Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey

Date

2017-09-01

Author

Caliskan, Zuhal Zeybekoglu
Simsek, Hasan
Kondakçı, Yaşar

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

39
views

0
downloads

This study analyses the functioning of a school as a social system in an atypical context with the purpose of generating propositions to tackle educational problems confronted by socially and economically disadvantaged groups attending these schools. Adopting the constructivist grounded theory, the analysis suggests that there is a kind of “vicious cycle” in the functioning of this atypical school, which adversely affects the school system. Breaking the vicious cycle involves five basic propositions: (1) making school a better place than students’ homes, (2) overcoming the enduring difficulties of working in an atypical school, (3) multiplying learning opportunities, (4) prompting parents to assume more responsibility, (5) locating leadership that makes a difference. These propositions clarify the significance of informal subsystems, school community and the wider environment along with their enabling and blocking effects on a disadvantaged school system. Parallel to other studies on disadvantaged schools, the study highlights the need to refine the orthodox view of the concept of formal education and school, as well as the role of school principal, teachers and parents affiliated with atypical schools.

Subject Keywords

Roma students, Atypical school, Social justice, Disadvantaged school, Turkey

URI

https://hdl.handle.net/11511/46413

Journal

Urban Review

DOI

https://doi.org/10.1007/s11256-016-0391-8

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

Modeling technology integration of teachers: the role of school climate and leadership Yurttav, Hakkı; Kondakçı, Yaşar; Department of Educational Sciences (2020) The purpose of this study is to examine the relationship between school climate, leadership and technology integration of teachers. The variables of the study were classified at three levels as school climate, leadership and technology integration. Within the scope of the study, teacher collaboration, trust in school principal and enabling school structure are the school climate based variables, and technology leadership is the leadership-based variable. The population of the study consists of teachers work...
Investigating middle school students’ achievement and strategies in proportional reasoning problems Yılmaz, Gamze Öze; Akyüz, Didem; Department of Elementary Science and Mathematics Education (2019) The aims of the study are to specify the academic achievement of the fifth, sixth, seventh and eighth grade students in proportional reasoning problems, to determine how the academic achievement of these students change according to problem types, to examine their solution strategies in these problems, and to reveal how these strategies diversify from fifth to eighth grade. To collect data in order to achieve these aims, a proportional reasoning test were prepared. The study was designed as a mixed study. I...
Repeat level preparatory school students’ causal dimensionality and their causal attributions to perceived success and failure Bıçak, Sevinç; Engin Demir, Cennet; Department of Educational Sciences (2019) This study investigates the causal dimensionality patterns and causal attributions of repeat level students at a preparatory school of a state university to their perceived success or failure. The study employed a mixed methods sequential explanatory design, and was conducted in two phases: a quantitative phase, followed by a qualitative phase. The quantitative data regarding the students’ causal dimensionality and specific causal attributions to success or failure were collected through CDS II and LAAS fro...
Resilience in Socioeconomically Disadvantaged Turkish Adolescents: An Ecological Perspective Sevil-Gulen, Ozden; Demir, Ayhan Gürbüz (SAGE Publications, 2020-09-01) The purpose of this study was to examine the role of self-esteem as mediator in the relationships between perceived parental acceptance/involvement, perceived peer social support, sense of school belonging and resilience in adolescents attending schools located in low socioeconomic districts. The sample of the study consisted of 1312 high school students (673 female, 639 male) between the ages of 13 to 19 (M = 15.67,SD = 1.18). Structural equation modeling was conducted to test the hypothesized model. Resul...
Investigation of self-regulated learning and motivational beliefs in mathematics achievement Ergöz, Gülnur; Bulut, Safure; Department of Secondary Science and Mathematics Education (2008) The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private scho...

Citation Formats

Z. Z. Caliskan, H. Simsek, and Y. Kondakçı, “Differentiated Function of School in Socio-Culturally Disadvantaged Context: A Constructivist Grounded Theory Study from Turkey,” Urban Review, pp. 400–419, 2017, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/46413.