Spiritual culture of school

1.2.2.1.1 Core values of school culture

1.2.2.1.2 Two objectives of school

1.2.2.1.3 School motto and school song

1.2.2.1.4 School logo

1.2.2.2 System culture of schools

1.2.2.2.1 School's organization structure

1.2.2.2.2 Management system of school

1.2.2.2.3 Management concept of school

1.2.2.3 Behavioural culture of schools

1.2.2.3.1 Behaviors and manners of administrators

1.2.2.3.2 Behaviors and manners of teachers

1.2.2.3.3 Behaviors and manners of students

1.2.2.4 Material culture of schools

1.2.2.4.1 Architectural culture of schools

1.2.2.4.2 Campus landscape

1.2.2.4.3 Cultural facilities of schools

1.2.3 Cultural System of Schools

1.2.3.1 Fishbone diagram of cultural system of schools

1.2.3.2 Tripod-shape theory for school culture

1.2.3.3 Characteristics of cultural system of schools

1.3 School Culture Improvement

1.3.1 Definition, Features and Principle of School CultureImprovement

1.3.1.1 Definition of school culture improvement

1.3.1.1.1 Cultural management.

1.3.1.1.2 School culture improvement

1.3.1.2 The feature of school culture improvement

1.3.1.2.1 Hypothesis of people-oriented management

1.3.1.2.2 School culture is the core job of management

1.3.1.3 The principle of school culture improvement

1.3.1.3.1 Leadership and management

1.3.1.3.2 Thoughts and actions

1.3.1.3.3 Facts and concepts

1.3.2 Main Bodies of School Culture Improvement

1.3.2.1 Headmaster is a symbolic manager33

1.3.2.2 Teacher is a culture creator

1.3.2.2.1 Being good at managing teacher-student relationship

1.3.2.2.2 Being good at partnership

1.3.2.3 Student is a culture displayer

1.3.2.3.1 Setting good examples

1.3.2.3.2 Self-management

1.3.3 School Culture Improvement Strategy

1.3.3.1 Enlightening strategy

1.3.3.1.1 Explore and refine educational philosophyfrom facts

1.3.3.1.2 Turn the system of school spiritual culture to belogicalization

1.3.3.1.3 Refinement of the school spirit

1.3.3.1.4 Obtain proper conception

1.3.3.2 Talent-use strategy

1.3.3.2.1 First is the classified teacher cultivationstrategy

1.3.3.2.2 Second is the strategy of general concernon students

1.3.3.3 Strategy of dealing with routine work

1.3.3.3.1 Establish organizational framework

1.3.3.3.2 Select the appropriate organizational structure

1.3.3.3.3 Design organic appended structure

1.3.3.4 Cultural material strategy

1.3.3.4.1 Design and materialize school logo

1.3.3.4.2 Beautify the school environment

Chapte - 2 rSchool Culture Improvement Model

2.1 Tripartite Cooperation Model

2.1.1 Cooperative Practice and Research Review

2.1.1.1 Background of tripartite cooperation

2.1.1.2 Cooperation practice

2.1.1.2.1 School improvement trend

2.1.2 Tripartite Cooperation Model

2.1.3 Cultural Tools for School Improvement

2.1.3.1 Combinational mechanism.

2.1.3.2 Tool kit

2.2 School Culture-Driven Mode

2.2.1 Epistemological Basis of School Culture-Driven Model

2.2.1.1 Cultural man hypothesis

2.2.1.2 Man-centred educational ideal

2.2.1.3 Blue ocean cultural strategy

2.2.2 Orientation and Specific Description of SchoolCulture-Driven Model

2.2.2.1 Orientation of mediation model

2.2.2.1.1 Linking tripartite co-operators

2.2.2.1.2 Communication study and practice

2.2.2.2 Model description and variable analysis

2.2.2.2.1 Subject of driving

2.2.2.2.2 Experimental variables and forms

2.2.2.2.3 Dynamic structure of driving model

2.2.2.3 "One focus and multiple sub-domains" professionalsupport strategy

2.2.3 Application and Evaluation of School Culture-DrivenModel

2.2.3.1 Application and improvement of the model

2.2.3.1.1 Exploration stage

2.2.3.1.2 Proposal stage

2.2.3.1.3 Improvement stage

2.2.3.1.4 Application stage

2.2.3.2 Model's effect evaluation

2.2.3.2.1 Model's meta-evaluation

2.2.3.2.2 Evaluation on model's actual effect

2.2.3.2.3 Deputy director Zhang Fenghua considered

2.3 Four-Step Model

2.3.1 State Evaluation on School Culture Development

2.3.1.1 Management process

2.3.1.1.1 Preliminary understanding of school needs

2.3.1.1.2 Individual information collection

2.3.1.1.3 Team workday

2.3.1.2 Discussion-based evaluation

2.3.1.2.1 Normal state evaluation

2.3.1.2.2 Low stake evaluation

2.3.1.2.3 Evaluation focusing on school culture

2.3.1.2.4 Open evaluation

2.3.1.3 Result management

2.3.1.3.1 Brief report of workday

2.3.1.3.2 Report of state evaluation on school culturedevelopment

2.3.2 Program Planning for School Culture Improvement

2.3.2.1 Sorting - extracting

2.3.2.2 Consultation - joint discussion

2.3.2.3 Discussion - condensation.

2.3.3 Program Implementation of School Culture Improvement

2.3.3.1 Clear grippers

2.3.3.2 Program simplification and marketing

2.3.3.3 Specific responsibility to specific person

2.3.4 Result Evaluation on School Culture Improvement

2.3.4.1 Process evaluation model

2.3.4.1.1 Evaluation criteria and methods of state evaluation

2.3.4.1.2 Evaluation criteria and methods of program planning

2.3.4.1.3 Evaluation criteria and methods of programimplementation

2.3.4.2 Result evaluation model

2.3.4.2.1 School culture development

2.3.4.2.2 Human development

Chapter - 3 School Culture Assessment

3.1 Characteristics and Subjects of School CultureAssessment

3.1.1 Analysis of School Culture Assessment

3.1.1.1 Definition of school culture assessment

3.1.1.2 Characteristics of school culture assessment

3.1.1.3 Significance of school culture assessment

3.1.2 Subject of School Culture Assessment

3.1.2.1 System subject of school culture assessment

3.1.2.2 Executive subject of school culture assessment

3.1.2.2.1 Professional education consultation organizations

3.1.2.2.2 Expert teams

3.1.2.2.3 Self-assessment groups with principals as leaders

3.1.2.1.1 Government

3.1.2.1.2 School

3.1.2.1.3 Intermediary

3.1.2.1.4 Customer

3.1.3 Types of School Culture Assessment

3.1.3.1 Administrative supervision assessment

3.1.3.2 Non-administrative supervision assessment

3.2 Content and Procedures of School CultureAssessment

3.2.1 Content of School Culture Assessment

3.2.1.1 Two design methods

3.2.1.2 Construction of weight set

3.2.1.3 Formulation of assessment standards

3.2.2 The Methods and Techniques of School CultureAssessment

3.2.2.1 Two assessment methods

3.2.2.2 Several assessment methods and techniques

3.2.3 Procedures of School Culture Assessment.

3.2.3.1 The preparation phase of school culture assessment

TheWork Plan of the Expert Team for Primary SchoolsStandardization Construction Phase II in Fengtai District

I. Overview of the Project

II. Project Tasks and Ultimate Results

III.Work Mechanism of the Project

1. The expert team

2. The combination of fixed appointed work and expert day

3. The combination of small team and big team

4. The work thinking of the simultaneous running of big gearand small gear

5. The working platform

IV.Work Process, Action Plan and Staged Achievementsof the Project

1. From September 2009 to January 2010

2. From February 2010 to July 2010

3.2.3.2 Implementation stage of school culture assessment

The Core Primary School of School StandardizationConstruction Phase III in Fengtai District

3.2.3.3 The application stage of school culture assessmentresults

3.3 Models and Tools of the School Culture Assessment

3.3.1 Models and Tools of the Organizational CultureAssessment11

3.3.1.1 Cameron and Quinn's enterprise culture assessmentinstrument (OCAI)

3.3.1.2 Daniel denison model (OCQ)

3.3.1.3 Hofstede's model of the organizational culture

3.3.1.4 O'Reilly, Chatman and Caldwell's organizational cultureprofile (OCP)

3.3.1.5 CAT culture assessment tool

3.3.1.6 Goffee &amp

Jones's Double S cube

3.3.1.7 Cheng, B. S.'s VOCS

3.3.1.8 Corporate culture assessment of Guanghua schoolof management

3.3.1.9 Corporate culture assessment of Tsinghua SEM

3.3.1.10 Scale of CCMC

Leader's Preferred Culture Assessment Instrument(L-PCAI

3.3.2 Models and Tools of School Culture Assessment

3.3.2.1 Open-control school culture atmosphere assessmentmodel

3.3.2.2 Healthy-morbid school atmosphere assessment model

3.3.2.3 Regulatory orientation-human orientation schoolclimate assessment.

3.3.2.4 Assessment models of school culture outline12.

Notes:

Includes bibliographical references.

Description based on print version record.

ISBN:

1-00-333935-2

1-000-79179-3

1-003-33935-2

87-93237-93-6

9781003339359

OCLC:

957128427