UNIT 2

Question 1

characterized by deeply rooted traditions, values, and beliefs, some
of which are common across schools and some of which are unique and embedded
in a particular school’s history and location

Answer 1

School culture

Question 2

refers to classrooms as “egg-crates” or “castles”. Autonomy,
isolation, and insulation prevail, and blame and support are avoided.

Answer 2

Individualism

Question 3

refers to the teachers who choose, spontaneously and
voluntarily, to work together without external control agenda. This includes:
“comfortable” activities sharing ideas and materials—- and rigorous forms,
including mutual observation and focused reflective inquiry

Answer 3

Collaboration

Question 4

refers to the teacher’s collaborative working
relationships, which are compulsorily imposed, with fixed times and places
set for collaboration, for example, planning meetings during preparation
time.

Answer 4

Contrived collegiality

Question 5

refers to the teachers who are neither isolated nor work as a
whole school

Answer 5

Balkanization

Question 6

Some tangible
things that may give an initial indication include the following (Starrat, 1993):

Answer 6

° School’s statement of purpose
● School management plan
● School policies such as the student welfare policy
● School’s prospectus
● School’s motto
● Information booklet for casual teachers
● Information/induction booklet for newly appointed staff
● School newsletter
● Interactions between teachers and students

Question 7

procedures or routines that
are infused with deeper significance

Answer 7

school rituals

Question 8

are elaborated as culturally sanctioned events that
provide a welcome spiritual boost

Answer 8

school ceremonies

Question 9

● Boosting pupil’s progress and development
● Working together to respond to changing context
● Know where they are going and have the will and skill to get there
● Possess norms for improving schools

Answer 9

moving

Question 10

● Appear to be effective
● Usually in more affluent areas
● Pupils achieve despite teaching quality
● Not preparing pupils for changing world
● Possess powerful norms that inhibit change

Answer 10

cruising

Question 11

● Neither particularly effective nor ineffective
● Moving at an inadequate rate to cope with the pace of change
● Meandering into the future to pupils’ detriment
● Ill-defined and sometimes conflicting aims inhibit improvement

Answer 11

strolling

Question 12

● Ineffective, and they know it
● Expend considerable energy to improve
● Unproductive ‘thrashing about’
● Will ultimately succeed because have the will if not the skill
● Often identified as ‘falling’, which is demotivational

Answer 12

struggling

Question 13

● Ineffective: norms of isolation, blame, self-reliance, and loss of faith
powerfully inhibit improvement.
● Staff unable to change
● Often in deprived areas where they blame parenting or unprepared
children.
● Need dramatic action and significant support

Answer 13

sinking

Question 14

lack a mission and vision, value laziness and apathy,
appreciate separateness and exclusivity, and have negative peer relationships
(Peterson, 2002).

Answer 14

Toxic school cultures

Question 15

1. Lack of a clear sense of purpose.
2. Have norms that reinforce inertia.
3. Blame students for lack of progress.
4. Discourage collaboration.
5. Often have actively hostile relations among staff

Answer 15

According to Peterson (2002), schools with negative or toxic culture:

Question 16

1. Shared values and a consensus on “how we get things done around here.”
2. The principal is a hero or heroine who embodies core values.
3. Distinctive rituals that embody widely shared beliefs.
4. Employees as situational heroes or heroine.
5. Rituals of acculturation and cultural renewal.
6. Significant rituals to celebrate and transform core values.
7. Balance between innovation and tradition and between autonomy and
   control.
8. Widespread participation in cultural rituals

Answer 16

Moreover, Deal (1985) identified eight attributes of effective schools with strong
cultures

Question 17

Similar to the development of our physical bodies, cognizance of gender identity evolves with time, and some children find it very difficult to reconcile their given
gender and their gender identity (Rafferty, 2018)

Answer 17

Gender Roles and Sex Differences

Question 18

Similar to the development of our physical bodies, cognizance of gender identity evolves with time, and some children find it very difficult to reconcile their given
gender and their gender identity (Rafferty, 2018)

Answer 18

Gender Roles and Sex Differences

Question 19

In sociology, the social mechanisms that govern an individual’s or group’s behavior
are sometimes referred to as

Answer 19

social controls

Question 20

In sociology, the social mechanisms that govern an individual’s or group’s behavior
are sometimes referred to as

Answer 20

social controls

Question 21

is the internalized norms and values of the social order
(‘stealing is wrong’),

Answer 21

Informal

Question 22

is the external sanctioning or rewarding of social
order (‘I will be fined if I steal’)

Answer 22

formal

Question 23

is our relative social position within a group, while a role is
the part our society expects us to play in a given status

Answer 23

Status

Question 24

statuses are ones that are acquired by doing something.

Answer 24

Achieved

Question 25

Statuses are the result of being born into a
particular family or being born male or femal

Answer 25

Ascribed